عنوان مقاله [English]
The aim of this study was to design and validate the high school management model and improve the organizational structure in line with the general policies and the document of fundamental change in education. The data were collected quantitatively and qualitatively. In qualitative data, content analysis was employed and the elements of school improvement were identified by 15 experts in the educational management in order to be theoretically justified. They were used as a basis for designing the high school management model and improving the organization structure. The text to be investigated were the general policies of management and the fundamental change in education enacted in 2011. The instrument in the qualitative analysis were a semi-structured interview and the notes from the content analysis. The document analysis was used to extract the descriptive indexes in the process of content analysis. So far as the quantitative analysis is concerned with respect to the validation, the population included high school managers of Karaj which were selected through Morgan table, resulting in 384 individuals. The data analysis was done through SMART PLS 3 and SPSS 22. The findings indicated that the policies of school management model and the organizational structure could be designed in sixth macro policies and 13 micro policies. Out of the 385 frequencies related to the policies of school management model and organizational structure in the general policies and the fundamental change in education document, the most frequency, that is 60 basic themes (48.4%), was dedicated to the interest and macro policies. Also, among the elements of designing school management model and improving organizational structure, the causal elements and the significance of the measuring instrument showed that subcategories and the related elements had an acceptable significant role with 0.05 degree of freedom. The results showed that the model of school management model and the improvement of the organizational structure based on the general policies and the fundamental change in education is valid, consisting of financial, educational, moral, cultural, strategic, and administrative elements.