تدوين و اعتبارسنجي شاخص‌هاي ارزشيابي كيفيت مدارس ابتدايي تحول‌‌گرا

Educational transformation , transformative schools , elementary schools , validation , quality eva‎luation

Development an‎d Validation of Quality eva‎luation Indicators for Transformative Elementary Schools

علوم تربيتي

Despite the passage of several centuries since the establishment of schools an‎d the extensive transformations in human life, the structure of schools has remained largely unchanged. In recent years, concepts such as transformative schools, innovative schools, schools of life, an‎d fourth-generation schools have emerged, aiming to provide new models tailored to contemporary human needs. However, due to the nascent nature of this movement in Iran’s educational system, the question has always been raised: What are the key indicators of a transformative school, an‎d how can it be distinguished from other schools? This study was conducted with the aim of developing an‎d validating eva‎luation indicators for the quality of transformative elementary schools. It seeks to answer the questions: What are the eva‎luation indicators for the quality of transformative elementary schools, an‎d how valid are these indicators from the perspective of experts? The research follows a qualitative approach, employing two methods: text mining an‎d phenomenology. In the text mining method, 14 national development documents in education were analyzed, an‎d indicators related to transformative schools were extracted. In the phenomenological method, the lived experiences of 12 founders an‎d principals of transformative schools in Tehran an‎d Isfahan were collected through semi-structured interviews. By analyzing the data obtained from these two methods, 36 indicators were identified as eva‎luation criteria for the quality of transformative schools. The validity of these indicators was assessed using Lawshe’s Content Validity Ratio (CVR). In this phase, the identified indicators were presented to 20 experts in educational transformation (including the 12 interview participants an‎d 8 additional experts). Based on the validation results, 21 indicators were classified as “essential” an‎d 15 as “preferable”. These indicators were categorized into six main domains an‎d 20 sub-domains as follows: Philosophy an‎d Educational Model (including educational philosophy an‎d implementation model), Management an‎d Leadership (including strategic management, educational management, an‎d human resource management), Educational Programs (including process, content, methods, an‎d eva‎luation), Educational Stakeholders (including learners, families, educators, an‎d the broader community), Educational Environment (including school culture, physical environment, an‎d social environment), Educational Outcomes an‎d Impacts (including individual, familial, organizational, an‎d societal outcomes). The findings of this study can serve as a foundation for designing an accreditation system for transformative schools an‎d issuing certifications such as ISO for these institutions.

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