امیرحسین شکوفی مقیمان

Transforming a school into a learning organization gradually leads society towards development and lifelong learning. Therefore, today, turning schools into learning organizations is a significant issue, and to achieve this, it is necessary to have a correct understanding and insight into some related concepts and issues. Hence, the present study aimed to develop and fit a model of factors related to the development of public learning schools. 

The research approach is both qualitative and quantitative. Through purposeful sampling, semi-structured interviews were conducted with 22 experts from the Ministry of Education and schools in Tehran until theoretical saturation was achieved. Based on the results of the qualitative section, a questionnaire was designed and distributed among the experts. To develop the model for learning school development, data analysis was performed using grounded theory and MaxQDA software. Additionally, the fitting of the corresponding model was determined through structural equations using SmartPLS software. 

After conducting qualitative interviews and coding, general categories, subcategories, and concepts were identified, and causal, contextual, intervening factors, strategies, and consequences of developing learning schools were specified. Ultimately, the model for developing learning schools was designed with 6 main dimensions, 17 subcategories, and 221 indicators. Furthermore, the fitting of the extracted model was confirmed. 

The Iranian education system must simultaneously facilitate the formation of learning schools with the transformation of educational approaches worldwide. In these schools, learning processes should be strengthened, and an integrated interactive environment should be provided to enhance students' key skills so that all stakeholders can benefit from the advantages of developing learning schools.

Public Schools in Iran are far from the principles of the learning organization due to their structural and managerial characteristics which are affected by the centralized management structure. Therefore, the purpose of this research is to design a qualitative model for the development of learning public schools.

The research approach is qualitative and a semi-structured interview was conducted through targeted sampling with 22 experts from the Ministry of Education and schools in Tehran until reaching theoretical saturation. In order to explore the development model of learning schools, data analysis was done using the foundational data theory and through MAXQDA software.

After conducting qualitative interviews and coding, general categories and subcategories and identification concepts and causal factors, background factors, intervention factors, strategies and consequences of development of learning schools were determined and finally the development model of learning schools with 6 main dimensions and 17 subcategories. And 221 indicators were designed.

The managers of the Ministry of Education and all the stakeholders of the schools, taking into account the causal factors and background and intervening conditions and adopting strategies in the field of human resource empowerment, development of knowledge and learning management, team and collaborative learning, learning communication network and self-assessing school, responsible and Respondents can benefit from the benefits of developing learning schools.