The role of the school institution in development with a teacher empowerment approach

In the present article, a fundamental approach to the issue of development was presented considering the role of the school institution and teachers in it. We first defined development beyond the increase in national income and examined the importance of cognitive and communication skills in achieving development. Then, according to the research of economists and cognitive scientists, we showed that the early ages of life play a key role in the institutionalization of life skills. In the following, we explained the role of the school institution in educating the next generation by examining the programs implemented in different countries. We then presented our proposed model (balanced training) based on the Likuna framework proposed as well as the common skills available in the resources of the World Bank, the World Health Organization, the World Economic Forum recommendations for 2025 and the OECD for 2030, in which our culture And revelatory teachings have been used to teach and establish skills. To assess the role of the school in institutionalizing these skills, a questionnaire was designed that asked questions in 5 areas of life skills selected by the WHO. The respondents were 411 graduates from 10 non-profit Islamic schools in Tehran. According to the questionnaire, anxiety management skills (and emotions in general) are not very acceptable in these people. The correlation between anxiety management skills and all four other skill areas was also confirmed based on the conventional least squares method.