Design and validation of the research-oriented school model with the approach of improving the quality of the teaching-learning process in schools

The purpose of the current research was to design and validate the research-oriented school model with the approach of improving the quality of the teaching-learning process in schools. the type of qualitative research method and the statistical population, faculty members in the field of educational management and related fields in higher education centers, experts in the field of central research and the teaching-learning process and in the accreditation department, professors in the field of educational management in higher education centers and managers 22 experts were selected by snowball sampling method and 20 experts were selected by targeted sampling method in the accreditation department. For data analysis, the foundation data method with open, axial and selective coding was used in the Atlas.ti software, and in the validation section, the Delphi method was used in the SPSS software, and to determine the validity and reliability of the obtained data, from the review The necessary parameters including acceptability (expert review) and confirmability (expert review) were used. According to the results of the qualitative part, the paradigm model has 11 dimensions (categories) and 24 components (concepts) as follows: causal conditions (futuristic thinking towards research, the attitude of research-education development, the necessity of research-oriented in education and the weakness of the education-oriented system) background conditions (upstream policies, curricula, educational content, facilities and infrastructure and students' motivation), intervention conditions (leadership of educational system administrators, material and non-material support, religious values- national, research-based evaluation, fostering critical spirit and problem solving), strategy (creativity and rationalization of education, empowering human resources, motivational incentives, scientific-research workshops and festivals, creating a research-oriented environment and spreading a research-oriented culture ) and the consequence (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.