Volume 6, Issue 1 (Spring 2023)
Iranian Journal of Educational Sociology 2023, 6(1): 80-91 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shayesteh Nia P, Shafizadeh H, Soleimani N. (2023). A Research on Effective Factors, Strategies and Consequences on the Link between School and Society in Iran. Iranian Journal of Educational Sociology. 6(1), 80-91. doi:10.61186/ijes.6.1.80
URL: http://iase-idje.ir/article-1-1271-en.html
URL: http://iase-idje.ir/article-1-1271-en.html
1- PhD student, Department of Educational Management, Garmsar branch, Islamic Azad University, Garmsar, Iran.
2- Associate Professor, Department of Educational Management, Garmsar Branch, Islamic Azad University, Garmsar, Iran (corresponding author).
3- Associate Professor, Department of Educational Management, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
2- Associate Professor, Department of Educational Management, Garmsar Branch, Islamic Azad University, Garmsar, Iran (corresponding author).
3- Associate Professor, Department of Educational Management, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
Abstract: (1072 Views)
Purpose: The link between school and community plays an important role in improving the school and adapting to the conditions and facilities of society. Therefore, the purpose of this research was to research on effective factors, strategies and consequences on the link between school and society in Iran.
Methodology: In an applied research from type of qualitative, action to identified the effective factors, strategies and consequences on the link between school and society. The population of this study was professors and experts with scientific achievements in the field of sociology of education, policy makers and managers of education and school’s managers. The required sample size of the research was considered to be 18 people according to the principle of theoretical saturation, who were selected by purposive and snowball sampling methods. The data collection tool was a semi-structured interview, which its validity was checked and confirmed by triangulation method and its reliability was checked and confirmed by reliability, trustworthiness, verifiability and transferability methods. Data analysis was done by thematic analysis method in MAXQDA software version 2021.
Findings: The findings showed that the effective factors on the link between school and society had 15 sub-categories in 7 sub-categories and 2 main categories including structural factors (with 4 sub-categories of policies and strategies of macro future development, upstream document requirements and macro perspectives and ruling intellectual, philosophical and educational orientation) and process factors (with 3 sub-categories of periodic monitoring of school performance by local stakeholders, alignment and adaptation of educational content with need of society and education in the field of environmental issues). Also, the findings showed that the effective strategies on the link between school and society had 9 sub-categories in 3 sub-categories and 1 main category including strategies of link school and society (with 3 sub-categories of appropriate governance of educational system, re-engineering and refining of educational system structure and policy making in the field attracting civil participation). In addition, the findings showed that the effective consequences on the link between school and society had 6 sub-categories in 2 sub-categories and 1 main category including consequences of link school and society (with 2 sub-categories of individual consequences and social consequences).
Conclusion: The designed themes network for effective factors, strategies and consequences on the link between school and society in Iran can greatly help education specialists and planners in improving the educational system and harmony with the society.
Methodology: In an applied research from type of qualitative, action to identified the effective factors, strategies and consequences on the link between school and society. The population of this study was professors and experts with scientific achievements in the field of sociology of education, policy makers and managers of education and school’s managers. The required sample size of the research was considered to be 18 people according to the principle of theoretical saturation, who were selected by purposive and snowball sampling methods. The data collection tool was a semi-structured interview, which its validity was checked and confirmed by triangulation method and its reliability was checked and confirmed by reliability, trustworthiness, verifiability and transferability methods. Data analysis was done by thematic analysis method in MAXQDA software version 2021.
Findings: The findings showed that the effective factors on the link between school and society had 15 sub-categories in 7 sub-categories and 2 main categories including structural factors (with 4 sub-categories of policies and strategies of macro future development, upstream document requirements and macro perspectives and ruling intellectual, philosophical and educational orientation) and process factors (with 3 sub-categories of periodic monitoring of school performance by local stakeholders, alignment and adaptation of educational content with need of society and education in the field of environmental issues). Also, the findings showed that the effective strategies on the link between school and society had 9 sub-categories in 3 sub-categories and 1 main category including strategies of link school and society (with 3 sub-categories of appropriate governance of educational system, re-engineering and refining of educational system structure and policy making in the field attracting civil participation). In addition, the findings showed that the effective consequences on the link between school and society had 6 sub-categories in 2 sub-categories and 1 main category including consequences of link school and society (with 2 sub-categories of individual consequences and social consequences).
Conclusion: The designed themes network for effective factors, strategies and consequences on the link between school and society in Iran can greatly help education specialists and planners in improving the educational system and harmony with the society.
Keywords: Factors, Strategies, Consequences, Link School and Society, Appropriate Governance of Educational System
References
1. Aboutorabi SB, Hosseingholizadeh R, Mahram B. (2019). Realizing the characteristics of school organizational structure in the fundamental reform document of education (FRDE) in the Islamic Republic of Iran. Journal of School Administration. 7(2): 273-303. [Persian]
2. Baradaran M, Nayeripour ZS. (2020). Requirements of organizational support perceived in Saleh school in the education transformation document. Journal of Applied Issues in Islamic Education. 5(1): 129-172. [Persian] [DOI:10.29252/qaiie.5.1.129]
3. Casado-Robles C, Mayorga-Vaga D, Guijarro-Romero S, Viciana J. (2022). Effect of a Sport Education-based teaching unit in Physical Education on high school students' social networks and quantitative sociometry scores: A cluster randomized control trial. Revista de Psicodidactica. 27(1): 66-75. [DOI:10.1016/j.psicoe.2021.10.001]
4. Dohrmann E, Porche MV, Ijadi-Maghsoodi R, Kataoka SH. (2022). Racial disparities in the education system: Opportunities for justice in schools. Child and Adolescent Psychiatric Clinics of North America. 31(2): 193-209. [DOI:10.1016/j.chc.2022.01.001] [PMID]
5. Entezari MA, Sharifi A. (2021). Identifying the characteristics of the distinguished school in the education transformation document. Jundishapur Education Development Journal. 12(Special Issue): 339-351. [Persian]
6. Epstein JL, Jansorn NR. (2004). School, family, and community partnerships: Link the plan. Education Digest. 69(6): 19-23.
7. Ghazi Tabatabaie M, Hejazi E, Rezaie Sharif A. (2010). School bonding among children in elementary schools; a test of control theory. Iranian Journal of Social Problems. 1(2): 113-137. [Persian]
8. Griffin D, Steen S. (2010). School-family-community partnerships: Applying Epstein's theory of the six types of involvement to school counselor practice. Professional School Counseling. 13(4): 218-226. [DOI:10.5330/PSC.n.2010-13.218]
9. Hajibabayi H. (2012). A study on the characteristics of "the school which I like" according to the document on fundamental development in education. Quarterly Journal of Educational Innovations. 11(2): 51-74. [Persian]
10. Khodarahmi M, Malaki H. (2016). The interactive relationship between society and school in the high school curriculum. Journal of Curriculum Studies. 10(39): 155-182. [Persian]
11. Llorent VJ, Farrington DP, Zych I. (2021). School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education. Revista de Psicodidactica. 26(1): 35-44. [DOI:10.1016/j.psicoe.2020.11.002]
12. Marzoghi R, Jahani J, Torkzadeh J, Amiri Tayebi M. (2018). Developing an interactive model of school, family and mosque's roles on realization of educational goals with regard to Islamic education. Basij Strategic Studies Quarterly. 21(79): 81-114. [Persian]
13. Mohammadi Pouya S, Adib Y, Zarei A. (2020). Appropriate strategies for increasing the linkage between home, school and community; Utilization of global experiences. Journal of School Administration. 8(3): 336-370. [Persian]
14. Moradi S, Amin Beidokhti A. (2018). The education system and a ten-year lack of an operational model for evaluating the performance of the board of trustee's schools from the perspective of schoolbased management system. Journal of Management and Planning in Educational Systems. 12(1): 101-124. [Persian] [DOI:10.29252/mpes.12.1.101]
15. Myende PE. (2019). Creating functional and sustainable school-community partnerships: Lessons from three South African cases. Educational Management Administration & Leadership. 47(6): 1-19. [DOI:10.1177/1741143218781070]
16. Rezaii Sharif A, Gazi Tabatabaei M, Hejazi E, Ejei J. (2012). Investigation of the viewpoint of students about school bonding: A qualitative study. Journal of Psychology. 16(1): 16-35. [Persian]
17. Sancho-Alvarez C, Jornet JM, Gonzalez-Such J. (2017). Design of scales to assess the subjective social value of education for students in primary and secondary school. Procedia - Social and Behavioral Sciences. 237: 527-534. [DOI:10.1016/j.sbspro.2017.02.102]
18. Shahri A, Shirbagi N, Bolandhematan K. (2019). An analysis of families and community's involvement in the schools' educational and administrative processes using "overlapping spheres of influence" model. Managing Education in Organizations. 7(2): 167-210. [Persian]
19. Sosu EM, Pimenta SM. (2023). Early childhood education attendance and school readiness in low- and middle-income countries: The moderating role of family socioeconomic status. Early Childhood Research Quarterly. 63: 410-423. [DOI:10.1016/j.ecresq.2023.01.005]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
