شاخص ها و مؤلفه های خودتوسعه ای مدیران در رویکرد مدیریت مدرسه محور
الموضوعات : Education
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
الکلمات المفتاحية: مدیریت مدرسهمحور, خودتوسعه ای, رهبری آموزشی, فراترکیب,
ملخص المقالة :
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.
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