Document Type : Original Article
Authors
1
Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2
assistant professor of Faculty of Education Sciences and Psychology, University of Isfahan. . Isfahan ,iran
10.22108/nea.2026.146020.2147
Abstract
The present study aims to develop and validate evaluation indicators for the quality of transformative elementary schools and seeks to answer two key questions: What are the indicators for evaluating the quality of transformative elementary schools, and how valid are these indicators? Adopting a qualitative research approach, the study employed two methods: document analysis and phenomenology. In the document analysis phase, 14 national educational policy documents were examined to extract relevant indicators. In the phenomenological phase, the lived experiences of 12 founders and principals of transformative schools in Tehran and Isfahan were collected through semi-structured interviews. The validity and reliability of the findings were ensured using alignment techniques and the Content Validity Ratio (CVR). Data analysis led to the identification of 36 quality evaluation indicators for transformative schools. For validation, the extracted indicators were reviewed by 20 experts. Based on their feedback, 21 indicators were classified as “essential” and 15 as “preferable.” These indicators were organized into 6 main dimensions and 20 sub-dimensions, including: Educational philosophy and model (educational philosophy, implementation model), Management and leadership (strategic management, educational leadership, human resource management), Educational programs (goal, content, method, and evaluation), Educational actors (students, families, staff, and community), Educational environment (school culture, physical environment, and social environment), and Educational outcomes and impacts (individual, family, organizational, and social outcomes). The findings of this study can serve as a foundation for designing an accreditation system and issuing certification (e.g., ISO-like standards) for transformative schools.
Keywords
)