Feasibility of Implementing the “Fundamental Transformation Document” in Classrooms and Schools in Iran`s Education System, from the Viewpoint of Teachers and Principals

This research is aimed at feasibility of implementing the “fundamental transformation document” in classrooms and schools in Iran`s education system, from the viewpoint of teachers and principals of primary schools of Yazd city in the academic year 2014-2015. In this study, a descriptive survey method has been used. The statistical population consisted of two group`s of teachers and principals from primary schools of Yazd. 459 teachers and 186 principals were selected by stratified random sampling method and using the Krejcie & Morgan table. The research instruments were two questionnaires and reliability of them for teachers and principals was calculated 0.976 and 0.953 respectively (at desirable level) using Cronbach's alpha coefficient. In this study, Shapiro-Wilk test was used for data normalization and for data analysis, t-test for one sample, t-test for two independent samples as well as one-way analysis of variance (Anova) and Scheffe post-hoc test were used.The results showed that from the viewpoint of both groups of teachers and principals, the fundamental transformation document is operational in the classroom. From the perspective of teachers, in the aspects of content, time, and teaching, the fundamental transformation document can be implemented in the classroom and school; but in the aspects of media, materials, and motivation, the document is not operational.