Volume 5, Issue 4 (Winter 2022)                   Iranian Journal of Educational Sociology 2022, 5(4): 170-184 | Back to browse issues page

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Rostami Alileh T, Rastgoo A, Namvar Y, Sattari S. (2022). Validating of Applied Model for the Implementation of the School Management Excellence Program. Iranian Journal of Educational Sociology. 5(4), 170-184. doi:10.61186/ijes.5.4.170
URL: http://iase-idje.ir/article-1-1090-en.html
1- PhD Student, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
2- Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
3- Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran (Corresponding Author).
Abstract:   (920 Views)
Purpose: The aim of the present study is to validate the applied model for the school management excellence program implementation.
Methodology: This study was a correlation and survey methods. All 20 middle and high schools located in districts 1 and 2 of Ardabil city, which have been the implementers of the excellence program during the last two years, were selected and their human resources formed the statistical population. The researcher-made questionnaire with Cronbach’s alpha coefficient of 0.97 was distributed in 10 schools with the participation of 152 teachers using stratified random sampling method. Smart-PLS and SPSS soft wares were employed to analyze the data using structural equations and Hoteling’s T test.
Findings: The findings showed that the current research model meets desirable validity. Therefore, the effective factors identified in the implementation of the excellence program were found to be valid. The results via Hoteling’s T test also showed that there is a significant difference between the factors identified in successful and unsuccessful schools according to the performances of the years 2018 and 2019. The factors of management and leadership style and human resources training were found to meet the highest and lowest discrepancies between successful and unsuccessful schools, respectively.
Conclusion: The present results indicated that the factors of the space and resources, efforts of custodians, organizational culture, role of parents, environmental factors, management and leadership style, principal’s features, human resources training, organizational health and usefulness of teachers play a key role in achieving program-centered, self-assessment, school-centered and total quality consequences.
Full-Text [PDF 645 kb]   (142 Downloads)    
Type of Study: Research Article | Subject: Special
Received: 2021/09/2 | Accepted: 2022/11/13

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