Transformationalism in School Administration Based on a Comprehensive Model of Cooperation
Publisher: name: The University Of Kurdistan
Year: 2021

description: The present study was designed and implemented with the aim of developing a\ncomprehensive model of cooperation between Education and Municipalities\nin order to achieve the goals of the document of fundamental transformation\nof education. In terms of purpose, the research method was applied and\naccording to the type of data, it was a combination of exploratory type. The\napproach used in the qualitative part was interpretive, which was done using\nqualitative content analysis method and was implemented in open and axial\ncoding to identify research components. The research field consisted of\nknowledgeable and knowledgeable experts who were selected as a sample by\npurposive sampling method and the principle of theoretical saturation. These\npeople included principals, deputies, experts and teachers who were aware of\nthe subject of the research and were identified according to their experience,\nscientific and practical background, as well as their professional and research\nbackgrounds in this field. Qualitative data collection tools included semistructured interviews. This interview was designed to answer the objectives\nof the research. According to the recording tools, the research interviews\nwere documented and at the end of the interviews, the coding was done as\nopen and axial coding. In the qualitative part of the research, in order to\ncheck the validity, reliability (validity), transferability and verifiability were\nused. For this purpose, the researcher used the validation of the research\nprocess by eight academic experts to check the reliability. In this way, the\nresearchers provided the research process and questions in the qualitative\nsection to these eight experts, and after the approval of the experts and elimination of their shortcomings, the research process was performed in the\nqualitative section. It should be noted that these eight specialists included\nuniversity professors who were outside the field of research and samples of\nthe quantitative department and had a good knowledge of the qualitative\nresearch method and the present subject. In coding using two coders, several\ninterview samples were used to ensure the same views of the coders. Also, in\norder to evaluate transmissibility, three experts who were not involved in the\nresearch were consulted about the research findings. To verify the\nverifiability, all interviews were recorded and reviewed at the required times.\nIn the qualitative part of the research, specialized committees were used to\nevaluate the reliability. Thus, the members of this specialized committee\nwere used for parallel coding of some interviews as well as evaluation and\nprograms related to the interviews. In order to analyze the data of the\nqualitative section, coding was done in the form of open and axial coding\naccording to the method of qualitative content analysis. Thus,\nMAXQDA2018 software was used in this regard.\nIn the quantitative part, the research method was survey. In a small part of the\nstatistical population included all general managers, deputies and senior\nexperts of the general departments of education in the western provinces of\nthe country in 1398, whose number was estimated at about 6,000 people.\nUsing Krejcie -Morgan table, 361 people were identified as a sample in this\nsection. 500 people were selected to prevent a possible drop. The tool used in\nthis section was a researcher-made questionnaire that was designed according\nto the objectives of the research. This questionnaire was the output of the\nqualitative part of the research. Thus, in two parts, including the components\nof the comprehensive model of education cooperation and municipalities to\nachieve the objectives of the Education Transformation Document, as well as\nthe factors affecting the comprehensive model of education cooperation was\ndesigned. The number of questions in this questionnaire is 44 questions in the\ncomprehensive cooperation model section (citizenship education 18\nquestions; environmental literacy 7 questions; facilities 8 questions; waste\nmanagement 5 questions and participatory management 6 questions) and 30\nquestions in the effective factors section (organizational culture 6 questions;\nsafety 6 questions; futurism (6 questions; systemic attitude (6 questions and\npolitical development (6 questions)). The face validity of this questionnaire\nwas confirmed by examining the opinions of experts. The validity of the\nstructure was confirmed using factor analysis. Finally, the reliability of the\nquestionnaire after calculating Cronbach's alpha was 0.88 in the\ncomprehensive cooperation model section and 0.83 in the effective\ncomponents section. In the quantitative stage, data analysis was performed in\ntwo parts: descriptive statistics (mean, standard deviation, etc.) and inferential statistics (structural equations and heuristic factor analysis) using\nSPSS and LISREL software.\nIn order to identify the components of the comprehensive model of cooperation\nbetween education and municipalities, to achieve the objectives of the\nEducation Transformation Document, as well as the factors affecting the\ncomprehensive model of cooperation in education, qualitative studies and\nanalysis of research interviews were used. Finally, 74 codes were identified\nfrom the research interviews, which showed the dimensions of the\ncomprehensive model and the factors affecting the cooperation between\neducation and municipalities to achieve the goals of the Education\nTransformation Document. After open coding, axial coding was performed to\nidentify the dimensions of the comprehensive model and the factors affecting\nthe cooperation between education and municipalities in order to achieve the\ngoals of the Education Transformation Document.\nQualitative results showed that the components of the comprehensive model of\ncooperation between education and municipalities to achieve the goals of the\nEducation Transformation Document include citizenship education,\nenvironmental literacy, facilities, waste management and participatory\nmanagement. The results also showed that the effective factors included\norganizational culture, safety, foresight, systemic attitude and political\ndevelopment. Factor analysis was used to evaluate and validate the axial\ncodings. Thus, factor analysis was performed in two parts, including the\ncomponents of the comprehensive model as well as the effective factors.\nThe results of factor analysis show that out of 44 available indicators (items), 5\nmain components can be identified. These 5 components are: organizational\nculture, safety, foresight, attitude and political development. Organizational\nculture can be considered as a common model among the people of the\norganization, which is composed of the following basic components:\naccepted values and norms, individual and group assumptions and\nperceptions of the goals and missions of the organization and how the\norganization adapts to environmental conditions. Education and culture\ninteract and interact. The relationship between these two categories is so\nstrong that it can be acknowledged that the educational system has a cultural\nnature and provides the grounds for the production and excellence of culture.\nCulture owes its survival and excellence to the educational system. In\naddition to civil works, the municipality has the task of transmitting culture\nand values to the citizens, which is a great step to make all citizens\nresponsible by cooperating with education and delegating responsibility to\nstudents. The next category is safety, in fact, safety in schools as one of the\nplaces that are always exposed to various dangers requires the observance of\ntips to create security against possible dangers and critical situations.\nRelevant organizations and school officials are also required to familiarize observe and educate these points so that measures are taken to minimize\nharm and parents are less concerned about this issue. The most important\nthing about teaching safety principles and preventing accidents in schools is\nto raise students' awareness. Of course, this is an important task for parents\nand school teachers another factor identified to improve cooperation between\neducation and municipalities to achieve the goals of the Education\nTransformation Document was foresight. The next category is futurism. The\npurpose of foresight is to calculate or predict certain future events or\nconditions. Another systemic approach was identified to improve cooperation\nbetween education and municipalities in order to achieve the objectives of the\nEducation Transformation Document. Systemic approach based on this view,\nthe organization should be considered as a systematic whole and data analysis\nshould be used to solve problems and make decisions. The present study\nshowed that in order to improve the cooperation between education and\nmunicipalities in order to achieve the goals of the Education Transformation\nDocument, political development should also be considered. Political\ndevelopment is more behavioral and fundamental. Political development is\naccompanied by fundamental changes and is related to the depth of change.\nThe three factors of organization, efficiency, practical reasoning and\nideological solidarity of leaders and followers are considered as tools of\npolitical development; thus, by separating and specializing the structure of\nthe concepts of creating change and modernization in political culture,\npolitical development becomes possible. Education is one of the most\nappropriate ways to achieve economic development in social, cultural and\npolitical. Educational institutions should pay attention to this in their plans to\nprotect the human environment. We should not involve politics in the field of\nculture or other areas, and this is one of the serious weaknesses. We believe\nthat in the Ministry of Education there should be political discussions and\nunderstanding of political issues, but playing politics is completely different\nfrom political discussions and activities.