Design and Validation of a Comprehensive Student–Teacher Education Model with Emphasis on the Fundamental Transformation Document of Education
Keywords:
Comprehensive Education System, Student-Teacher, Farhangian University, Fundamental Transformation Document of EducationAbstract
The objective of this study was to design and validate a comprehensive student–teacher education model in Farhangian University based on the Fundamental Transformation Document of Education. This study employed an exploratory mixed-methods design. In the qualitative phase, 20 experts in teacher education and university administrators were selected through purposive sampling based on theoretical saturation. Data were collected using semi-structured interviews and analyzed through open, axial, and selective coding using MaxQDA. In the quantitative phase, the statistical population consisted of managers, deputies, faculty members, and student-teachers. A sample of 821 participants was determined using Cochran’s formula and cluster sampling. A researcher-made questionnaire with 41 items on a five-point Likert scale was administered. Instrument validity was assessed using face, content (CVR, CVI), and construct validity (CFA), and reliability was confirmed through Cronbach’s alpha and composite reliability. Data analysis was performed in SPSS-21 and Lisrel-8. Qualitative analysis identified eight core components out of 41 indicators: university management, educational evaluation, educational facilities, organizational structure, organizational culture, organizational support, trust, and social communication. Confirmatory factor analysis demonstrated that all items had significant factor loadings (>0.72) with t-values above 1.96. Model fit indices were satisfactory (GFI=0.93, AGFI=0.91, CFI=0.95, RMSEA=0.07). A one-sample t-test evaluating expert judgment revealed that all model dimensions scored significantly above the expected mean (p<0.01), confirming strong model adequacy. The final model demonstrates strong empirical and theoretical validity and offers a comprehensive framework capable of enhancing student-teacher preparation and supporting the effective implementation of the Fundamental Transformation Document within Farhangian University.
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Copyright (c) 2025 Ali Akbar Hamidi (Author); Sadegh Rezaei; Alireza Osareh, Ruhollah Karimi Khoygani (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
