Identification and validation of the explanatory components of building support in Iran's secondary education system

The purpose of this research is to identify and validate the explanatory components of support in Iran's secondary education system. The research method is qualitative-quantitative. - Periodicals and written documents related to the subject included articles and scientific researches and related books authored and in the quantitative part by first and second year high school teachers of the whole country. In the qualitative part, using the snowball sampling method until reaching theoretical saturation, an in-depth interview was conducted with 13 experts, and 18 documents (texts) were examined with a targeted method for documents, and in the quantitative part, to evaluate the model, A researcher-made questionnaire with 134 Likert scale items was distributed among 384 people with a multi-stage relative cluster sampling method. In order to determine the validity and reliability in the qualitative phase of the necessary checks including acceptability (expert review) and verifiability (re-review by experts) and in the quantitative phase, the validity of the questionnaires was verified by three methods formal, content and structural. The method of determining factor loadings of items, Cronbach's alpha of components (between 0.749 and 0.864) and composite reliability (between 0.827 and 0.916) were confirmed. Qualitative data were analyzed through theoretical background and quantitative data with structural equation modeling technique and exploratory and confirmatory factor analysis tests in Smart PLS software and Friedman test in SPSS software. The results of the qualitative part indicated that the model of support building in Iran's secondary education system includes 10 categories (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture and communication, laws and supportive behaviors performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress and scientific progress), 21 subcategories (development of human resources, empowerment of students, development of hardware and software facilities, collaborative and interactive teaching, simplification Homework, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, internal and external organizational strategies and instructions, mental and academic involvement, continuous assessment, metacognitive strategies, cognitive strategies, cognitive strategies and metacognitive, motivational strategies, psychological well-being, actualization of potential talents