شاخص ها و مؤلفه های خودتوسعه ای مدیران در رویکرد مدیریت مدرسه محور
محورهای موضوعی : تعلیم و تربیت
مرتضی هجرتی
1
,
علی اکبر عجم
2
,
حسین مومنی مهموئی
3
1 - دانشجوی دکتری مدیریت آموزشی، گروه علمی حکمرانی آموزشی و سرمایه انسانی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
2 - گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران(نویسنده مسئول).
3 - دانشیار مطالعات برنامه درسی، گروه مطالعات تربیتی و برنامه درسی، واحد تربت حیدریه ، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
کلید واژه: مدیریت مدرسهمحور, خودتوسعه ای, رهبری آموزشی, فراترکیب,
چکیده مقاله :
هدف: مدیریت مدرسهمحور بهعنوان یکی از رویکردهای نوین آموزشی، با تأکید بر تمرکززدایی و استقلال مدارس، نقش مهمی در ارتقای کیفیت آموزشی ایفا میکند. از سوی دیگر، خودتوسعه رهبری آموزشی یکی از ابزارهای کلیدی برای توانمندسازی مدیران و افزایش اثربخشی آنان در این مسیر است. در سالهای اخیر، توجه قابلتوجهی از سوی پژوهشگران به بررسی ابعاد و مؤلفههای این دو حوزه معطوف شده است. ازاینرو، پژوهش حاضر با هدف شناسایی و تبیین ابعاد و مؤلفههای مؤثر بر الگوی مدیریت مدرسهمحور و خودتوسعه رهبری آموزشی انجام گرفت.
مواد و روشها: این پژوهش از روش کیفی با رویکرد فراترکیب بهره برد. دادههای پژوهش بر اساس الگوی شش مرحلهای روبرتس گردآوری و تحلیل شدند. بدین منظور، در بازه زمانی تعیینشده (داخلی: 1404–1400 و خارجی: 2024–2020) مقالات مرتبط جستوجو و گردآوری شدند. جامعه پژوهش شامل کلیه مقالات داخلی و خارجی مرتبط (237 مقاله) بود که پس از غربالگری محتوایی و موضوعی، 30 مقاله بهصورت هدفمند انتخاب شدند. دادهها با روش تحلیل محتوای مضمونی بررسی شدند و برای اطمینان از اعتبار نتایج، از معیارهای خودبازبینی محقق و مرور همتایان (ضریب توافق ارزیابان) استفاده گردید.
بحث و نتیجهگیری: تحلیل یافتهها نشان داد که ابعاد و مؤلفههای مدیریت مدرسهمحور و خودتوسعه رهبری آموزشی در چهار بعد اصلی سازماندهی میشوند: عوامل فرهنگی–زمینهای (شامل شرایط سیاسی، هنجارهای سازمانی، شرایط اجتماعی، هنجارهای سازمانی، حمایتهای قانونی–سیاستی، منابع اقتصادی)، عوامل سازمانی–ساختاری (شامل فرایندها سازمانی، نظارت و کنترل سازمانی)، عوامل فردی–شخصیتی (شامل انگیزش درونزا، شایستگیهای حرفهای، یادگیری مستمر)، و عوامل مدیریتی–فرابخشی (شامل حمایت مدیریتی و توانمندی برنامهریزی راهبردی). نتایج این پژوهش با ارائه تصویری جامع از ابعاد اثرگذار، میتواند به طراحی الگوهای بومی و راهبردهای کارآمد برای ارتقای کیفیت مدیریت مدارس و توسعه رهبری آموزشی کمک نماید.
Objective: School-centered management, as one of the new educational approaches, with an emphasis on decentralization and independence of schools, plays an important role in improving educational quality. On the other hand, self-development of educational leadership is one of the key tools for empowering managers and increasing their effectiveness in this direction. In recent years, considerable attention has been paid by researchers to examining the dimensions and components of these two areas. Therefore, the present study was conducted with the aim of identifying and explaining the dimensions and components affecting the school-centered management model and self-development of educational leadership.
Materials and Methods: This study used a qualitative method with a meta-synthesis approach. Research data were collected and analyzed based on Roberts' six-stage model. For this purpose, relevant articles were searched and collected within the specified time period (domestic: 1404–1400 and foreign: 2024–2020). The research population included all relevant domestic and foreign articles (237 articles), of which 30 articles were selected purposefully after content and subject screening. The data were reviewed using thematic content analysis method, and to ensure the validity of the results, the criteria of researcher self-review and peer review (rater agreement coefficient) were used.
Discussion and Conclusion: The analysis of the findings showed that the dimensions and components of school-centered management and self-development of educational leadership are organized into four main dimensions: cultural-contextual factors (including political conditions, organizational norms, social conditions, organizational norms, legal-political support, economic resources), organizational-structural factors (including organizational processes, organizational monitoring and control), individual-personality factors (including endogenous motivation, professional competencies, continuous learning), and managerial-meta-sectoral factors (including managerial support and strategic planning capabilities). The results of this study, by providing a comprehensive picture of the influential dimensions, can help design local models and efficient strategies to improve the quality of school management and develop educational leadership.
Abili, K., et al. (2020). Self-development and professional competencies in education. Journal of Educational Management Studies, 12(3), 45–62.
Abili, Kh. , Pourkarimi, J. & Mazari, E. (2019). Providing a self-development model for academic leaders. Organizational Behavior Studies Quarterly, 9(2), 1-27. doi: 10.0000/obq.2019.001. ]in Persian[.
Arar, K., & Nasra, M. A. (2022). School-based management and stakeholder engagement: A critical review. International Journal of Educational Reform, 31(4), 321–338.
Bandur, A., et al. (2022). Education governance and school-based management in developing countries. Educational Policy Review, 28(2), 233–256.
Bandur, A., Hamsal, M., & Furinto, A. (2022). 21st Century experiences in the development of school-based management policy and practices in Indonesia. Educational Research for Policy and Practice, 21(1), 85-107.
Berhanu, K. Z. (2023). Practices, challenges, and prospects of implementing School-Based Management (SBM) system in Ethiopian schools: Implications for policy makers. Research in Educational Administration and Leadership, 8(2), 465-504.
Elmelegy, R. I. (2015). School-based management: An approach to decision-making quality in Egyptian general secondary schools. School Leadership & Management, 35(1), 79-96.
Faryabi, M. , Kamali, N. & Davoudi, R. (2021). Designing and explaining a localized model of school-based management from the perspective of the fundamental transformation document of education. Strategic Management Thought, 15(2), 127-164. doi: 10.0000/smt.2021.009. ]in Persian[.
Gholizadeh, A. , Ghasemizad, A. & Mashaekhi, P. (2021). School-based management in the framework of the Islamic Republic of Iran. Educational Research, 43, 19-51. doi: 10.0000/er.2021.010. ]in Persian[.
Grinshtain, Y., & Gibton, D. (2018). Responsibility, authority, and accountability in school-based and non-school-based management: Principals’ coping strategies. Journal of Educational Administration, 56(1), 2-17.
Grinshtain, Y., & Gibton, D. (2018). School-based management: Flexibility and accountability in education systems. Journal of Educational Change, 19(1), 25–42.
Isa, A. M., Mydin, A. A., & Abdullah, A. G. K. (2020). School-Based Management (SBM) practices in Malaysia: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 10(9), 822-838.
Iswan, A. S., Priharta, A., Bahar, H., & Miyati, E. (2021). The Influence of School-Based Management Implementation on the Improvement of Education Quality in Primary Schools. Journal of Hunan University Natural Sciences, 48(4).
Jafari, S. (2021). Developing and psychometric evaluation of a school-based management model based on the fundamental transformation document. Management on Educational Organizations, 10(2), 187-223. doi: 10.0000/meo.2021.003. ]in Persian[.
Jihan Abdullah, J. (2023). Implementation of School-Based Management in Increasing The Quality of Education. Jurnal on Education, 5(3), 9141-9146.
Karimi, M.S. , Hoveyda, R. & Seyadat, S.A. (2023). A paradigmatic model of decentralization in Iran’s education system. Management and Planning in Educational Systems, 16(1), 123-148. doi: 10.0000/mpes.2023.012. ]in Persian[.
Karimi, M.S. , Hoveyda, R. & Seyadat, S.A. (2023). Decentralization strategies in Iran’s education system. New Educational Ideas, 19(2), 165-184. doi: 10.0000/nei.2023.011. ]in Persian[.
Kasapoğlu, H., & Çalık, T. (2017). Self-Development as a Predictor of The School Administrators’ Managerial Effectiveness. Elementary Education Online, 16(3).
Liggett, R. (2025). Democratic leadership in a study of school based professional leadership culture: policy implications. International Journal of Leadership in Education, 28(2), 291-306.
Lunenburg, F. C., & Ornstein, A. C. (2020). Educational administration: Concepts and practices (7th ed.). Cengage Learning.
Lunenburg, F. C., & Ornstein, A. C. (2021). Strategies for school-based management. Routledge.
Martin, M. (2019). The implementation of school-based management in public elementary schools. Asian Journal of Assessment in Teaching and Learning, 9(1), 44-56.
Moradi, S., & Fathi Vajarghah, K. (2020). From Universal School-Based Management Model to Pattern Iran's Progress-Islamic School Board of Trustees: Qualitative Analysis Dimensions and Specific Indicators to Evaluate Performance. Curriculum Research, 1(2), 34-52.
Ngwenya, E. (2022). The historical evolution of school-based management since the 1980s. Comparative Education Review, 66(3), 451–469.
Norouznezhad Ghadi, M. , Seraji, F. & Yousefzadeh Chousari, [First name missing]. (2019). Parents’ and principals’ perceptions of parental participation in school affairs: A phenomenological study. Theory and Practice in Curriculum Studies, 7(14), 319-356. doi: 10.0000/tpcs.2019.013. ]in Persian[.
Omar, A., et al. (2023). Decentralization and financial efficiency in school management. Journal of Educational Finance, 49(2), 189–205.
Panschar, C., & Eimers, A. (2023). Listening to the “Self” in Leader Self-development: Contextualizing self-development activities of leaders: A qualitative study.
Ramaswami, R., et al. (2016). Participatory decision-making in school-based management. International Journal of Education Research, 78, 45–57.
Reichard, R. J., Walker, D. O., Putter, S. E., Middleton, E., & Johnson, S. K. (2017). Believing is becoming: The role of leader developmental efficacy in leader self-development. Journal of Leadership & Organizational Studies, 24(2), 137-156.
Riadiono, A., et al. (2014). Strategic approaches to school leadership and management. Asia Pacific Journal of Education, 34(2), 199–215.
Rini, A., et al. (2020). Public budget allocation and education development. Public Policy Journal, 15(1), 89–102.
Rohma, S., Harapan, E., & Wardiah, D. (2020). Participatory decision-making and school autonomy. Journal of Educational Leadership, 8(1), 12–23.
Sadeghi-Tabar, M. , Ghorchian, N. , Jafari, P. & Davoodi, A. (2022). Designing a professional self-development model for university faculty members. Health Sciences Research Journal of Jahad Daneshgahi, 22(1), 95-104. doi: 10.0000/hsrj.2022.006. ]in Persian[.
Sahraei Biranvand, M. , Shams Mourkani, Gh. , Khorasani, A. , Khayatan Yazdi, M. & Piri Nargeseh, R. (2023). Identifying antecedents and outcomes of leadership self-development in organizations. Strategic Management, 14(55), 161-189. doi: 10.0000/sm.2023.008. ]in Persian[.
Salehi, M. , Bazgir, Z. & Azkat, A. (2020). School-based management, obstacles and solutions: A phenomenological study. School Management, 8(4), 92-105. doi: 10.0000/sm.2020.007. ]in Persian[.
Salehi, M., et al. (2020). Decentralization and shared governance in schools. Journal of Iranian Educational Studies, 15(4), 65–87.
Sarshar, N. , Mokhtari Baye Kolai, M. & Kiakachouri, D. (2021). Human resource development through designing a self-development behavior model. Inspection and Supervision, 15(55), 47-71. doi: 10.0000/is.2021.004. ]in Persian[.
Sawada, Y., et al. (2016). School-based management and local empowerment. World Bank Research Papers, 32(2), 56–77.
Sershar, H., et al. (2021). Self-directed learning and self-development of school managers. Human Resource Development in Education, 19(2), 110–129.
Shirali, E. , Mehralizadeh, Y. & Ghashghaeizadeh, N. (2023). Exploring school-based management using the grounded theory approach. Educational Leadership and Management, 17(1), 1-29. doi: 10.0000/elm.2023.005. ]in Persian[.
Sincar, M., Önen, Z., & Arar, K. H. (2020). An investigation of Turkish female school administrators’ views on the concept of self-development. International Journal of Leadership in Education, 23(2), 175-198.
Sivalogathasan, V. (2015). Self-development model for improve leadership skills of executives managers: comparison study in two different countries-Sri Lanka and China.
Sumarsono, R. B., Triwiyanto, T., Kusumaningrum, D. E., & Gunawan, I. (2019). Opportunities for the implementation of school-based management in the eastern area of Indonesia. Int. J. Innov. Creat. Chang, 5(4), 180-196.
Sumaryanti, S., & Purwanto, N. A. (2023). Achieving the Quality of Education through the Application of Eight National Education Standards using School-Based Management. AL-ISHLAH: Jurnal Pendidikan, 15(1), 135-146.
Taghiyani, M. , Oladian, M. & Safari, M. (2023). Identifying the dimensions, components, and indicators of school-based management based on Islamic–Iranian values. Management and Education Perspective, 5(2), 144-167. doi: 10.0000/mep.2023.002. ]in Persian[.
Taghiyani, M., et al. (2023). Educational leadership and transformation in school management. Journal of Leadership in Education, 27(1), 75–94.
Taji, M., Siadat, A., & Moghtadaie, L. (2023). Developing and validating a training package of self-development and determining its effectiveness on job performance and human capital agility in secondary school principals. International Journal of Educational Management, 37(6/7), 1228-1242.
Ulfatin, N., et al. (2022). Decentralized decision-making and school accountability. Journal of Education Policy, 37(5), 512–528.
Yulfizar, S., & Zulganef, Z. (2023). The Influence of School-Based Management on the Quality of Education in Private Vocational High Schools and Its Impact on employment Competitiveness. International Journal of Ethno-Sciences and Education Research, 3(1), 7-13.
Zaid, A., et al. (2022). Local governance in schools: Challenges and opportunities. International Journal of Educational Development, 92, 102–118.
Zaid, Z., Pettalongi, S. S., & Nurdin, N. (2022). Implementation of school-based management in improving the quality of State Islamic Junior High School. International Journal of Social Science and Human Research, 5(8), 3448-3455.
