چكيده لاتين :
Despite the great emphasis that the educational system has on the use of curriculum, studies indicate its lack of acceptance and low application in the educational system; This lack of acceptance is more evident when most of the activities carried out in the field of study in our country's educational system are based on homework and are not at all commensurate with the standards of study and do not have the necessary quality. Therefore, considering the importance of study and its quality, it is necessary to study the factors affecting the improvement of study quality; Therefore, the present study seeks to answer the question of whether school culture has an intermediary role on the components of effective school with the quality of research among elementary school teachers?
In terms of purpose, the present study is part of applied research, in terms of the nature of research is part of descriptive-survey research and in terms of data collection method is part of field research. The statistical population of the present study consists of teachers of Marand city who have done research in the last three years. To determine the sample size of the study, Krejcie Morgan table was used. According to this table, for 95 people in the statistical population, 74 people were selected as the sample size. After determining the sample size, a simple random sampling method was performed. Three questionnaires were used to collect data: 1- Effective school questionnaire Imani, Bagheri, Gorchiyan & Jafari (2019): which includes 16 dimensions and 64 items and is in the five-point Likert scale (1 = very low, to 5 = very high). Be. The reliability of the questionnaire in research (2019) Imani et al through Cronbach's alpha of 86 /; and its validity in terms of form and content has been confirmed by several experts. 2- School Culture Questionnaire (2007) Salfi & Saeed: which includes 5 dimensions and 29 items in the five-point Likert scale (5 = strongly disagree to 1 = strongly agree). The validity and reliability of this questionnaire was guaranteed by experts and experimental tests in this field in 2006 and the reliability coefficient was set at 0.96 based on Cronbach's alpha. Thus, using Cronbach's alpha, the reliability coefficient of the teacher professional competency subscale is 0.83; Teachers' interaction with staff and management, 0.93; Teachers' interaction with each other, 0.79; Parents' participation in school activities was 0.87 and school physical facilities was 0.92. In the study (2020) Tahmasbzadeh Sheikhlar, Taghipour, Qureshi & Imannejad, to determine the validity of the questionnaire, the opinions of supervisors and consultants were used and to determine the reliability, Cronbach's alpha was used and its value was calculated to be 0.78. Which has 24 items and is in the five-point Likert range (5 = strongly disagree to 1 = strongly agree). The validity of this instrument was confirmed by the professors specializing in the field of education of the university and Cronbach's alpha coefficient was used to determine the reliability of the research, which was 0.73. Descriptive statistical methods as well as Pearson correlation coefficient and structural equation modeling were used to analyze the data.
The results showed that there was no significant relationship between effective management and the quality of the course, while there was a significant relationship between school culture and the quality of the course. The results also showed that school culture has a mediating role on the components of effective school with the quality of teaching among elementary school teachers and the indirect effect of effective school on the quality of study through school culture is more than its direct effect. Consistent with the results of this study, (2016) Abdullahi & Ashrafi also cultural aspect (teamwork, school culture, belief and commitment to the impact of study, family cooperation, research spirit of teachers and principals, cooperation of teachers instead of competition in effective study) But research (2017) Soleimani & Ahmadi have mentioned the organizational culture of the school as a barrier to conducting research in schools.
Explaining this finding can be said that because each school has its own culture that is formed under the influence of the thoughts and actions of former principals, teachers and students and affects new members. This legal culture is unwritten, but it really reflects the personality and identity of the school, and it is this feature that distinguishes one school from another. School culture influences how students are taught and how they learn and how parents support the school's educational programs. The school culture consists of the beliefs, attitudes, attitudes and attitudes of educational leaders, ie principals and teachers about why, what and how to educate and the reasons for the student's existence in the school as a learner and is a set of assumptions of school members on how to deal with problems. , Feeling, perceiving and analyzing issues, and making decisions to achieve specific goals. In other words, school culture inspires the ways of feeling, perceiving, thinking, dealing, behaving and acting of all the people who are members of that culture. School culture is a system of norms, meanings and values that are shared between members of a school, including students, teachers and other staff. The basic characteristic of culture is its very high stability; It is very resistant to the effects of the environment and rarely changes. This feature causes the culture to have a strong, wide-ranging, and to some extent equal effect on different groups of students entering a school. lessandro & Sadh divide school culture into four dimensions. The first dimension, normative expectations, refers to the alignment of school rules and regulations with students' expectations. The second dimension, student-teacher relationships, refers to the quality and manner in which students interact with teachers. The third dimension, student relations, refers to how students relate to each other, and the fourth dimension, educational opportunities, refers to how educational opportunities and facilities are offered at school.
Considering the need to increase the quality of curriculum and also the role that school culture plays in increasing the quality of curriculum, it is suggested that school principals provide conditions to optimize the culture of collaborative work among teachers to provide a suitable platform for quality curriculum. School principals can also provide a supportive atmosphere for teachers, accept the independence and individual identity of each colleague, provide incentives and align with teachers' research activities, to help them provide better study.
