The present research has been conducted to investigate and present a clear picture of the conditions of the shahed schools and to assess the effective elements on the Educational and Cultural Qualities of the Shahed Schools in order to make these situations better; it has been done in four dimensions and in 19 chapters as follow: Generalities, overall characteristics of the shahed schools, educational quality, gender and educational quality, being a whole – time school and educational quality, composition of the students and educational quality, antiquity of the school, compression of the students in the classrooms and the physical characteristics of the school, facilities of the schools (educational facilities), budgets, means of transportation, the quality of the schools’ management, educational staff, extra leisure educational and training activities, social damages of the students, kind of dependence of the martyrs’ children to their families and schools and educational quality of the provinces.
The researcher has compiled 24 hypotheses for this research where educational quality has been considered as dependent variable and the other variables which are related to the conditions of the schools and their programs have been considered as dependent variables. The research community includes all the shahed schools: primary schools, secondary schools and high schools all over the country that have been established before 1991. The research methodology is statistical and all in all 376 schools were investigated through questionnaire. The researcher has achieved the following results by the use of SPSS, T – Test, Analyzing Variance, and correlation coefficient:
1. In the primary and secondary shahed schools, the more the provinces are bereft of facilities, the less their educational quality will be. Therefore, in order to increase educational quality in these provinces where the shahed students are living, bereavements of these provinces should be annihilated.
2. Regarding the effect of the gender of the shahed students on the educational quality of shahed schools, we can say that female students are more successful in passing exams than male students. But since this difference exists between the students in other schools (non – shahed schools); therefore this can not be ascribed to the bereavement of the shahed students of their fathers.
3. Regarding the whole – time condition of the school the result is that the whole – time schools have better educational quality than the part – time schools.
4. The antiquity of schools has a reverse relation with the educational quality i. e. the less antiques the schools are the better the educational quality is. Therefore the educational quality of the newly established schools is better than the older ones.
5. In the secondary levels of the shahed schools, the number of the students has a very small effect on the educational quality while in the primary levels; increase in the number of the students has a negative effect on the educational quality of the schools. This effect is more sensible in the first and fifth degrees of primary school.
6. In primary schools, having facilities of self service, library, libratory, laboratory facilities and equipments, prayer house, sport fields, and the means for showing films are regarded as effective elements on the educational quality of the shahed schools. Among these factors, prayer house, laboratory, and library have negative effects on the educational quality of the schools. Therefore their existence in schools cause decrease in the overall average of the school while existence of self service, laboratory facilities, sports fields and the means for showing films has a positive effect on the overall average of the school.
7. In the primary levels of the shahed schools, the amount of the extra training activities has impact on the educational quality of the schools and in most of the time this influence is a positive one. Such as one day camps, going to the pools, parks and cinema, showing films, taking trips to the other cities and visiting their touristy places and holding ceremonies in schools. In some case these activities have negative effects on the educational quality such as participating in the Fridays and common prayers; these activates have a completely different educational impact; that is they would cause decrease in the educational quality of the schools.
8. Regarding the budget of the shahed schools and its relation with the educational quality of them, it can be said that: In primary school these issues do not have a meaningful relationship. But in secondary schools the educational quality increases when the budget increases.
9. Regarding the means of transportation for the shahed students, most of the managers (about 2 / 3 of them) believed that the Martyrs Foundation should take the responsibility of providing this service for the shahed students.
10. In the first, second and fifth stages of primary schools, the first and second stages of the secondary schools, there is not a meaningful relationship between the age of the teaching staff and educational quality of the schools.
11. There is not a meaningful relationship between the way that the teachers are chosen for teaching and educational quality of the school in primary schools. But in secondary shahed schools where the teachers are chosen by the previous knowledge of the managers, educational quality of the school is better than those schools where the teaching staffs are determined by the office of education.
12. In primary schools, the kind of relation between the manager and Martyrs Foundation of the area was not effective but in the secondary schools relationship between the manager and the Martyrs Foundation of the area had a positive effect on the educational quality of the school. This relationship has different effects on passing the exams by the shahed students and non – shahed students. That is the number of the shahed students who passed the exams in those schools where the manager has no relation with the martyrs foundation is higher than those whose managers have relationship with the martyrs foundation.
13. In the secondary school, the intimate relationship of the manager with office of the education in the area has a positive impact on the educational quality of the school.
14. Participating of the families in classes of primary schools has a positive effect on the educational progress of the school.