Document Type : research article
Authors
1
Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
2
, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
3
, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
Abstract
Aim: In societies moving towards knowledge-based development, social capital development has a special place in sustainable development. One of the im-portant areas for shaping the development of social capital is education. The aim of this study was to present an excellence-oriented social capital model in secondary education.
Methodology: In this study, using the qualitative meta-synthesis method, 66 selected scientific research articles in the field of excellence-oriented social capital were analyzed and formulated using a systematic seven-stage model (Sandusky & Barroso, 2006).
Results: The results were grouped into four main categories and twenty-seven indicators, which are: (1) Antecedents of excellence-oriented social capital in the areas of individual capital (including: attitude, capabilities, and competencies), intra-organizational assets (including: healthy organizational environment, management, and structure), and extra-organizational factors (including: civic communication and participation, citizenship culture and social responsibility, parental and family capital, political space, and government policies), (2) Excellence-oriented social capital strategies (including: training and improving human resources, organizational learning, information and knowledge management, interpersonal communication, and networking), (3) Social capital components (including: trust, social participation, social interaction, and social support), (4) Outcomes of excellence-oriented social capital in individual areas (including: job satisfaction, capacity development and empowerment, mental health), organizational outcomes (including: improving educational quality, organizational health, promoting intellectual capital, strengthening family-school relationships), and trans-organizational outcomes (including: improving lifestyle).
Conclusions and suggestions: The results of this study emphasize the need for planning for the development of excellence-oriented social capital in secondary education. However, there is a need for further research, especially using mixed methods
Innovation and originality: This study is a new analysis of social capital for developing school excellence, outlining an excellence-oriented social capital development model to provide a framework for secondary education planning.
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