اعتباریابی مدل مدارس یادگیرنده ویاددهنده درآموزش و پرورش

محورهای موضوعی : آموزش و پرورش

تهمینه شهسواری ¹ (دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.)
محبوبه سلیمانپور عمران ² (استادیار، گروه مدیریت آموزشی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران)
مریم حافظیان ³ (استادیار گروه مدیریت آموزشی،واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران)

تاریخ دریافت : 1399/02/31 تاریخ پذیرش : 1400/08/23 تاریخ انتشار : 1400/08/01

کلید واژه: آموزش و پرورش, مدل, مدارس یادگیرنده, مدارس یاد‌دهنده,

چکیده مقاله :

چکیده مقدمه و هدف: در هزاره سوم تنها سازمانهایی دوام می آورند که بتوانند یاددهی و یادگیری را در کلیه فعالیت‌های خود متمرکز کرده و به سازمان یاد‌دهنده و یادگیرنده تبدیل شوند.هدف از انجام این پژوهش، اعتباریابی مدل مدارس یادگیرنده و یاددهنده در آموزش و پرورش بود. روش شناسی: روش پژوهش از نوع آمیخته بود. در بخش کیفی، 12 نفر از اعضاء هیأت علمی و خبرگان آشنا به تعلیم و تربیت با روش نمونه‌گیری هدفمند و در بخش کمّی از مجموع 460 نفر از مدیران و کارشناسان آموزش و پرورش استان خراسان شمالی، براساس فرمول کوکران 210 نفر به عنوان نمونه تحقیق با روش تصادفی ساده انتخاب شدند. اطلاعات در بخش کیفی به روش داده بنیاد و با استفاده از مصاحبه نیمه ساختاریافته و در بخش کمّی به روش میدانی و با ابزار پرسشنامه محقق ساخته جمع‌آوری گردید. که روایی آن با نظر متخصصان و پایایی آن به وسیله آلفای کرونباخ 98/0 تعیین شد. برای تجزیه و تحلیل داده‌های کیفی از فرآیند کدگذاری راهبرد نظریه داده بنیاد و برای داده‌های کمی از روش‌های آمار توصیفی و استنباطی و تحلیل عامل اکتشافی و تأییدی با استفاده از نرم‌افزار 21SPSS و 20 AMOS استفاده شد. یافته ها: یافته‌های پژوهش منجر به شناسایی و تأیید 9 مقوله اصلی منابع انسانی، توانمندسازی، محیط یادگیری، ساختار، فرهنگی، سیاست‌گذاری، فناوری اطلاعات، پشتیبانی، اجتماع ‌یادگیرنده و 25 مؤلفه فرعی در مدارس یادگیرنده و نیز 9 مقوله اصلی رهبری، زیرساخت، برنامه‌ریزی درسی، مدیریت دانش، نگرش و ارزش‌ها، بهداشتی روانی، مشارکت، نوآوری و اهداف و مأموریت و 36 مؤلفه فرعی تأثیرگذار در مدارس یاددهنده گردید و هم‌چنین نتایج نشان داد که الگوی استخراج شده، از اعتبار درونی بالایی برخوردار می‌باشد. نتیجه گیری: ارائه مدل کاربردی مناسب برای مدارس ضروری است تا ضمن توجه به تمامی عوامل مؤثر در یاد دهندگی و یادگیرندگی ، بتوانند به مدرسه یادگیرنده ،یاددهنده تبدیل شوند.

چکیده انگلیسی:

Abstract Introduction and Aim: In the third millennium, only those organizations abide that can centralize teaching and learning in all their activities, so that they can convert to a teaching and learning organization. The purpose this research was to Validation the model of learning and teaching schools in education.   Methods: The used method was mixed method. Regarding the qualitative section, faculty members and experts who were familiar with training and education were selected through purposeful sampling method and regarding the quantitative section, based on Cochran formula, from among 460 individuals of managers and experts in the education of North Khorasan Province, 210 individuals were selected as the samples of the study using simple random sampling method. Data of the qualitative section were collected through grounded theory using semi-structured interview and regarding the quantitative section, the data were collected using field method and researcher-made questionnaire was used as the instrument of the study. the validity and reliability of which was determined by professional assessment and by Cronbach’s alpha (0.98), respectively To analyze the qualitative data, the codification process of the grounded theory strategy was used and for analyzing the quantitative data, descriptive and inferential statistical methods as well as exploratory and confirmatory factor analyses were utilized though SPSS, version 21, software and AMOS, version 20, software. Results: The findings of the study led to the identification of 9 main categories including human resources, empowerment, learning environment, structure, culture, policy, information technology, support and learner society as well as 25 secondary categories in the learning schools and 9 main categories of leadership, sub-structure, lesson programming, knowledge management, attitudes and values, mental health, cooperation, innovation, aims and mission and 36 secondary influential components in the teaching schools; The results also showed that the extracted model has a high internal validity. Conclusion: presenting an appropriate applied model, which can be influential in learning and teaching schools, so that they can convert to a learning and teaching schools.  

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