Presenting the Model of Improving the Lesson Study in Primary Schools

The current study aimed to propose an enhancement model for lesson study in primary Schools in Tehran. In this mixed-method study, the research population consisted of academic experts, staff managers, and education specialists in the qualitative segment, as well as primary school teachers from Tehran province (totaling 19,852) in the quantitative segment. The qualitative phase involved 12 participants, while the quantitative phase comprised 377 individuals selected as samples. Data collection methods included semi-structured interviews for the qualitative portion and a researcher-developed questionnaire for the quantitative part. For qualitative data analysis, an open, axial and selective coding approach was applied, while confirmatory factor analysis was employed to analyze the quantitative data. The research findings delineated the principal dimensions of the lesson study enhancement model, which encompassed strategic perspectives, school dynamics, structural and individual factors, research orientation, educational improvement, and educational development. The requisite components for realizing this model comprised foresight, realism, competitiveness, systems thinking, consideration of teachers’ abilities, meeting teachers’ needs, providing facilities, enhancing organizational communication, motivational factors, organizational elements, embracing participatory management, monitoring and evaluation, organizational well-being, modeling, efficiency enhancement, fostering scientific thinking, and cultivating a culture of learning. Moreover, the fit indices confirmed that the presented model exhibited a robust fit.