Nahid Rostamaneh Najafabadi; Mahboubeh Sadat Fadavi; Badri Shah Talebi
Abstract
Purpose: Considering the importance of fundamental transformation and national curriculum documents in education programs, the present research was conducted with the aim of developing a value-based leadership pattern based on the fundamental transformation document and national curriculum document in ...
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Purpose: Considering the importance of fundamental transformation and national curriculum documents in education programs, the present research was conducted with the aim of developing a value-based leadership pattern based on the fundamental transformation document and national curriculum document in Iranian education.Methodology: This study was applied and in terms of implementation method was qualitative. The research population was two documents of fundamental transformation and national curriculum in Iranian education that all sentences and paragraphs were selected as a sample by census sampling method. To collect the data were used from complete review of both mentioned documents and the recording of sentences and paragraphs related to value-based leadership, which content validity was confirmed by 15 experts and specialists and their reliability was obtained through an agreement coefficient between the two coders 0.77. Data were analyzed by open, axial and selective coding method.Findings: The findings showed that the fundamental transformation document had 227 indicators in two categories of processes and missions; so that the category of processes included two sub-categories of structural leadership processes (with three concepts of organizational-centered strategies, family-centered strategies and school-centered strategies) and content leadership processes (with a one concept of education-centered strategies) and the category of missions included four subcategories of missions about teachers, students and educators, educational spaces, value-educational areas and areas of Islamic-Iranian culture and civilization. Other findings showed that the national curriculum document had 322 indicators in four categories of principles, strategies, elements and indicators; So that the category of principles included three subcategories of values governing on the evaluation of academic and educational achievement, values governing on the choice of teaching and learning strategies and values governing on the academic and educational curricula, the category of strategies included two subcategories of strategies for production and implementation of programs and central strategy of monotheistic naturalism, the category of elements included five subcategories of reason, faith, science, practice and ethics and the category of indicators included six subcategories of religious and national values of generation education, moral values of generation education, value programs of generation education, goal setting pattern in generation education, general objectives of academic and educational programs in value generation education and achieving the academic and educational curriculum goals in educating the value generation education. Finally, the value-based leadership pattern based on the both documents of fundamental transformation and national curriculum was painted.Conclusion: According to the two patterns of value-based leadership according to the documents of fundamental transformation and national curriculum, the education specialists and planners can use them which for it are necessary to improve the categories and subcategories.
Mahbobeh Sobhani; Hasan Shahrakipor; Asghar Sharifi
Abstract
Purpose: Alignment school can play an effective role in the effectiveness of the education system and the growth and development of society. As a result, the aim of present study was investigate the consequences of alignment school with the approach of fundamental transformation document.Methodology: ...
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Purpose: Alignment school can play an effective role in the effectiveness of the education system and the growth and development of society. As a result, the aim of present study was investigate the consequences of alignment school with the approach of fundamental transformation document.Methodology: The present study was a combination (qualitative and quantitative). The community in the qualitative section was principals, officials and experts in education and leading schools such as Saleh, Pajuhesh and Sabz in Tehran city, which according to the principle of theoretical saturation 20 people were selected by purposive sampling method as a sample. The community in the quantitative section was principals and deputies of high schools in Tehran city in the academic years 2020-21, which according to the Cochran's formula 291 people were selected by multistep cluster sampling method as a sample. The research instrument in the qualitative section was a semi-structured interview, which its validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between the two coders 0.86. Also, the research instrument in the quantitative section was a researcher-made questionnaire, which its content validity was confirmed by experts opinion and its reliability was obtained by Cronbach's alpha method 0.97. Data were analyzed by methods of coding in MAXQDA software and exploratory factor analysis in SPSS software.Findings: The results of coding showed that the consequences of alignment school with the approach of fundamental transformation document had 31 indicators in two dimensions of empowering school (with three components of effective education, efficient culture and monitoring system) and self-directed learning (with two components of awareness and learning strategies). Also, the results of exploratory factor analysis indicated a factor load higher than 0.40 for all items and the existence of mentioned two dimensions and five components. In addition, the model had a good fit and all items have significant effect on related components (P<0.05).Conclusion: According to the obtained results, in order to improve the condition of schools and to promote the alignment schools, it is possible to take action by improving the empowering school and self-directed learning according to the identified components for them.
