Designing a Resilient Schools Model Based on the Grounded Theory

Abstract

The present study was conducted with the aim of designing a resilient schools model based on grounded theory. In terms of purpose, this study is applied; in terms of data type, it is mixed of the exploratory type; and in terms of nature and implementation method, it was carried out in two ways: systematic grounded theory and cross-sectional survey. The qualitative section participants consisted of experts, including university professors and senior managers of the Ministry of Education, who were sampled using a purposive approach and the snowball method until theoretical saturation was reached, and interviews were conducted with 14 individuals. The quantitative population consisted of all heads and deputies of the educational districts in Tehran, totaling 622 individuals, of whom, based on the Morgan and Krejcie table, 242 were selected as the sample size through stratified random sampling. Qualitative data were collected in the field using semi-structured interviews, and quantitative data were collected in the field using a researcher-made questionnaire. The validity of the qualitative section instrument was determined using the retest of the work procedure and the inclusion of new interviewees, and reliability was determined using the inter-coder reliability test. The validity of the quantitative instrument was assessed through face and content validity (CVR), and its reliability was measured using Cronbach’s alpha coefficient. Qualitative data were analyzed using the theoretical coding method, and quantitative data were analyzed using confirmatory factor analysis. The results indicated that the resilient schools model based on systematic grounded theory includes 22 components and 97 indicators within six dimensions of the paradigm model, as follows: the core phenomenon with three components (flexibility in capital, adaptation to continuous changes, integrated internal and external support) and 10 indicators; causal conditions with three components (resilient characteristics of students and teachers, educational content and curriculum, school leaders) and 21 indicators; contextual conditions with three components (environment, school, family) and 10 indicators; intervening conditions with three components (motivational factors, spiritual factors, organizational factors) and 12 indicators; strategies with seven components (positive communication skills between teacher and student, teaching emotional-social skills, applying cooperative learning strategies, fostering positive emotions, developing students’ strengths, creating a sense of meaning and purpose, teaching cognitive skills) and 30 indicators; and consequences with three components (improving school efficiency, student success, enhancing quality of education) and 13 indicators. Ultimately, the validity of the model, its dimensions, components, and indicators obtained in the qualitative stage was confirmed in the quantitative stage, and statistical indices confirmed the fitness of the resilient schools structural model. As a result, policymakers and stakeholders in the education system can, by applying the findings of the present study and planning to remove obstacles, take steps toward creating and strengthening resilient schools, thereby yielding positive results and outcomes for the country’s education system and the future builders of society.