راهبرد، زمینه و پیامد توسعه شایستگی مدیران مدارس متوسطه (مطالعه کیفی)
محورهای موضوعی : آموزش و پرورش
علی جعفری راد
1
(دانشگاه محقق اردبیلی)
عادل زاهد بابلان
2
(عضو هیات علمی دانشگاه محقق اردبیلی)
مسعود مرادی
3
(عضو هیات علمی دانشگاه زنجان)
عیسی ثمری
4
(عضو هیات علمی دانشگاه محقق اردبیلی)
کلید واژه: مدیران مدارس, راهبرد, شایستگی, زمینه, پیامد,
چکیده مقاله :
عدم برخوداری مدیران مدارس از شایستگی ها و توانایی لازم موجب شده است که بسیاری از آن ها در نقش مدیریتی و رهبری خود عملکرد ضعیفی داشته باشند. هدف این پژوهش ارائه الگوی شایستگی مدیران مدارس متوسطه شهر تهران( شناسایی راهبرد، زمینه و پیامد توسعه) بود. این پژوهش کیفی بود که با استفاده از راهبرد مبتنی بر نظریه داده بنیاد طرح نظام مند انجام شد. در این خصوص با استفاده از رویکرد هدفمند و به کارگیری معیار اشباع نظری، مصاحبه هایی نیمه ساختار یافته با 17 نفر (7 نفر از اعضا هیات علمی متخصص در حوزه مدیریت آموزشی، 5 نفر از مدیران ستادی آموزش و پرورش استان تهران و 5 نفر از مدیران مدارس) انجام شد، برای به دست آوردن اعتبار و روایی داده ها از دو روش بازبینی مشارکت کنندگان و مرور خبرگان غیر شرکت کننده در پژوهش استفاده شد. نتایج تحلیل داده ها در طی سه مرحله، کدگذاری باز، کدگذاری نظری و کدگذاری انتخابی حاکی از 12 مقوله کلی است که شامل: پدیده محوری (دانش مورد نیاز، نگرش مورد نیاز، مهارت مورد نیاز)، راهبردها (ایجاد مراکز بالندگی، ارائه آموزش های مستقیم، آموزش های ضمنی(تجربی))، زمینه (وجود فرهنگ کار مشارکتی، جو حمایتی، ساختار غیر متمرکز)، و پیامدها (بهبود کیفیت یادگیری، بالندگی سازمانی، توسعه حرفه ای است.
The lack of school principals competencies has made them fail to show capabilities required leading to their poor performance in their managerial and leadership roles. The current paper aims at identifing the strategy, context, and outcomes of competence development of high school principals in Tehran province. This is a qualitative paper based on Grounded theory. Thus, using a targeted approach and applying theoretical saturation criterion, semi-structured interviews were conducted with 17 individuals (seven expert faculty members specializing in the field of educational management, five educational staff principal in Tehran province and five school principals). The data validity was obtained through two methods for reviewing the participants and reviewing non-participant experts were used in the study. The results of the data analysis during the three stages of open coding, theoretical coding and selective coding represent 12 categories including: the pivotal phenomenon (required knowledge, required attitudes, required skills); strategies (create growth venters, providing direct training, implicit training); context (collaborative work culture, supportive atmosphere, decentralized structure; and outcomes, (improving learning quality, organizational growth, professional development).
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