Assessment and Practice in Educational Sciences 3092-717X 3 Serial Number 11 2025 09 01 Identification of Effective Dimensions for Quality Improvement in Secondary Schools of Tehran Identification of Effective Dimensions for Quality Improvement in Secondary Schools of Tehran 1 11 10.61838/japes.3.3.7 EN Journal Article 2025 04 20 <p><strong>ABSTRACT</strong></p> <p>The purpose of the present study is to identify the effective dimensions for quality improvement in secondary schools of Tehran. This research, in terms of purpose, is applied, and in terms of data collection method, was conducted using a mixed quantitative–qualitative approach. The statistical population in the qualitative part included experts in the field of educational management, and in the quantitative part included principals, teachers, and faculty members of Farhangian University in Tehran. To determine the sample size in the qualitative section, based on the principle of data saturation and using purposive sampling, 10 individuals were selected, while in the quantitative section, 364 individuals were chosen through random sampling based on Cochran’s formula. The data collection instruments were interviews and questionnaires. The validity of the questionnaire in terms of face and content was confirmed by several experts. The reliability of the questionnaire was calculated using Cronbach’s alpha, which was obtained as 0.86 for the entire instrument. For data analysis, the one-sample t-test was used in the quantitative section, and open and axial coding was applied in the qualitative section. The findings led to the identification of six dimensions from 24 concepts, which were labeled as follows: management and leadership, belief in collective wisdom, improvement of health, hygiene and safety in schools, empowerment of human resources, establishment of a teaching–learning system, and extracurricular activities. Furthermore, the calculated t-statistic in the section on executive mechanisms indicated that the obtained values, with a degree of freedom of 29 and an alpha of 0.05, were greater than the critical t-value. Therefore, there was a significant difference between the observed means and the population mean, and consequently, the 21 proposed executive mechanisms for improving the quality of secondary schools were confirmed by the research sample.</p> https://www.journalapes.com/index.php/apes/article/download/100/92