Model of Social Accountability among Secondary School Stakeholders Based on the Bio-Physical Educational Domain with Mixed-Methods Approach

Abstract

This study aimed to develop and validate a mixed-methods model of social accountability among secondary school stakeholders grounded in the bio-physical (health and physical education) domain. An exploratory sequential mixed-methods design (qualitative→quantitative) was employed. In the qualitative phase, 21 academic experts, school administrators, and teachers from Mazandaran Province were purposively recruited and interviewed using semi-structured protocols; thematic analysis was conducted in MAXQDA, and theoretical saturation was achieved after the 19th interview. In the quantitative phase, a fuzzy Delphi with 15 experts screened and confirmed the importance of indicators. Next, a researcher-made questionnaire derived from qualitative findings was distributed via cluster sampling (297 distributed; 283 analyzed). Confirmatory factor analysis and partial least squares structural equation modeling were performed in SmartPLS. Finally, Best–Worst Method (BWM) prioritization was conducted in LINGO and a consistency ratio was reported. The final model comprised five core dimensions: “Resources and Facilities,” “Awareness and Training,” “Management and Leadership,” “Evaluation and Monitoring System,” and “Parents and Community Participation.” Measurement properties were acceptable (all factor loadings >0.50 and significant; convergent validity supported by adequate AVE; discriminant validity met via the Fornell–Larcker criterion). Overall model fit was strong (GOF=0.471). Explanatory and predictive power ranged from moderate to strong across constructs (R²≈0.414–0.577; Q²≈0.212–0.637). Structural paths from the central model construct to all five dimensions were positive and significant (t>1.96; p<0.05). BWM results ranked dimensions as follows: Resources and Facilities (0.323) first, Awareness and Training (0.285) second, Management and Leadership (0.149) third, Evaluation and Monitoring (0.143) fourth, and Parents and Community Participation (0.100) fifth, with a low consistency ratio (0.024). Social accountability in the bio-physical domain operates as a multidimensional construct in secondary schools, with the greatest leverage arising from resources/facilities and professional awareness-building; thus, school-based policy should integrate infrastructural support, staff capacity development, health-oriented leadership, and evidence-based evaluation and monitoring.