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Evaluation of Educational Justice in Kurdistan Province Schools with Emphasis on Fundamental Transformation Document | ||
| School Administration | ||
| مقاله 2، دوره 9، شماره 2، شهریور 2021، صفحه 26-50 اصل مقاله (772.53 K) | ||
| نوع مقاله: Quantitative Research Paper | ||
| نویسندگان | ||
| aboubakr Karimi* 1؛ vali ahmadKermaj2 | ||
| 1Researcher and Lecturer, PhD in Educational Management, Allameh Tabatabai University, Tehran, Iran. | ||
| 2PhD in Curriculum Planning from Shiraz University, Shiraz, Iran (Faculty member of Farhangian University of Kurdistan) | ||
| چکیده | ||
| One of the areas that needs justice is the educational system. Justice; It is the most basic moral and social value in the Islamic system and is a kind of factor for the survival of society. Accordingly, it must be manifested in all aspects and aspects of social life and all social mechanisms must move in that direction. Justice theorists believe that the debate over justice is inherently abstract, analytical, and theoretical, and has always been associated with a variety of views and differences of opinion. This diversity is especially evident since justice is seriously present in all aspects of the individual, the family, the larger social dimensions, and the institutions and organizations involved, in law and justice, in philosophy and politics, and so on. An examination of the content of theories of justice reveals the fact that each of these theories is based on a specific element as the basis of its principles of justice, which can be referred to as fundamental and final values. For example, from the point of view of classical liberals and contemporary libertarians, freedom constitutes the fundamental value and the central axis of a desirable society. On the other hand, in the socialist view, the element of equality, and especially the issue of need, is usually a fundamental value. Against this background, any theory of justice seems to demonstrate a definite understanding of the ideal system of social norms. This system may be presented by imaginary critics or even unjust and cruel, but as far as an ideal system is introduced, the theory that defends that system-ideal can be called a theory of justice; So the theory of justice seeks to create an ideal system for living. It can be said that welfare at the level of individual and collective life implies a concept of justice. The aim of this study was to assess the extent to which educational justice is achieved based on the strategies and operational goals of the document of fundamental transformation of education in the first and second secondary schools of Kurdistan province; done. This study is a quantitative-descriptive research and developmental in terms of purpose. The statistical population is all teachers and principals of first and second secondary schools in Kurdistan province; which in the academic year 1399-99 were equal to 10317 people. To select the sample, "multi-stage" cluster sampling method was used. The data collection tool was a researcher-made questionnaire. To design the questions, the strategies and operational goals of the document of fundamental change in education and literature were used. The validity and reliability of the questionnaire were reviewed and modified before implementation (with expert opinions and Cronbach's alpha test). Experts in educational sciences, including educational management, were used to assess the validity of the questionnaire. The questions were given to 5 professors who prepared the final questionnaire after minor corrections. Also, to check the reliability, initially, a questionnaire was delivered to 60 samples. 54 people completed the questionnaires and returned them; the reliability of the questionnaires was calculated by SPSS software and Cronbach's alpha method. The obtained Cronbach's alpha (0.81) indicates acceptable and confirmed reliability. Analysis of research data was performed at both descriptive and inferential levels. At the descriptive level, indicators such as mean, standard deviation, cross tables and frequency distribution diagrams were used. In the inferential statistics section, a one-sample t-test was used to compare the means in the grouped variables. Kolmogorov-Smirnov and Shapiro-Wilk tests were also used to evaluate the normality of the research variables. The results of one-sample t-test based on the opinion of teachers and principals of first and second secondary schools in Kurdistan province showed; Schools in Kurdistan Province benefit "to some extent" from new intelligent technologies in formal education (15.82). Physical, educational and training spaces have been "to a large extent" adapted to the special needs and gender differences of students in Kurdistan Province (22/13). However, the amount of compensation for services and welfare of teachers in first and second secondary schools (5/9) and diversification of learning environments in the process of formal education of first and second secondary schools in Kurdistan province (5/749) and the enjoyment of high school students Quality and fair education opportunities (19.81) have been assessed as "low". Therefore, according to the obtained average of the sum of components (65.59) which is less than the expected average, educational justice based on strategies and operational goals of the document of fundamental transformation of education in the first and second secondary schools of Kurdistan province to a small amount has been achieved. According to the findings of this study and in order to benefit the schools of Kurdistan province from new intelligent technologies in formal education; the following suggestions are provided: 1- Develop the influence of the National Information and Communication Network (intranet) in schools and create a suitable mechanism for optimal and intelligent operation by educators and students. 2- Production of electronic content tailored to the needs of students and schools based on the national curriculum. 3- Updating education methods with emphasis on active, group, creative methods According to the findings of this study and in order to adapt physical, educational and training spaces to the special needs and gender differences of students in Kurdistan province, the following suggestions are presented: 1 -Adapting physical, educational and training spaces to the special needs and gender differences of students. 2- Design, construction and proper equipment of prayer halls, libraries, laboratories, green spaces and sports spaces in all schools as an educational environment. According to the findings of this study and in order to compensate for the services and welfare of teachers in the first and second secondary schools of Kurdistan province, the following suggestions are presented: 1 Establish legal mechanisms to increase the motivation of teachers and educators; 2 Proper organization of services and welfare facilities and solving material and livelihood problems of teachers According to the findings of this study and in order to diversify the learning environments in the process of formal education of the first and second secondary schools of Kurdistan province, the following suggestions are presented: 1 Establishment, development and enrichment of information and education resources unit in secondary schools of Kurdistan province such as (library, laboratory and workshop, national information and communication network) 2 Establishment of a museum and exhibition of science and technology in each of the cities of Kurdistan province in order to provide the ground for students to observe and experience more and to make the educational content of textbooks more objective. 3 The diversity of formal and public educational situations should be organized in such a way that most of the people in need of education with different physical, sexual, cultural, economic and spatial conditions have a minimum of its quality and quantity. | ||
| کلیدواژه‌ها | ||
| Educational Justice؛ Secondary Schools؛ Fundamental Transformation Document؛ Kurdistan Province | ||
| مراجع | ||
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