طراحی و اعتبارسنجی الگوی ارتقای کیفیت مدیریت آموزشگاهی در مدارس ابتدایی استان لرستان

سیده مریم  الماسی; سعید فرحبخش; زینب  ابراهیمی

Authors

Seyedeh Maryam Almasi PhD Student, Department of Educational Management, Khor.C., Islamic Azad University, Khorramabad, Iran Author https://orcid.org/0009-0003-4360-6408
Saeed Farahbakhsh Associate Professor, Department of Educational Sciences, Lorestan University, Khorramabad, Iran Corresponding author https://orcid.org/0000-0002-9957-5239
Zeinab Ebrahimi Department of Educational Management, Khor.C., Islamic Azad University, Khorramabad, Iran Author https://orcid.org/0000-0002-9957-5239

Keywords:

School management, quality improvement, elementary schools, indigenous model, Lorestan province

Abstract

This study aimed to design and validate a model for improving the quality of school management in primary schools of Lorestan Province. This applied study employed an exploratory sequential mixed-methods design. In the qualitative phase, 23 educational experts from Lorestan Province were selected through purposive sampling and participated in semi-structured interviews. The data were analyzed using inductive content analysis with MAXQDA software. In the quantitative phase, the statistical population comprised 1,079 school principals, educational experts, and instructional supervisors. Based on the Morgan sample-size table, 283 participants were selected through cluster random sampling. Data were collected using a researcher-developed questionnaire and analyzed through confirmatory factor analysis and structural equation modeling using SPSS and LISREL software. The confirmatory factor analysis indicated that all questionnaire items had statistically significant factor loadings greater than 0.50. The goodness-of-fit indices confirmed an acceptable fit for both the measurement and structural models (RMSEA=0.062, CFI=0.94, NNFI=0.92, and χ²/df=2.34). Moreover, all principal factors had positive and statistically significant effects on the improvement of school management quality. Among the examined factors, principals’ professional competencies demonstrated the strongest direct effect on school management quality, with a path coefficient of 0.41. The proposed model demonstrated satisfactory construct validity and model fit and can be employed as a comprehensive, context-specific framework for evaluating, planning, and improving the quality of management in primary schools in Lorestan Province and other less-developed regions. Particular emphasis on strengthening principals’ professional competencies may enhance the effectiveness of the model’s implementation.

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