providing a model for achiving to effective educational guidance for students in Iran's educational system

Document Type : Research Paper

Authors

• kiomars niazazari ¹
• bahman sharifi ²
• negin jabbary ³

¹ Department Of Educational Management, Islamic Azad University Sari, Sari, Iran

² Islamic Azad University of Gorgan,gorgan,iran

³ Department Of Educational Management, Islamic Azad University Gorgan, Gorgan, Iran

Abstract

The aim of this study is to provide a model for achiving to effective student educational guidance in Iran's educational system. The research approach was mixed method with exploratory desigen. In qualitative part of the research, the Grounded Theory method and in quantitative part a descriptive survey type was used. Sampling method in qualitative part was purposive and in quantitative part was Random stratified. The statistical sample in qualitative part was 17 people, according to theoretical saturation law, and in quantitative part was 242 people according to the Cochran formula. The data collection tool in qualitative part was semi-structured interview and in quantitative part was researcher-made questionnaire with 39 questions. In qualitative part for achieving the validity from checking by contributors and to determine the reliability, approval strategy of research colleagues was used. In quantitative part expert's opinions were used to assess the validity and the result of Cronbach's alpha test was 0.96, which indicates a high reliability. The data analysis method In qualitative part was an inductive content analysis with using coding at three levels of open, axial, and selective. In quantitative part, exploratory factor analysis was performed by spss software and verifiable factor analysis, structural equations and path analysis by lisrel software .the results showed that the dimensions of the effective model of educational guidance of student's are, respectively, talent identification, legal factors, effective policies, structural and managerial, IT, knowledge, family and socity factors. in exploratory factor analysis the impact of all dimensions and components on the effective model of educational guidance of student's was confirmed. the final model of the study was confirmed with the indices of fit and the standardized coefficients.

Keywords

• Educational guidance
• Students
• Educational System
• Mixed method

20.1001.1.20086369.1399.11.41.7.6

---

References

• Bazargan, A. (2015). An introduction to qualitative and mixed methods research. Tehran: Didar. (in Persian)

 

• Bryman, A. (2007). Barriers to integrating Qualitative and Quantitative Research. Journal of Mixed Method Research, 11(1), pp 8-22.

 

• Carvalho, C., Martines, D., Santana, L., Feliciano, L. (2014). Teacher Feedback: Educational Guidance in Different School Contexts. Procedia–Social and Behavioral Sciences, 2014(159), pp 219-223.

 

• Charmaz, K. (2000). Grounded theory: objectivist and constructivist methods. in Denzin NK & Lincoln Ys (eds) Handbook of Qualitative Research. Second edition. Sage publications.

 

• Crisan, C., Pavelea, A., Ghimbulut, O. (2015). A Need Assessment on Students Career Guidance. Procedia–Social and Behavioral Sciences, 2015(180), pp 1022-1029.

 

• Demir, M., Can, O. (2015). Counseling and Guidance Understandings of Guidance Teachera and Their Attitudes Towards Counseling and Guidance. Education and Sciences, 40(179), pp 307-322.

 

• Garcia-Perez, J., Hidalgo, M. (2017). No student left behind? Evidence from the Programme for School Guidance in Spain. Economics of Education Review, 60, pp 97-111.

 

• Ghergut, A. (2014). Aspects Related to the Educational and Vocational Guidance of Intellectually Impaired Students. Procedia–Social and Behavioral Sciences, 2014(114), pp 116-120.

 

• Holloway, I., Wheeler, S. (2010). Qualititative research in nursing and healthcare.3^rd ed. Chichester, West Sussex, U.K. Ames, Iowa: Wiley-Blackwell.

 

• Hughes, D., Law, B., Meijers, F. (2017). New school for the old school: career guidance and counselling in education. British Journal of Guidance & Counselling, 45(2), pp 133-137.

 

• Johnson, J., Rochkind, J., Ott, A. (2010). Special Topic/Why Guidance Counseling Needs to Change. Educational Leadership, 67(7), pp 74-79.

 

• Johnson, R. B., Onwuegbuzie, A. J. (2004). Mixed Methods Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), pp 14-26.

 

• Mihaela, N., Cristina, I. (2015). A Research On The Educational Counselingand Career Guidance In Romania. European Scientific Journal, 2, pp 28-33.

 

• Navidi, A.(2018). Academic Guidance in Iranian Educational System: Practical Experiences and Lasting Challenges. QJOE, 34(1), pp 9-34. (in Persian)

 

• Nazari, E., Mohamadi, F., Hatami, H. (2010). Some Guidelines to Guide First Grade High School Students of Sirjan in Selecting their Educational andl, New approaches in educational management , 1(3), pp117-130. (in Persian)

 

• Razavi, S.M., Akbari, M., Jafarzadeh, M., Reza Zali, M. (2013). Reviewing of Mixed Method Research. Tehran: publication of the Tehran University. (in Persian)

 

• Subasinghe, W. (2016). An Introduction on Educational Guidance and school Counseling. International Journal of Scientific Research and Innovative Technology, 3(10), pp 10-18.

 

• Thuy Van, N., Bich Loan, D. (2016). Career Guidance in Secondary Schools–A Literature Review and Strategic Solutions for Vietnamese Rural Areas. Jornal of Educational Studies, 2(3), pp 10-17.

 

• Torunoglu, H., Genctanirim, D. (2015). The perceptions of school counselors about the counseling and guidance programs of vocational high schools. Procedia–Social and Behavioral Sciences, 2015(174), pp 368-376.