Identifying Smart School Constituents based on the Constructivist Approach

The purpose of this study was to identify the components of smart schools based on the constructivist approach. The study upon the purpose was practical and in terms of data collection was a mixed (qualitative and quantitative) research. The statistical population included academic experts and professions in the field of smart schools in the qualitative section, and in the quantitative section consisted of all teachers and principals of smart schools in 1977. The sample size in the qualitative section on theoretical saturation was 30 members, and in the quantitative section based on Cochran formula 357 members were estimated. Purposeful sampling and stratified random sampling were used for quantitative sampling. Then, data were collected through qualitative interviews and quantitative researcher-made questionnaires based on 5-point scale. For data analysis, Cronbach's alpha, AVE, AVE, Kolmogorov-Smirnov test, confirmatory factor analysis, and one-sample t-test were used. Accordingly, the results illustrated the identification of 5 components and 44 indicators that included 5 influential components including curriculum (hidden and explicit), school environment, teacher (individual factors and professional competencies), school administrator, and educational staff (knowledge, skills, and Attitude). Other results showed that the priority of the identified components were: curriculum (hidden and explicit) (0.57); school environment (0.55); teacher (individual factors and professional competencies) (0.44); school administrator and educational staff (0.33); and Education (Knowledge, Skill and Attitude) (0.12). Moreover, its degree of fitness was confirmed by experts with 95% confidence.