Document Type : Articles
1 Associate Prof., Shahid Rajaee Teacher Training University
2 Professor, Department of Educational Sciences, Payame Noor University, Iran.
The Fundamental Reform Document of Education, IRI was approved by the Supreme Council of Cultural Revolution in 2011. Based on different reports and studies, however, it seems that a decade after approval, not only the majority of its operational strategies have not been implemented, but its setting and establishment is still in a state of ambiguity. As school's educational staff are the most crucial element of implementing such a document, this survey measures school readiness and staff familiarity. In this case, the survey method was used comprises the number of 129 educational staff working in public and private schools at different levels elementary, middle, and high schools including girls and boys) was studied in Tehran and Kerman provinces. Results showed that educational staff is familiar with the Fundamental Reform Document of Education, its theoretical foundation, and subsequently with its six subsystems, respectively. The readiness of schools to implement the Fundamental Reform Document of Education is also as follows: 81% for the relationship between schools and institutions, 77% for educational staffs readiness, 76% fostering affairs, 73% for the preparedness of classrooms, workshops, and laboratories, 72% for teachers with professional experiences, 71% for access to internet infrastructure, 66% for sports space, facilities, and equipment, 65% for schools' institutional autonomy for decision-making, and 56% for financial resources. At the final stage of this article, we submitted a model for utilizing the school’s capacity to implement the Fundamental Reform Document of Education. https://dorl.net/dor/20.1001.1.20088302.2021.19.2.11.9