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Manuscript ID : JEDU-2005-4979 (R2) Visit : 97 Page: 53 - 72

10.30495/jedu.2021.24967.4979

20.1001.1.20086369.1400.12.4.4.6

Article Type: Original Research

Validation the model of learning and teaching schools in education.

Subject Areas : Education

tahmineh shahsavari 1 , mahboubeh soleimanpouromran 2 , maryam hafezian 3

1 - Ph. D. Student, Department of Education Management, Bojnourd branch, Islamic Azad University, Bojnourd, Iran.
2 - Assistant professor Department of Education Management, Bojnourd branch, Islamic Azad University, Bojnourd, Iran
3 - Assistant professor Department of Education Management, Bojnourd branch, Islamic Azad University, Bojnourd, Iran.

Received: 2020-05-20 Accepted : 2021-11-14 Published : 2021-10-23

Keywords: education, Model, teaching schools, learning schools,

Abstract :

Abstract Introduction and Aim: In the third millennium, only those organizations abide that can centralize teaching and learning in all their activities, so that they can convert to a teaching and learning organization. The purpose this research was to Validation the model of learning and teaching schools in education.   Methods: The used method was mixed method. Regarding the qualitative section, faculty members and experts who were familiar with training and education were selected through purposeful sampling method and regarding the quantitative section, based on Cochran formula, from among 460 individuals of managers and experts in the education of North Khorasan Province, 210 individuals were selected as the samples of the study using simple random sampling method. Data of the qualitative section were collected through grounded theory using semi-structured interview and regarding the quantitative section, the data were collected using field method and researcher-made questionnaire was used as the instrument of the study. the validity and reliability of which was determined by professional assessment and by Cronbach’s alpha (0.98), respectively To analyze the qualitative data, the codification process of the grounded theory strategy was used and for analyzing the quantitative data, descriptive and inferential statistical methods as well as exploratory and confirmatory factor analyses were utilized though SPSS, version 21, software and AMOS, version 20, software. Results: The findings of the study led to the identification of 9 main categories including human resources, empowerment, learning environment, structure, culture, policy, information technology, support and learner society as well as 25 secondary categories in the learning schools and 9 main categories of leadership, sub-structure, lesson programming, knowledge management, attitudes and values, mental health, cooperation, innovation, aims and mission and 36 secondary influential components in the teaching schools; The results also showed that the extracted model has a high internal validity. Conclusion: presenting an appropriate applied model, which can be influential in learning and teaching schools, so that they can convert to a learning and teaching schools.  

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