Modeling of effective variables on school effectiveness in primary schools of Tehran city with emphasis on mathematics in sixth grade

Promoting educational quality is one of the predominant missions of education. In the present study, we modeled school-level variables on learning in order to provide a guiding framework for educational policy-makers and school principals to adequate manipulations for improving the learning quality of students. Variables were teachers' preparation, perceptions, and activities; principal activities; school climate; and school achievement. This data was collected from questionnaires and tests presented to students, teachers, and principals of 325 primary schools in Tehran cities. The data was analyzed by structural equation modeling. Results were showed that school climate had the highest effect on school achievement. Aside from it, the only significant effect on school achievement was teacher preparation. Teacher activities had a low and non-significant effect on school achievement, therefore, no significant path mediated by teachers' activities was observed. In addition, principals had no effects on school achievement, but it was affected largely by school climate. In general, there is a challenge about the usefulness of instructional activities in school and the adequateness of inside-school variables.