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The aim of the present study wasto propose a model to evaluate the effective factors on cooperation of the learning groups in smart schools. The study is correlational descriptive. The population of the study includes the total number of smart high school teachers of Tehran in the academic year 2011-2012. Sampling has been multistage clustering. A number of 360 of the teachers were selected randomly for conducting the research. Three researcher-designed questionnaires were used as data collection instruments: 1) The questionnaire of the effective factors on cooperation of the learning groups (α =0.93); 2) The questionnaire of learning motivation (α = 0.87); and 3) The questionnaire of collaboration factors in the learning groups (α = 0.83). The overall results of the study indicated that among the four studied factors, the direct effect coefficient of the preparing ground factor (0.692) had the greatest effect on collaboration of the learning groups in smart schools. The indirect effect of the mentioned factor also was the greatest based on the indices of the importance of group learning (0.415) and guidelines and strategies (0.300). According to the findings of the research, GFI index has been 0.95 and AGFI index 0.91 suggesting that the model has a rather desirable fitness.

interscience management review

Proposing a Model for Evaluating the Effective Factors on Collaboration of the Learning Groups in Smart Schools (Case Study: Teachers’ View of the Smart High Schools in Tehran)