A Model to Evaluate Factors Influencing Perceived Responsive Curriculum in Smart Schools

This study investigated factors influencing the development of perceived responsive curricula in smart schools. All smart school teachers in Tehran in the academic year 1390 1388 were considered as study population. In this descriptive correlation study, 360 teacher were selected through multistage clustering sampling. Three researcher- made questionnaires (factors influencing responsible perceived curricula, component of the perceived responsive curricula, motivating students in smart schools) were used. Content validity was obtained. Cronbach's alpha coefficient was 0/93, 0/89 and 0/87 respectively. Pearson correlation and structural equations model is used for data analysis. Findings indicate that among the seven studied variables attention to individual differences (0/307), attention to mastery learning (0/263), and attention to research-centeredness (0/219) had the highest total effect on the perceived responsive curriculum. Based on the findings of the study Chi-Square, GFI, AGFI, P-Value and RMSEA are 115/422, 0/963, 0/921, 0/000, and 0/055 respectively. Therefore studied model is acceptable