چکیده:
The present research was conducted with the aim of presenting a model for evaluating the performance of lower secondary schools. This study was a mixed-type descriptive study. The research population consisted of 1,980 managers of lower secondary schools in Khorasan Razavi province, from which 322 people were selected using the cluster-stratified sampling method based on Cochran's formula. In the first stage, to identify the dimensions and components of school performance evaluation, after reviewing the theoretical and research literature, semi-structured interviews were conducted with 50 experts in the field of educational management who were selected using the purposive sampling method. Then, a researcher-made questionnaire was used to determine the dimensions and components of school performance evaluation, whose face and content validity were confirmed by experts and whose reliability was calculated using the Cronbach's alpha method as 0.75. Exploratory factor analysis and structural equation modeling were used for data analysis. The findings showed that school performance evaluation had four dimensions and twelve components. School performance evaluation consisted of four dimensions: managerial affairs, educational affairs and human resource development, support affairs, and nurturing and physical health affairs, which had the greatest impact on school performance evaluation with factor loadings of 0.85, 0.81, 0.76, and 0.72, respectively, and the model fit was appropriate.
خلاصه ماشینی:
The results of the present research showed that the performance evaluation of first secondary schools consists of four dimensions: management affairs, educational affairs and human resources development, support affairs, and developmental and health affairs; and twelve components: management and leadership, teaching-learning processes and effective educational programs, program-centeredness, administrative and financial, complementary activities, extracurricular and developmental, physical space status and equipment and facilities, empowerment of teachers and staff, participation of staff, parents, and students in school, physical education, hygiene and health, information technology and smartening, organizational climate and organizational culture, and interaction with the external environment of the school and gaining experiences.
In another study, Niknami and Mahdian (1388) introduced the components of effective schools as including effective structure and strategies, participation and cooperation (Refer to the image on the page) According to the results of Table 8, the four dimensions of management affairs, educational affairs and human resources development, support affairs, and developmental and health affairs explain 72%, 70%, 68%, and 56% of the variance in the performance evaluation of first secondary schools, respectively.
The final model of the research Discussion and Conclusion Given the existence of deficiencies in performance evaluation, including deficiencies such as ambiguity in quality, lack of scientific competition between schools and the absence of scientific rankings based on these indicators, a tendency towards subjectivity and moving away from objectivity, and the lack of a coherent and comprehensive model for performance evaluation in (Refer to the image on the page) According to the results of Table 5, the dimensions of performance evaluation for the first secondary school level included four dimensions: management affairs, educational affairs and human resources development, support affairs, and developmental and health affairs, which had the greatest impact on school performance evaluation with factor loadings of 0/85, 0/81, 0/76, and 0/72, respectively.
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