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The main purpose of this research is to derive Seminary virtual education effectiveness criteria. Seminary education has main differences with tertiary or professional education. Therefore, to assess their effectiveness, we must take into account these differences. In this research we have used qualitative methodology and set a semi-interview mechanism with 15 experts in e-learning, all employees in Seminary educational institutions established in Qom. Data analysis was done in three stages: open encoding, axial encoding and selective encoding. In open encoding stage 114 codes was detected. In axial encoding stage these codes were categorized around six basic categories. With recurrent reviewing of interviews in selective coding stage we reached one inclusive category. Based on these research findings, to assess Seminary virtual education’s effectiveness, there are two layers, i.e. surface and deep. In surface layer we must consider six categories which include: Seminary’s essential values, seminary educational aims, curriculum design, teacher skills, learner skills and behavioral and attitudinal outcomes. But in deep layer, based on Seminary essential values and interactions among six categories, it boiled down to one inclusive category which we called “Seminarian traits”. This concept involves elements such as: Seminarian style, religious inquiry, propagation skills, observing the teacher’s dignity, developing an inner feeling and life-long learning.

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The present research aims to study, understand and explain the experiences of parents of students and school administrators from parent participation in school affairs of children. This research is conducted in a descriptive phenomenological approach. For this purpose, 8 managers and 6 students from Hamedan schools were selected by targeted method and data were collected by semi-structured interview. The collected data were analyzed by Straubert and Carpenter (2003). Findings show that in both groups there is no identical definition of participation and people refer to the funds of participation. In the structure, administrators rely on parent associations and coaches as formal institutions and parents focus on personal relationships with school agents. The fields of participation in schools are diverse and factors such as the motivation and parenting of parents, the positive interaction of managers and the existence of a participatory culture in the school organization can strengthen it.