September 25, 2017
Mostafa Ghaderi

Mostafa Ghaderi

Academic rank: Associate professor
Address: Department of Education Faculty of Humanity and Social Science University of Kurdistan Sanandaj Iran P.O. Box 416
Education: PhD. in Curriculum Studies
Phone: 08733624005
Faculty: Faculty of Humanities and Social Sciences


The feasibility study of Smart Schools' Achievement from the view point of Teachers and Managements high school Level
Type Article
smart schools, online teaching-learning,teacher, management electronic study content.
Researchers fariba Bahrami, Mostafa Ghaderi, ALI AKBAR KHOSRAVI, Salam Yagoobi, Seiran AliMohammadi


The subject of this research is the feasibility study of smart school's achievement from the view point of Sanandaj's teachers of intermediate level. In this research it has been tried to study (survey) the present situation, conditions and facilities of schools (with aim of being) changed into smart schools. The research method is description (traversal) and the statistical society of the whole teachers of computer and managements of technical and vocational training art schools, kar-Danesh and high schools has been theoretical. In regard to these conditions 60 sample teachers and 60 sample managements have been available. The research instrument is an ascertained question air with 43 questions that measures the existing ideal situation of the schools of high school level in relation to their facilities and necessary qualities for being changed into smart schools. For justifiability study of the question air the experts justifiability has been applied. For stability fixation chronbach's Alpha method was used and the stability amount was %95.37 Using Friedman and chi-square tests the two gained results about the feasibility study of smart schools show that in ordinary schools the soft ware and hardware accommodations are less than the expected level. The school managements too, have no clear image of the strategies, facilities and conditions of smart schools. The high school teachers have no knowledge of online teaching- learning methods and teaching instruments. Also the traditional study content of schools has not undergone enough changes to make them able to move towards electronic study content. Finally teachers too have not been exposed to retreating and in service to improve their skills and their understanding of moving towards smart schools.