Presenting and validating the model of improving the structure of secondary schools in a mixed method

The purpose of this research was to present and validate the model of improving the structure of secondary schools using a mixed method. This study was conducted using a mixed method (exploratory design). The research method was in the qualitative part of the foundation's data theory and in the quantitative part of the survey. Qualitative data was obtained through semi-structured interviews with 12 people (purposive sample) from managers, teachers and professors in the field of educational management. With the subject of the research, a semi-structured interview was used. Validity and reliability criteria were used to validate the data. The validity of the interview was confirmed using the four criteria of Gaba and Lincoln (1994) and the reliability of the questionnaire was confirmed using the Cronbach's test. To analyze the qualitative data, open coding, axial coding and selective coding were used to select and determine the category of the central phenomenon. A researcher-made questionnaire (based on qualitative findings) was used to collect quantitative data. In the quantitative part, the statistical population was all principals of schools in Karaj city in the number of 1900 people in the academic year 2017-2018. Using Morgan's sample selection table, a sample of 320 school principals were selected by available sampling method. Professors were used and most experts confirmed its validity, and to verify the reliability of the questionnaire, the method of conducting a pilot test and calculating Cronbach's alpha with SPSS software was used; Based on this, Cronbach's alpha was calculated as 0.803, which shows the reliability of the researcher-made questionnaire. The researcher-made questionnaire included questions that refer to the concepts classified in the qualitative section. In the qualitative analysis of the secondary school structure improvement model, the causal conditions components of the secondary school structure improvement model included individual capabilities and organizational conditions, and the intervening factors included the three categories of political system, power relations, and belief system, and the background condition components included organizational culture and organizational atmosphere. The strategy or strategies of presenting the model for improving the structure of secondary schools included two strategies of planning and transformation and development. Among the consequences of the presented model, we can point out the benefits of a dynamic and capable structure as well as an effective and efficient leadership style. The results of this research showed that the desired structure in schools helps in the effectiveness and quality of educational processes and facilitates administrative and cultural affairs and enables schools to adapt to environmental changes and intervening factors within the organization. It also removes the obstacles and problems caused by defective structures and in this way improves efficiency, effectiveness and productivity in schools.