Document Type : Qualitative Research Paper
Authors
1
PhD Student of Educational Administration, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
2
Assistant Professor, Curriculum Studies, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
3
Associate Professor of Educational Administration, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
10.22034/jsa.2024.136939.2375
Abstract
The study aimed to design a quality assurance evaluation model for a sample of Iranian secondary schools. Considering the nature of the research questions, the researchers chose a plan based on relativistic ontology and constructivist epistemology The participants included all educational specialists, principals, and teachers of West Azerbaijan among them; 23 experts were selected purposefully by snowball sampling method. The data collection tool was a semi-structured interview protocol. Data was analyzed through a grounded theory three-step coding process (open, axial, and selective). The results revealed that the quality evaluation model of secondary school education consists of 248 open codes, 37 axial codes, and finally 5 selective codes. Among axial codes 7 items belonged to causal factors, 7 categories were related to contexts and backgrounds, 12 categories belonged to intervener factors, 6 categories were related to strategies, 6 categories were related to consequences and one category is considered a core phenomenon. The findings of the research reveal that education quality assurance evaluation is affected by facilities and equipment, objectives of secondary education, curriculum, teaching method, teaching-behavioral competence of the teacher, organizational factors, educational content, needs and expectations of stakeholders, and financial problems; it can lead to educational productivity and academic satisfaction.
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