Design and validation, researcher school model

Document Type : Qualitative Research Paper


1 Instructor, Department of Psychology and Educational Sciences, Payame Noor University of Tehran, Tehran, Iran

2 Professor, Department of Psychology, Shahid Ashrafi University of Isfahan, Isfahan, Iran


Sustainable development does not work without education and both without the institutionalization of research. The first condition is to pay attention to research in all parts of the school, which is achieved in the form of a researcher school. The present study was conducted with the aim of designing and validating the researcher school model using a combined method of multi-stage exploratory type. In the qualitative part of the study, the phenomenological strategy was performed and the quantitative part of the study was performed through factor analysis. Methods of obtaining data: included semi-structured individual interviews with educational scientists and qualitative analysis of texts. In order to assess the accuracy of the interview questions, the question form was reviewed by 10 experts and professors in the field of educational sciences. The continuity of the interview form has been examined by providing a summary of the identified topics and topics to three experts through qualitative study methods and applying their opinions. 30 professors of Farhangian University and PhD students of educational sciences, experts of relevant departments of the Ministry of Education, successful principals and teachers in the country were selected by purposive sampling method. In this study, the components of values, learning education activities, professional competencies, educational-executive structure, out-of-school interactions and equipment are of equal importance for scientific experts and professors.


Abiyat, M (2007). Evaluation of the effectiveness of action research training courses from the perspective of high school teachers in Ahvaz. Master Thesis. Shahid Beheshti University of Tehran. Faculty of Educational Sciences and Psychology.
Ali, M. S., & Abbas, Q. (2019). Oriented Teaching and Students’ Academic Performance: Perception of University Teachers. European Online Journal of Natural and Social Sciences, 8(1), pp-1.
Babakhanian, M.R. (2003). Investigating the ways to motivate research in teachers of Chaharmahal and Bakhtiari province.
Beisenbayeva, A. M., Abildina, S. K., Feizuldayeva, S. A., Kopbalina, K. B., & Kurmangaliуeva, Z. K. (2020). Research Skills in Primary School Students Formation: Developmental and Competence Impact. Journal of Intellectual Disability-Diagnosis and Treatment, 8(3), 413-420.
Bergmark U. Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 1-15. 2020.
Boldwin, G. (2005). The teaching- research nexus. Center for the study of higher education.
Boyer, E.L, 1997. Scholarship Reconsidered: Priorities of the Professoriate, New York.
Bright, F. (1999). Survey of opinions and the level of familiarity and interest of bachelors and higher in education towards research in Khorasan province. Research Project. Education Organization of Khorasan Province.
Butt, I.H., & Shams, J. H. (2013). Master in Education student attitudes towards research: A comparison between two public sector universities in Punjab. South Asian Studies, 28 (1), 97-105.
Cardno, C. (2006). Learning Change From Within: Action Research to   Strengthen Curriculum Leadership in a Primary School. School Leadership and Management. Vol, 26. No, 5.
Finnmore, B. (2003). Student-centered classroom management. Translator (Kianoosh Hashemian). Tehran: Al-Zahra University.
Gerber, B. L., Marek, E. A., & Martin, E. P. (2011). Designing research-based professional development for elementary school science and mathematics. Education research international, 2011.
Ghasemi Pouya, I. (2000). A practical guide to practical research. Tehran: Education Research Institute.
Ghasemi Pouya, I. (2002). Research Teacher Guide: Who is the Research Teacher? What is research in practice? Tehran: Nashr Publishing.
Golshan Foumani., & Mohammad Rasool (2000). Sociology of Education. Tehran: Doran Publishing.
Gorman, E. H., & Sandefur, R. L. (2011). “Golden age,” quiescence, and revival: Howthe sociology of professions became the study of knowledge-based work. Workand Occupations, 38(3), 275e302.
Greft, M. (1990). Action Research. NewYork: Routledge.
Hosseini, M. (1994). Strategies and methods for upgrading and developing the capabilities and skills of faculty members in Iranian universities. Proceedings of the Higher Education Seminar.
Hosseinpour, Shohreh and Zeinabadi, Hassan Reza. Research-oriented school: Development and testing of a causal model by combined exploratory method. Family and Research, 2019, 42, 48-27.
Huntly, H. (2008). Teachers Work: Beginning Teachers Conceptions of Competence. The Australian Educational Researcher, 35 (1), 125145.
Irani, Y., & Bakhtiari, A. (2003). Practical research method (action research). Tehran: Golden Tablet.
Kridel, C. (Ed). (2010). Encyclopedia of curriculum studies (Vol. 1). Sage. The Education system of England (2013) .British Council.
Levin, B. (2010). Leadership for evidence-informed education. School Leadership and Management, 30(4), 303-315.
Linden, van der, P. W. J., Bakx, A. W. E. A., Ros, A., Beijaard, D., & Bergh, van den, L. (2015). The development of student teachers' research knowledge, beliefs and attitude. Journal of Education for Teaching, 41(1), 4-18. DOI: 10.1080/02607476.2014.992631
Lissitz, R., & H. Doran. (2009). Modeling growth for accountability and program evaluation. Madison, WI: Wisconsin Department of Public Instruction.
Mahdirji cousin, H. (2006). Identifying the effective factors in the development of the researcher teacher plan among primary school teachers in Tehran. Master Thesis. Shahid Beheshti University of Tehran. Faculty of Educational Sciences and Psychology.
Maleki R, Davari N., & Zarei E. Investigating the Role and Position of Researcher (Research-Oriented) Schools in the Country in Cultivating a Thoughtful And Creative Generation in Order to Achieve The Six Areas of the Document of Fundamental Change (Identification and Evaluation of Educational Strategies). Islamic Life Style. 2018; 3(1): 86-91 URL
Mark, R., & Leary, G. (1995). Behavioral Research  Methods. Broke Skole, Company, USA.  
Mehr Mohammadi, Mahmoud (1999). Research papers in the field of education. Tehran: Education Research Institute
Michelle, V. Porche, Daniel, H. Pallante., & Catherine Snow. (2012). Professional Development for Reading Achieve-ment: Results from the Collaborative Language and Literacy Instruction Project,” The Elementary School Journal112 (4), 495-515.
Noffke, S. (1990). Action Research: A Multidimensional Analysis. Dissertation: University of Wisconsin Madison.     
Pacheco, G., & Lange, T. (2010). participation and life satisfaction: a crossEuropean analysis. International Journal of Social Economics, 37(9): 686 – 702.
Pikula, k. l. (2015). Novice teachers’ perceptions of their ability to transfer teacher education program knowledge to performance,intheclassroom, doctor of philosophy capella university.
Prevost, E. (2010). Developing a culture of inquiry in elementary schools: The role of the teacher-librarian. Edmonton, Alberta: Department of Elementary Education, University of Alberta.
Reece, T. (2000). Activity Research and Interest of Teacher. Journal Education Research. Vol, 33. No,1.    
Richter, D., Kunter, M., Klusmann‌, U., Ludtke‌, O., &‌ Baumert, J. (2011‌). Professional‌ development across the teaching‌ career‌: Teachers’ uptakeof formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116‌-126
Robert, B.B. (2000). Itroduction to Research Methods. Sage Publication.
Rohwer, D., & Svec, Ch. (2014). Perceived Value of Research Preparation Opportunities for Future Music Education Professors. Applications of Research in Music Education, 20, 1-8.
ROSS, J., & Bruce, K. (2007). Professinal Development Effection Teacher Efficacy: Results of Rand Omized Fieldtrial. University of Toronto, Trent.      
Rush, C., & Wheeler, J. (2011). Enhancing Junior Faculty Research Productivity Through Multiinstitution Collaboration: Participants’ Impressions of the School Psychology Research Collaboration Conference. Canadian Journal of School Psychology, 26 (3) 220– 240.
Schoen, S. (2007). Action Research: A Developmental Model of Professional Socialization. Lasalle University. In the Department of Education Philadelpia, Pennsylvania. Heldref  Publications. Vol, 80. No, 5.       
Schreiner, L. A., Louis, M. C., & Nelson, D. D. (Eds.). Thriving in transitions: A research-based approach to college student success. Stylus Publishing, LLC. 2020
Sedova, K. Sedlacek, M., & Svaricek, R. (2016‌). Teacher‌ professional development‌ as‌ means‌ of transforming student classroom‌ talk. Teaching and Teacher Education, 57, 14–25
Selwood, L., & Twining, P. (2005). Action Research. http://www. Becta.Org.Uk. Practioner Research.           
Shams Morkani, Gh, R. (2002). Investigating the reasons for the lack of interest of teachers in Zarrinshahr region in research activities. Research Project. Isfahan Education Research Institute.
Shariatzadeh, M. (2004). Teacher researcher approach to the development and improvement of human resources. Educational Research Journal. 13.
Siddiq Mir Azimi, S. (2008). Investigating the effect of action research courses (teacher researcher) on teachers' approach to research. Teacher Growth Monthly, (2008).
Smith, J. (2012). Core components of a doctoral program in agricultural communications: A national Delphi study. (Master of Science), Oklahoma State University, Stillwater, OK.
Smith, M. k. (2004). Kurtlewin Groups. Experiential Learning and Action Research. The Ency Clopedia of Informal Education. http://www: Infed. Org/Thinkers/et- Lewin.htm.         
Snoek, M., & Moens, E. (2011). The impact of teacher research on teacher learning in academic training schools in the Netherlands. Professional Development in Education, 37(5), 817-835
Suyo-Vega, J. A., Meneses-La-Riva, M. E., & Fernández-Bedoya, V. H. (2020). Research Competencies and its Relationship with the Scientific Production of University Teachers in Peru. International Journal for Educational and Vocational Studies, 2(5).
Tripathi, K., & Agrawal, M. (2014). Competency Based Management In Organizational Context: A Literature Review. Global Joournal of Finance and management, 6(4): 349-356. ISSN 0975-6477.
 Tshakkiros, A., & Pashardis, P. (2002). Strategic Planning and Education: the Case of Cyprus. Journal of Educational Management. Vol, 16. No,1.        
Wagner, A.T., Harrison, C., & Cohen-Vogel, L. (2016). Cultures of learning in effective high schools. Educational Administration Quarterly, 52(4), 602-642.
Wang, S.K. Hsu, H. Y. Reeves, T. C. & amp; Coster, D. C. (2014). Professional development to enhance teachers' practices in using‌ information‌ and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study. Computers & Education. 79, 101–115
Watkins, A. (2006). Teacher as Researcher, Sowhat Exactly do Teacher – Researchers Think About Doing Research. Support for Learning. Vol, 21. No, 1.
Wu, J. H., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism. Journal of Educational Administration.
Zahedi, M. (1994). Investigating the effective factors in the lack of tendency of high school teachers in Khuzestan province to conduct research. Research Project. Khuzestan Education Organization
Volume 9, Issue 3
September 2021
Pages 113-129
  • Receive Date: 22 December 2020
  • Revise Date: 11 February 2021
  • Accept Date: 16 May 2021
  • First Publish Date: 23 August 2021