مدل سازی شاخص‌های رهبری هدفمند در مدارس با روش ساختاری تفسیری

محورهای موضوعی : آموزش و پرورش

محمد حکاک ¹ , معصومه مومنی مفرد ² , صابر تقی پور ³

1 - دانشیار دانشکده مدیریت و اقتصاد، دانشگاه لرستان، خرم‌آباد، ایران
2 - دانشجوی دکترا، مدیریت منابع انسانی، دانشکده مدیریت و اقتصاد، دانشگاه لرستان، خرم‌آباد، ایران
3 - دانشجوی دکترا، مدیریت منابع انسانی، دانشکده مدیریت و اقتصاد، دانشگاه لرستان، خرم‌آباد، ایران

تاریخ دریافت : 1399/04/27 تاریخ پذیرش : 1399/08/23 تاریخ انتشار : 1400/11/01

کلید واژه: مدارس, رهبری, رهبری هدفمند, ساختاری تفسیری,

چکیده مقاله :

هدف از انجام این مطالعه مدلسازی رهبری هدفمند در مدارس بوده است. این مطالعه بر اساس هدف کاربردی و از نظر نوع روش تحقیق در حوزه مطالعات توصیفی از نوع پیمایشی قرار دارد. رویکرد تحلیل صورت‌گرفته، آمیخته و با ترکیب روش‌های‌ کیفی و کمی انجام شده است. جهت شناسایی شاخص‌های رهبری هدفمند از مصاحبه‌های نیمه‌ساختاریافته با 14 نفر اساتید دانشگاهی در حوزه رفتار سازمانی، رهبری و مدیریت آموزشی که با روش نمونه‌گیری گلوله‌برفی انتخاب شدند، بهره برده شد. روایی و پایایی مصاحبه‌ها به ترتیب با استفاده از روش کیوسرت و شاخص کاپای کوهن موردتایید قرار گرفت. کدگذاری مصاحبه‌ها با استفاده از نرم‌افزار Atlas ti 8 منجر به شناسایی 10 مقوله اصلی به عنوان شاخص‌های رهبری هدفمند گردید. مدلسازی رهبری هدفمند با استفاده از نظرات 32 نفر از مدیران باتجربه مدارس در شهر خرم‌آباد که با روش نمونه‌گیری هدفمند تعیین شدند، با روش ساختاری تفسیری انجام گرفت. روایی و پایایی پرسشنامه مقایسات زوجی به ترتیب با استفاده از روش روایی محتوای نسبی و روش ‌آزمون- پس‌آزمون تایید شد. نتیجه حاصل‌شده شاخص‌های رهبری هدفمند را در پنج سطح طبقه‌بندی نمود که دانش‌محوری در سطح پنجم به عنوان اثرگذارترین شاخص و ارتباطات در سطح اول به عنوان اثرپذیرترین شاخص لحاظ گردیدند.

چکیده انگلیسی:

Introduction: The purpose of this study was to model purposeful leadership in schools.
research methodology: This study is based on the applied purpose and in terms of the type of research method in the field of descriptive survey studies. The analysis approach has been done, mixed and combined with qualitative and quantitative methods. In order to identify the indicators of purposeful leadership, semi-structured interviews with 14 university professors in the field of organizational behavior, leadership and educational management who were selected by snowball sampling method were used. The validity and reliability of the interviews were confirmed using the Q sort method and the Kappa Cohen index, respectively. Coding of interviews using Atlas ti 8 software led to the identification of 10 main categories as targeted leadership indicators. Purposeful leadership modeling was performed using the opinions of 32 experienced school principals in the city of Khorramabad, which were determined by purposive sampling, using an interpretive structural method. The validity and reliability of the pairwise comparison questionnaire were confirmed using the relative content validity method and the-test-post-test method, respectively.
Findings: The result classified purposeful leadership indicators into five levels, in which knowledge-based in the fifth level was considered as the most effective index and communication in the first level as the most effective index.
Conclusion: The findings of this study suggest that purposeful leadership is an influential factor in schools, which highlights the need to pay more attention to this issue.

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