Designing A Paradigmatic Model of The School of Life: Based on Grounded Theory

Undoubtedly, one of the most important goals of education in any country is to prepare children for real life. Therefore, compulsory education cannot establish a meaningful connection between the inner need and the outer experience of the child. Although these teachings are carried out in the name of socializing and educating the child, it should be seen to what extent the child has a sense of attachment and belonging to the teachings presented, and to what extent the school education is consistent with the real needs of his life. Traditional education methods are not sufficient for today's learners, and this school of life is considered the most basic part of education. The discussion about the school of life is a new look at education and the fundamental transformation in education cannot continue without paying attention to the role of the school of life. The school of life is a dynamic institution that the elements considered in this school are far beyond the elements that are considered for common schools. In important schools, one of the main elements of the school of life is neglected and only a few of these elements are considered important. According to the above, identifying the effective factors in the school of life is an important and key discussion. School is an important part of students' lives, so it needs to be related to their real life. Considering that the goal of the school of life is to remove the walls between home and school in order to respond to all the needs and talents of students, it is necessary to pay attention to the factors, dimensions and components that are effective in its creation and establishment. Therefore, The present research has been carried out in order to fulfill this necessity and with the aim of designing a paradigm model of the school of life for the elementary school. This research method is qualitative and has been conducted using the grounded theory based on Strauss-Corbin's approach. The statistical population includes all previous researches in the field of the subject between 2000 - 2021. In order to collect the data of the current research, a total of ten databases were searched for domestic (Magiran, Irandoc, Elmnet, Noormags and Civilica) and foreign (EBSCO, Springer, Science Direct, ERIC and Google Scholar) publications. In this regard, keywords related to the purpose of the research were searched and the most relevant studies were selected as a statistical sample using the purposeful sampling method. 136 sources were evaluated in the field of School of Life and their codes and dimensions were extracted by their content analyzing.  From the primary raw data, 1052 key points and 145 concepts were extracted in open coding. And the mentioned concepts were categorized in the form of 32 components and 7 main categories. The seven main categories are: Administrator competence, teacher competence, student voice, school architecture, organic structure, positive thinking culture and effective learning- teaching. Finally, the paradigm model of the school of life was presented. The results of the current research and the model presented in this research can be a suitable road map for the effective establishment of the school of life. The findings of the research showed that one of the effective components in the establishment of the school of life is the competence of human resources. In this regard, the professional and personal qualifications of the school principal and teacher are of great importance. Taking a step towards the realization of the school of life requires the use of the most capable forces of education and training in the position of school management. Therefore, the competence of the manager as an effective factor in the realization of the school of life is under the causal conditions. In addition, teachers form the basis of a successful education system. Therefore, the qualification of the teacher is also related to the school of life as a causal factor. Based on this, the important elements and components that come under the causal conditions, i.e. the manager's qualification and the teacher's qualification, include: professional vision, educational leadership, perceptive skill and professional ethics of the school principal, as well as knowledge, skills, professional and personality qualifications. He is a teacher. Various researches confirm the positive role of the characteristics and qualifications of the educational director and teacher in this regard. An effective strategy to realize the school of life is to listen to the students' voices. In order to categorize the antecedents of the realization of student voice, five comprehensive components were used, which include educational democracy, teacher charisma, favorable evaluation system, content and purposeful entertainment. The realization of the student's voice by listening and responding to them as the main stakeholders, aims to improve educational results and create an attractive, meaningful and meaningful learning environment. According to the findings of the current research, the background conditions are divided into two categories: organic structure and positive thinking culture, which are the basis for the establishment of the school of life. One of the important components under the organic structure is lack of concentration, enabling, flexible and dynamic structure. Also, positive thinking culture is divided into four components, including supporting culture, knowledge sharing, trust and respect, and scientific optimism. Among the other codes extracted as intervening conditions, was the school architecture, which was based on the analysis, these intervening conditions affecting the school of life have five components, which include educational spaces, educational spaces, open spaces, support and service spaces. and visual effects. A beautiful and attractive school and its physical environment are of special importance for people, it affects the emotions and how to communicate with others and facilitates the field for learning and flourishing of talents. Finally, effective teaching-learning as an outcome and achievement in the school of life consists of six components of performance-based learning, cooperative, informal, hands-on, using Fava and multimedia learning.  Realization of effective and sustainable education and learning is one of the important goals of educational systems and the increasing emphasis on teaching and learning management is the central core of the activities of educational institutions.