Design and validation of the virtue-centered school model in elementary schools in Mashhad
Document Type : Original Article
Authors
1 Assistant Professor, Department of Educational Sciences, Ma.C., Islamic Azad University, Mashhad, Iran.
2 Doctoral student of Educational Administration, , Department of Educational Sciences, Ma.C.Islamic Azad University, Mashhad, Iran
3 Assistant Professor, Department of Business Management, Ma.C., Islamic Azad University, Mashhad, Iran
4 Assistant Professor, Department of Educational Sciences, Ma.C. Islamic Azad University, Mashhad, Iran.
Abstract
The purpose of this research is to design and validate the virtue-oriented model. The research method is of mixed type. The research strategy is in the qualitative part of the content analysis type and in the quantitative part of the survey type. The participants of the qualitative part include university professors, researchers and experts active in the field of educational sciences and educational management, 12 people have been selected by judgmental sampling of the snowball type according to theoretical saturation.The statistical population in the quantitative section is 813 school principals in Mashhad city. The sampling method in the quantitative stage is stratified random method according to the volume. The data collection tool in the qualitative part is an interview and in the quantitative part, a researcher-made questionnaire. To calculate the reliability of the qualitative model, the method of percentage agreement coefficient or Cohen's kappa coefficient was used, the value of which was calculated to be 0.85.The validity and reliability of the quantitative model has been confirmed using factor analysis and Cronbach's alpha. The findings of the research in the qualitative part have shown that the model of the virtue-oriented school includes 4 main categories, namely philosophy, teleology, structuralism, moralism, and And it includes 10 components called ontology, epistemology, metaphysics, purposefulness, social reform, structural knowledge, organizational structure, performance evaluation structure, moral education and behavioral patterns. The research findings in the quantitative section using the Fornell-larcker criterion showed that the research model has the necessary validity.
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