شناسایی مولفه های توانمندسازی مدارس با تاکید بر نظام مراقبت اجتماعی دانش‌آموزان

محورهای موضوعی : آموزش و پرورش

اکرم حسینی سنگریزه ¹ (دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی، واحد ساری ، دانشگاه آزاد اسلامی ، ساری، ایران.)
کیومرث نیازآذری ² (گروه مدیریت آموزشی, دانشکده علوم انسانی, دانشگاه آزاد واحد ساری, ساری, ایران)
ترانه عنایتی ³ (دانشگاه آزاداسلامی واحد ساری)

تاریخ دریافت : 1398/12/04 تاریخ پذیرش : 1399/04/17 تاریخ انتشار : 1400/10/01

کلید واژه: توانمندسازی, دانش آموزان, مدارس, نظام مراقبت اجتماعی,

چکیده مقاله :

مقدمه و هدف: پژوهش حاضر با هدف شناسایی مولفه های توانمندسازی مدارس با تاکید بر نظام مراقبت اجتماعی دانش آموزان انجام شد.
روش شناسی پژوهش: جامعه آماری پژوهش شامل همه دانش آموزان دوره های تحصیلی (ابتدایی،متوسطه اول و دوم)، والدین و کارکنان مدارس شهر ساری و نکا بود. روش نمونه گیری خوشه ای به صورت چند مرحله ای است که تعداد 386 نفر به عنوان نمونه آماری جهت بررسی انتخاب شدند. برای تعیین حجم نمونه مورد نظر از فرمول کوکران استفاده شد. ابزار گردآوری داده های پژوهش پرسشنامه محقق ساخته بود که روایی صوری و محتوایی پرسشنامه مورد تایید متخصصان و استادان قرار گرفت و پایایی پرسشنامه از طریق ضریب آلفای کرونباخ در یک مطالعه مقدماتی بر روی 40 نفر92/0 محاسبه شد. تجزیه و تحلیل داده ها از طریق ضریب همبستگی پیرسون و تحلیل عاملی تاییدی مرتبه دوم در نرم افزار SPSS21 و lisrel8.8 انجام شد.
یافته­ ها: نتایج نشان داد که سه مولفه کلیدی توانمندسازی مدارس در نظام مراقبت اجتماعی دانش آموزان مولفه­های شناختی، هیجانی و رفتاری است. بارهای عاملی (برآوردهای استاندارد) متغیرهای اندازه گیری برای متغیر مکنون توانمندسازی مدارس در بعد شناختی(69/0)، بعد هیجانی(84/0) و بعد رفتاری (87/0) بود، این امر نشان دهنده روایی همگرایی نشانگرها است.
بحث و نتیجه­ گیری: به نظر می­رسد توجه به توانمندسازی مدارس باتاکید بر نظام مراقبت اجتماعی دانش آموزان می تواند در کاهش آسیب های اجتماعی دانش آموزان موثر باشد.

چکیده انگلیسی:

Introduction: The purpose of this study is to identify effective factors on empowerment of schools emphasizing on social care system of students.
Research methodology: The research method is descriptive-survey. The statistical population of the study included 386 student academic levels (Elementary, first and second secondary), the parents and staff of the schools selected through Multi-stage cluster in Sari and Neka. To estimate the number of sample population, the Cochran formula was used and for date collection purposes , researcher made questionnaires were used the Face and Content Validity of which were confirmed using the experts’ comments. The reliability of questionnaires was estimated through Cronbach's alpha in a preliminary study on 40 individuals (0.94). Data analysis was performed through Pearson correlation coefficient and second-order factor analysis in SPSS21and lisrel 8.8 software.
Findings: The results showed that three key components of school empowerment in students' social care system are cognitive, emotional and behavioral components. Factor loads (standard estimates) were the measurement variables for the latent variable of school empowerment in the cognitive dimension (0.69), emotional dimension (0.84) and behavioral dimension (0.87), which indicates the validity of convergence of markers.
Conclusion: It seems that paying attention to school empowerment with emphasis on students 'social care system can be effective in reducing students' social harms.

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