Modeling a Multi-Skilled School with a Strategic Agility Approach in Lower Secondary Education
Keywords:
Multi-skills school, strategic agility, unior high schoolAbstract
The aim of this study was to model a multi-skilled school based on a strategic agility approach in lower secondary education. This exploratory mixed-methods study was conducted in three phases: qualitative modeling, expert validation, and quantitative testing. In the qualitative phase, grounded theory and semi-structured interviews with 19 educational experts were used to identify key components. The second phase employed a three-round Delphi method with 22 experts for model validation. In the quantitative phase, a cluster sample of 342 out of 3,096 teachers from Golestan Province was selected using Cochran’s formula. A 104-item researcher-made questionnaire was administered. Data were analyzed using SPSS and Smart PLS software. The qualitative findings led to the identification of 11 main categories and 25 subcomponents across causal, contextual, intervening, strategic, and consequential conditions. Quantitative analysis confirmed the reliability and validity of all components based on confirmatory factor analysis, discriminant and convergent validity, and composite reliability. The final structural model demonstrated a high level of goodness-of-fit and included 104 validated indicators. The results suggest that implementing a multi-skilled school model with strategic agility at its core can effectively prepare adaptive, empowered, and market-responsive human capital. The success of such a model relies on systemic design, resource support, institutional collaboration, interdisciplinary curricula, and continuous evaluation.
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