عنوان مقاله [English]
The purpose of this study was to investigate the status and relationship of lifelong learning with the effectiveness of the school. The research population was all the teachers of smart schools in the district 5 of Tehran. A sample of 240 individuals was selected through simple random sampling from this society. The research method was quantitative, descriptive and from the type of survey-correlation study. The research tool was a questionnaire. A researcher-made questionnaire of 21 lifelong learning questions based on Guy and et al.'s model (2014) and a researcher-made questionnaire of 18 school effectiveness questions based on the Chen and Lane’s model (2011) was used to collect data. Cronbach's alpha and confirmatory-operational analysis techniques were used to determine the reliability and validity of the tool. Results indicated the desirable reliability and validity of the tool. Descriptive (center and dispersion indicators) and inferential (single sample T tests, Pearson correlation coefficient and linear multivariate regression) techniques were used for data analysis, by SPSS software. The results indicate that The status of lifelong learning and school effectiveness in Teachers of Intelligent Schools in District 5 of Tehran has a significant difference with a favorable situation in the alpha level of 0.05 and indicates a poor condition; also, life-long learning and its dimensions have a positive, direct and significant positive effect on / On the effectiveness of school in Teachers of Intelligent Schools in District 5 of Tehran in the alpha level of 0.05.
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