Identifying the characteristics of effective schools using the synthesis research approach

Document Type : Original Article

Authors

1 Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

2 Master's degree in educational management, Urmia University, Urmia, Iran

3 A graduate of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University

4 Educational Sciences/ Faculty of Educational Sciences and Psychology/ Ardabili Researcher/ Ardabil/ Ardabil

10.22098/ael.2023.12107.1213

Abstract

Background and Objective: The current research was conducted with the aim of identifying the characteristics of effective schools using the synthesis research approach.
Research Methodology: This research has been carried out in terms of practical purpose and with a meta-composite qualitative method. The statistical population is all the studies conducted in the period of 2001-2022. In this regard, 63 researches in the field of the desired subject were evaluated and finally 21 articles were selected purposefully and by analyzing the content and composition of related literature, a total of 64 codes and 10 key categories were identified and analyzed during the process of searching and systematic combination of texts and its validity. It was confirmed through Cohen's kappa test.
Findings: The results of the analysis showed that effective management and leadership, effective school teacher, professional learner, school structure, participation of colleagues and parents, effective curriculum, effective evaluation, effective organizational atmosphere and culture, effective teaching and physical facilities are among the most important characteristics of effective schools.
Conclusion: be Considering the effectiveness of schools in the return of human investment and its importance in the advancement of science and technology, the need to pay attention to the characteristics of effective schools is felt day by day.

Keywords

Main Subjects

References

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Applied Educational Leadership
Volume 5, Issue 3
October 2024
Pages 99-114

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History

  • Receive Date: 12 November 2022
  • Revise Date: 30 December 2022
  • Accept Date: 19 January 2023

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