Identifying Dimensions and Components of Functional Performance Evaluation in Effective Schools with a Grounded Theory Approach

Roya  Ramezani; Nader  Barzegar; Rezvan  Hakimzadeh; Esfandiar  Doshmanziari; Nahid  Shafiee

doi:10.61838/kman.ijimob.4.3.25

Authors

Roya Ramezani PhD student in Educational Management, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran

Nader Barzegar * Assistant Professor, Department of Educational Management, Faculty of Educational Sciences and Psychology, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran. barzegar.education@yahoo.com

Rezvan Hakimzadeh Professor, Department of Curriculum and instruction, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Esfandiar Doshmanziari Assistant Professor, Department of Educational Management, Faculty of Educational Sciences and Psychology, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran

Nahid Shafiee Assistant Professor, Department of Educational Management, Faculty of Educational Sciences and Psychology, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran

https://doi.org/10.61838/kman.ijimob.4.3.25

Keywords:

Performance Evaluation, Effective Schools, Managers, Elementary Level

Abstract

Objective: The purpose of this research is to identify the dimensions and components of functional performance evaluation in effective schools using a grounded theory approach.

Methodology: This qualitative study utilized the snowball sampling method to gather opinions from 15 experts and specialists in the field of education in Tehran, as well as university professors.

Findings: The research results indicated that six central factors, ten main categories, and thirty-eight subcategories play a significant role in the performance evaluation model of effective elementary schools in Tehran. Additionally, the research's paradigmatic model consists of causal factors, including physical and technological factors, environmental health assurance, and individual health assurance for students; the central phenomenon includes active participants and the teaching-learning process; contextual conditions include components and elements of performance evaluation; intervening conditions include the principles and values of effective schools and educational organizations and policymakers; effective strategies for performance evaluation in effective schools include preparation for evaluation implementation; and the outcomes of performance evaluation in effective schools include achieving scientific and practical accomplishments.

Conclusion: Overall, this research has identified and analyzed these dimensions and components, providing a comprehensive model for evaluating the performance of effective schools in Tehran, which can help improve educational quality in this city.