Popularization of Science

Popularization of Science

Designing an interpretative structural model of solutions for continuous improvement of the performance of primary schools in Sama

Document Type : Original Article

Authors
1 PhD student in educational management, Garmsar Branch, Islamic Azad University, Garmsar, Iran
2 Associate Professor of Educational Management, Garmsar Branch, Islamic Azad University,Garmsar , Iran
3 Assistant Professor of Educational Management, Khwarazmi University, Tehran, Iran
Abstract
Objective: The purpose of this research is to design an interpretive structural model of solutions for continuous improvement of the performance of primary schools in Sama with an interpretive structural modeling approach.
Method: The current research is of mixed type (qualitative and quantitative). In the first phase, the qualitative research method was carried out using thematic analysis, and in the second phase, the quantitative method was carried out based on interpretive structural modeling. The statistical population of both qualitative and quantitative sections, due to the expert-centeredness of the interpretive structural modeling approach, consists of experts, which includes faculty members in the field of educational management. Also, the opinions of SAMA staff managers, SAMA school managers, SAMA school teachers and trainers, and students have been used. The measurement tool in the qualitative part is a semi-structured interview and in the quantitative part, a questionnaire. The questionnaire has compared 5 indicators identified in the qualitative section in the form of 10 items. Validity and reliability of the data have been confirmed. Two methods of theme analysis (Max QDI software) and Interpretive Structural Modeling (ISM) (Excel software) were used for data analysis.
Findings: 5 main themes (facilities and equipment, managers, management, teachers and programs) have been identified for continuous improvement solutions for the performance of primary schools in Sama. The facilities and equipment are placed in a linked cluster, that is, they affect other factors and are also affected by other factors; Managers and management are in the independent cluster, which means that it has a great influence on other factors, and other factors have little influence on it, and teachers and programs were placed in the dependent cluster, which means that they are influenced by other factors and have little influence on other factors.
Keywords
Subjects

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