واکاوی عملکرد حرفه‌ای راهبران آموزشی- تربیتی از منظر مدیر آموزگاران و معلمان مدارس ابتداییِ چند پایة روستایی

محورهای موضوعی : آموزش و پرورش

حمداله حبیبی ¹ , احد عظیمی آقبلاغ ² , سید هادی مدنی ³

1 - دانشیار رشته مدیریت آموزشی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران
2 - دانشجوی دکتری رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران.
3 - دانشجوی دکتری رشته فلسفه تعلیم و تربیت، دانشکده علوم انسانی، دانشگاه شاهد تهران، تهران، ایران.

تاریخ دریافت : 1398/12/27 تاریخ پذیرش : 1400/05/13 تاریخ انتشار : 1400/08/01

کلید واژه: عملکرد, نظارت و راهنمایی آموزشی, واکاوی, راهبران آموزشی- تربیتی, کلاس‌های چندپایة روستایی, معلمان راهنما,

چکیده مقاله :

چکیده
مقدمه و هدف: این پژوهش، با هدف توصیف و واکاوی عملکرد حرفه­ای راهبران آموزشی- تربیتی از منظر مدیرآموزگاران و معلمان مدارس چند پایة ابتدایی روستایی انجام شد.
روش­شناسی: با ابتنای بر پارادایم تفسیری و رویکرد کیفی، و با استفاده از روش تحلیل محتوای کیفی عرفی، از میان کل مدیرآموزگاران و معلمان  کلاس­های چند پایة دورة ابتدایی در مناطق آموزش و پرورش نظرکهریزی، چاراویماق و هشترود، تعداد 18 نفر با استفاده از نمونه­گیری هدفمند، به عنوان مشارکت کننده انتخاب شدند. برای جمع آوری داده­ها از مصاحبه نیمه ساختارمند استفاده شد. تجزیه و تحلیل داده­ها با استفاده از شیوة تحلیل ارتباطی و به صورت دستی انجام شد. راهبردهای اعتباربخشی به داده­ها با استفاده از روش­های بازنگری ناظرین، بازنگری مشارکت کنندگان، حضور طولانی مدت در بستر پژوهش و مثلث سازی محقق انجام شد.
 یافته­ها: دو خوشه عملکرد مثبت و عملکرد منفی به ترتیب با طبقات اصلی "کارکرد تسهیل گری"، "محدودیت­های ارتباطی"، و "برآورده نکردن انتظارات نقش"، به همراه طبقات فرعی و تم­های مربوط به دست آمد.
 نتیجه­گیری: نتایج نشان داد که عملکرد منفی راهبران چشمگیرتر از عملکرد مثبت آنان می­باشد؛ لذا می­توان گفت علی­رغم تغییر عنوان معلم راهنما به طرح راهبران آموزشی- تربیتی، این طرح  در عمل با  کاستی­هایی مواجه است. مطالعة دستاوردهای پژوهش می­تواند چراغ راهنمای اقدامات و اصلاحات مقتضی در حوزة نظارت و راهنمایی آموزشیِ مدارس ابتدایی چند پایه باشد.

چکیده انگلیسی:

Introduction and aim: The aim of this study was to describe and analyze the professional performance of educational leaders from the perspective of Teachers principals and teachers of rural elementry multi grade schools,
Methods: using interpretive paradigm and qualitative approach, a conventional qualitative content analysis method was follwed. Out of the total number of principals and teachers of elementry multi grade schools in the areas of Nazar Kahrizi, Charoymagh, and Hashtrood, 18 were selected as participants through purposeful sampling as participants. A semi-structured interview was used to collect data. Data analysis was performed manually using communication analysis. Data accreditation strategies were performed using supervisory review methods, participatory review, long-term presence in the research context, and researcher triangulation.
Results: The two positive and negative performance clusters were obtained with the main category of "facilitation function", "communication constraints", and "non-fulfillment of role expectations", respectively, along with the sub- category and related themes.
Conclusion: The results showed that the negative performance of leaders is more significant than their positive performance; Therefore, it can be said that despite the change of the title of the guiding teachers to the plan of educational leaders, this plan has some shortcomings in practice. Studying the achievements of research can be a beacon for appropriate action and reform in the area multi grade elementry school supervision and guidance.

منابع و مأخذ:

1. Altun, B. & Yengin Sarpkaya, P. (2020). »The actors of teacher supervision«. Journal of Human Sciences, 17(1), 284-303.


2. Acheson, K. A. and Gall, M. D. (2003). Clinical supervision and teacher development - preservice and inservice applications. USA: John Wiley & Sons, Inc.


3. Adib hajbagheri, M., Parvizi, S., & Salsali, M. (2018). Qualitative research methods. Eleventh, Tehran: boshra. (in Persian)


4. Aldaihani, S. (2017). »Effect of Prevalent Supervisory Styles on Teaching Performance in Kuwaiti High Schools«. Asian Social Science. 13(3) 25-36.


5. April, D., & Bouchamma, Y. (2015). »Teacher supervision practices and principals' characteristics«. Alberta Journal of Educational Research. 61)3). 329-346.


6. Azizi, N., (2008). »A Study on Failure Causes of Instructional Supervision in Primary Schools of Kurdistan Province«, Education Journal, 14(4), 73-100.(in Persian)


7. Baharestan, J. (2008). »A Study on the Supervisor's Role from the View of Principals and Teachers of Elementary Schools in Yazd City in 2007-2008«, Human Sciences MODARES, 12(4), 97. (in Persian)


8. Bazrafshan Moghadam, M., Shoghi, M., & Rahmankhah, R. (2016). »The Place of Educational Supervision in the Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran«. Foundations of Education, 5(2), 23-43. (in Persian)


9. Behlol, M.G., & Parveen, Q. (2013). »Quality of Education and Supervisory Practices in Pakistani Schools«. Asian Journal of Education and e-Learning, 1(5). 323-329.


10. Bouchamma, Y., & Basque, M. (2012). »Supervision practices of school principals: Reflection in action«. Online submission US-China Education Review B7, 627—637.


11. Bush, T., & Glover, D. (2016). School leadership in West Africa: Findings from a systematic literature review. Africa Education Review, 13(3-4), 80-103.


12. Byars, I  &  Rue,  L.W.  (2008).  Human  Resource  Management: 9th Edition. New York: Mc Graw Hill.


13. Chang, L. Ch. & Liu, Ch. H. (2008). »Employee empowerment, innovative behavior and job productivity of public health nurses: a cross-sectional questionnaire survey«. International Journal of Nursing Studies, 45) 10).1442–1448.


14. Deruage, J. K., (2007). Beginning primary teachers induction and mentoring practices in PNG. Masters in education, University of Waikato, New Zealand.


15. DuFour, R., & Eaker, R. E. (2004). »What is a professional learning community?« Schools as Learning Communities, 61(8), 6—11.


16. Du Plessis, P. (2017). Challenges for rural school leaders in a developing context: A case study on leadership practices of effective rural principals. Koers, 82(3), 1-10.


17. Echazarra, A. & T. Radinger (2019). “Learning in rural schools: Insights from PISA, TALIS and the literature”, OECD Education Working Papers, No. 196, OECD Publishing, Paris.


18. Edo, B. L., & David, A. A. (2019). Influence Of School Supervision Strategies On Teachers’ Job Performance In Senior Secondary Schools In Rivers State«. International Journal of Innovative Development and Policy Studies7(4). 45-54.


19. Ehren, C.M., Gustafsson, J. E.,  Altrichter, H., Skedsmo, J., Kemethofer, D., & Huber, S.G., (2015). »Comparing effects and side effects of different school inspection systems across Europe«. Comparative Education. 53(3). 375-400.


20. Ehren, M. C. M., Altrichter, H., McNamara, G., & O’Hara, J. (2013). »Impact of school inspections on improvement of schools—describing assumptions on causal mechanisms in six European countries«. Educational Assessment Evaluation and Accountability, 25(1) 3–43.


21. Eurydice, A., (2004). Evaluation of schools providing compulsory education in europe. Brussels: Eurydice, EU.


22. Executive Instructions for Educational Leaders (Rural Schools and Multi Grade Classroom)., (2016). Ministry of Education, Deputy of Primary Education. No. 200.82251. (in Persian)


23. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and instructional leadership: A developmental approach (10th ed.). Pearson.


24. Gordon, S. P. (2019). Educational supervision. Reflections on its past, present, and future. Journal of Educational Supervision, 2(2), 27-52.


25. Gustafsson, J.-E., Ehren, M.C.M.,  Conyngham, G.,  Mcnamara, G., Altrichter, H., & O’Hara, J. (2015). »From Inspection to Quality: Ways in Which School Inspection Influences Change in Schools«. Studies In Educational Evaluation. 47. 47-57.


26. Hardwick-Franco, K. G. (2019). Educational leadership is different in the country; What support does the rural school principal need?. International Journal of Leadership in Education, 22(3), 301-314.


27. Hallinger P (2011) Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration 49(2): 125–142.


28. Hsieh, H., & Shannon, S.E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9)., 1277 – 1288.


29. Husaini, H. (2017). »Teachers Clinical Supervision Model at Elementary School 11 Langsa City of Aceh Province«. 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL).104.,188-192.


30. Iman, M,T., & Noshabadi, M,R. (2011). »Qualitative content analysis« Pazhuhesh, 3 (2): 15-44. (in persian)


31. Iman, M. T., (2016). Qualitative Research Methodology. Qom: Institute of Howzeh and University Research. [in persian].


32. Izan, M., Ghaderi, M., Shirbagi, N., (2019). »Examining Educational Leaders Experience of Implementing Teacher-Oriented Educational Monitoring Patterns in Elementary Schools«. Managing Education in Organizations. 8 (1) :159-184. (in Persian)


33. Jahanshahi, H., (2008). »Assessment of the performance of supervisor from the point of view of teachers of elementary schools of village and tribes of Sirjan city in the academic year of 2007-2008.« Master thesis. Ali Reza MAnazari Tavakoli. Bahonar of Kerman. Faculty of Literature and Humanities. (in Persian)


34. Javadipour, M., & Mohammadi, R., (2010). »Evaluation of supervisor's performance from viewpoint of school principals and teachers«, Management and Planning in Educational Systems, 2(3), 103-127. (in Persian)


35. Kazak, E. (2013). »Teachers’ opinions about the variance of course supervision practice« . Anatolian Journal of Educational Leadership and Instruction, 1(1), 15-26.


36. Khalifa, M.A., Khalil, D., Marsh, T.E.J. & Halloran, C. (2018), »Toward an indigenous, decolonizing. school leadership: a literature review«, Educational Administration. 55(4). 571-614.


37. Kudisch, J. D., Fortunato, V., & Smith, A. (2006). »Contextual and Individual Difference Factors Predicting Individuals’ Desire to Provide Upward Feedback« , Group & Organizational Management, 31(4). 503-529.


38. Louis, K., Leithwood, K., Whlstrom, K., & Anderson, S. (2010), Investigating the Links to Improved Student Learning – Final Report of Research Findings, University of Minnesota, Minneapolis, MN.


39. Malik, G., Behlol, M., Yousuf, M., & Kayani, M. (2011). »Concept of Supervision and Supervisory Practices at Primary Level in Pakistan«. International Education Studies. 4(4). 28-35.


40. Mehr Mohammadi, M., & et al. (2012). Curriculum: Theories, Approaches and Perspectives, Tehran: samt. (in Persian)


41. Ma, X., & Marion, R. (2019). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration & Leadership, 1741143219888742.


42. Mortazavi Zadeh, S. H (2011). Teaching Guide to Multi-Grade Classroom. Tehran. Abed.(in Persian) 


43. Mousavi, F., Pashasharifi, H. (2008). » The Relationship between Philosophic-Mindedness and Creativity among Faculty Members of IAU Zanjan Branch« . Modern Thoughts in Education, 4(1), 136-109. (in Persian)


44. Niknami, M. (2019). Supervision OF Instruction, Seventeenth Edition.


45. Samt. (in Persian) 


46. Oliva, P. F. & Pawlas, G. E. (2008). Supervision for today’s Schools, (8th Ed.). Hoboken, NJ: John Wiley & Sons.


47. Okorji, P. N., & Ogbo, R. N. (2013).» Effects of modified clinical supervision on teacher instructional performance« . Emerging Trends in Educational Research and Policy Studies, 4(6). 901–905.


48. Ourangi, A. M. (2003). »Assessment of the educational performance of supervisors in Elementary schools and the necessity of revising their duties and retrainingk. Educational Innovation. 2(5). .83-99. [in Persian].


49. Ozdemir, T. Y., & Yirci, R. (2015). »A Situational Analysis of Educational Supervision in the Turkish Educational System«. Educational Process: International Journal, 4 (1-2), 56-70.


50. Philemon, A. ( 2019). »Teacher Supervision Support and Its Impact on Professional Development of Teachers in Primary Schools« , Innovative Science and Research Technology (IJISRT),4(7). 238-244.


51. Preston, J., & Barnes, K. (2017). Successful leadership in rural schools: Cultivating collaboration. The Rural Educator, 38(1), 6–15.


52. Regulation of multi grade classroom« . (2014). Enactment of Session 895 Higher Council Education. Ministry of Education. (in Persian)


53. Ryan, T., & Gottfried, B. (2012). »Elementary Supervision and the Supervisor: Teacher Attitudes and Inclusive Education«. International Electronic Journal of Elementary Education. 4(3). 563-571.


54. Shams Morkani, G.R., & Abolghasemi, M. (2012). Educational Supervision and Leadership (Transformational Approach) Glickmank, S. P., Gordon, st.p., & Gordon, J.M.R. Tehran. Shahid Beheshti University. (in Persian)  


55. Sobhani jou. H. (1998). »The Impact of educational supervision Performance OF Principles on Academic Achievement in Students in Daily Schools in Shiraz.« A Thesis of Shiraz University. , Faculty of Education. (in Persian)


56. Spillane, J. P., Hopkins, M., Sweet, T.M. & Shirrell, M (2017), “The Social side of capability: Supporting classroom instruction and enabling its improvement”, in Quintero, E. (ed.), Teaching in Context: How Social Aspects of School and School Systems Shape Teachers’ Development & Effectiveness, Harvard Education Press, Cambridge, MA.


57. Stewart, C., & Matthews, J. (2015). The lone ranger in rural education: The small rural school principal and professional development. The Rural Educator, 36(3), 49–60.


58. Tabancali, E. (2017). »Who Should Evaluate Teachers' Performance at Schools?«. Education and Practice, 8(29), 168-177.


59. Talebi Moghaddam, S. (1997). »A Comparison of Principals 'and Teachers' Expectations on the Functions of the supervisor« , M.A Thesis , Shahid Beheshti University. (in Persian)  


60. Thessin, R. A., & Louis, K. S. (2019). » Supervising school leaders in a rapidly changing world« . Educational Administration, 57(5), 434-444.


61. Truong, T.D., Hallinger, P. & Sanga, K. (2017). » Confucian values and school leadership in Vietnam: exploring the influence of culture on principal decision making« , Educational Management Administration & Leadership,45(1). 77-100


62. Waswas, D., & Jwaifell, M. (2019). »The Degree of Educational Supervisors' Commitment to Apply the Classroom-Visits Techniques in Jordan« . International Journal of Higher Education. 8(4) 89-97.


63. Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts (4th ed.). Eye on Education.


64. Zepeda, S. J., & Ponticell, J. A. (Eds.) (2019). The Wiley handbook of educational supervision. Wiley Blackwell.