The purpose of the present study was to identify the factors affecting students’ responsibility based on the Rights Treatise of Imam Sajjad(PBUH), and to explain the role of school in increasing the spirit of responsibility in high school students. The researchers used the content analysis technique of the qualitative research method. Through inductive method, the documents were analyzed to determine the factors influencing students’ responsibility based on Imam Sajjad’s Rights Treatise. Then through deductive method, the role of the school was explained according to the factors extracted from the interviews. Data analysis was also carried out in three sections: open coding, axial coding, and selective coding. Based on the Imam Sajjad’s Rights Treatise, 13 main categories of the factors affecting students’ responsibility were introduced: defining the context, highlighting the dimensions of action, outlining transcendental objectives, enhancing the perception of priorities. According to the components that influenced the students’ experts’ views, 3 main components with 25 subcomponents responsibility process were inferred. Educational component included sub of illumination, explanation and analysis, active teaching method, participatory teaching, components of introducing understanding and awakening. Training component included sub
a model, communication skills of teacher, understanding, development of coherence, ethical competence of teacher, guidance, pragmatism, direction, normalization, academic self development of opportunities, trusting, preaching, development of optimism, management of differences, protection, recommendation and guidance, and creation of traditional practices. components: school culture, The organizational component included the following subsupporting atmosphere, participatory atmosphere and homework. The analysis of the findingsshowed that the three (educational, training, and organizational) roles of school influenced the 12 factors that were effective on the students’ responsibility process according to the Imam Sajjad’s Rights Treatise. Teacher’s educational role was merely effective on the concretely definition of the concepts, and teacher’s training role was effective on the reminding of the favors of others and also on the recognition of competencies. According to the results and confirmation of the experts, the training and educational roles of school, accompanied by its organizational role, had the most important effect on students’ responsibility.
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