Journal of Research in Educational Systems

Abstract Objective: The aim of this study was to design an integrated model of the conditions, processes, and outcomes of educational quality in universities of medical sciences.
Method: This applied, descriptive, and qualitative study was conducted using the grounded theory approach based on the Strauss and Corbin (1990) model. Data were collected through semi-structured interviews with 21 experts. Purposeful sampling was employed and continued until theoretical saturation was achieved. Data analysis was carried out in three stages: open, axial, and selective coding. To ensure the trustworthiness of the findings, credibility, transferability, confirmability, and dependability criteria were applied. The reliability of the coding process was confirmed using Cohen’s kappa coefficient (0.808).
Results: The findings indicated that educational quality is a multidimensional, dynamic, and systemic phenomenon shaped through continuous interaction among conditions, strategies, and outcomes. In total, 90 initial concepts were extracted and organized into 30 major categories and 10 core categories, including curriculum quality, comprehensive educational services, faculty competencies, educational evaluation, clinical learning, educational governance, digital education, internal evaluation, educational ethics and justice, and educational data intelligence. These categories were integrated into a comprehensive model entitled the “Integrated Educational Quality System,” encompassing five main dimensions: causal conditions, contextual conditions, intervening conditions, interactive strategies, and consequences.
Conclusions: Achieving educational quality in universities of medical sciences requires adopting an integrated and systematic approach that simultaneously addresses structural, managerial, procedural, value-based, and outcome-oriented dimensions. The proposed model provides a context-based and evidence-informed framework for policymaking, performance improvement, enhancement of clinical learning, and strengthening social accountability.

Abstract The purpose of this study was to present a suitable model of effective factors on educational quality in elementary schools in Tehran. The purpose of the study was applied in terms of data analysis and mixed analytical exploratory research. As a method, descriptive and survey type were included in the quantitative section of Tehran's elementary school principals comprising 907 individuals out of which 269 were selected by simple cluster and relative stratified sampling. The research instrument consisted of a researcher-made questionnaire consisting of 125 items. The validity and reliability of the questionnaire were confirmed. Also in the qualitative part of the research, 15 experts were interviewed based on semi-structured interview with 5 questions. The results showed that structural equation modeling consisted of three main components and 12 sub-components such as: 1- management factors (principals' attention to extracurricular activities, principals' attention to teachers' teaching and continual performance appraisal) 2- organizational factors, including (attention to selection). Teachers, attention to teacher empowerment, attention to educational content, formulation and adjustment of applicable rules, allocation of appropriate annual budgets and updating of educational facilities and equipment) 3- skill factors included (attention to teachers verbal skills, attention to non-verbal teachers skills and attention to teachers educational skills) Components of educational quality are Be it. Also absolute / relative fitness indices such as NFI, NNFI, CFI, IFI, RFI, GFI, AGFI, NDI and CDI with values ​​of 0.92, 0.94, 0.96, 0.96, 0.89, 0.94, 90 0.94 and 0.93 which have good fit