The approach of improving the quality of the teaching-learning process in the formulation and design of the research-oriented school model

The purpose of this research was to investigate the approach of improving the quality of the teaching-learning process in the formulation and design of the research-oriented school model.

The research method is mixed and the statistical population in the qualitative part is experts, experts, specialists and key people of education and higher education, in the accreditation part, a group of experts and specialists of Mazandaran education and in the quantitative part, teachers of elementary, first and secondary courses. Mazandaran province was second in the academic year of 1402-1401 with a number of 39041 people. In the qualitative sections, 22 experts were selected using the snowball sampling method, 20 experts were selected for validation using the targeted method, and 380 were selected using the quantitative method using the relative cluster method. The data were extracted and analyzed in qualitative sections through the Foundation's data method with interviews, validation through the implementation of the Delphi technique with a survey checklist, and quantitative through structural equation modeling with a 118-item questionnaire. To determine the validity and reliability in the qualitative phase of the acceptability and confirmability methods, in the validation phase of experts' review and review, and in the quantitative phase, the validity of the questionnaires was confirmed by three methods form, content and structure. Reliability was estimated and confirmed by three methods of determining factor loadings of items, Cronbach's alpha of components (between 0.738 and 0.86) and combined reliability (between 0.843 and 0.9).

According to the results of the qualitative section, the paradigm model has 11 dimensions and 24 components as follows; Causal conditions (futuristic thinking about research, the attitude of research-education development, the necessity of research-oriented in education and the weakness of the education-oriented system), contextual conditions (upstream policies, curricula, educational contents, facilities and infrastructures and students' motivation), intervention conditions (Leadership of educational system administrators, material and non-material support, religious-national values, research-based evaluation, developing critical spirit and problem solving), strategy (creativity and rationalization of education, empowerment of human resources, motivational incentives, workshops and festivals) scientific research, creating a research-oriented environment and spreading a research-oriented culture) and consequences (educational consequences, individual consequences, educational system consequences and social consequences). The results of the validation section indicated the confirmation of the components identified in the qualitative section and the results of the quantitative section showed that all dimensions and components of the research model were confirmed.

In order to improve the research-oriented school, it is necessary to pay attention to the improvement of the technical core of the school, i.e. the teaching-learning process.