مدیریت کیفیت جامع ، پیش بین مقدار نهادی سازی کیفیت در مدارس

محورهای موضوعی : آموزش و پرورش

علی خلخالی ¹ (استادیار دانشگاه آزاد اسلامی واحد تنکابن)
شهربانو قهرمانی ² (کارشناس ارشد دانشگاه آزاد اسلامی واحد تنکابن)

تاریخ دریافت : 1394/09/10 تاریخ پذیرش : 1394/09/10 تاریخ انتشار : 1391/04/01

کلید واژه: مدارس, مؤلفه های مدیریت کیفیت جامع, نهادی سازی کیفیت,

چکیده مقاله :

هدف از این پژوهش بررسی پیش بینی پذیری نهادی سازی کیفیت در مدارس برمبنای مقدار انطباق آنها با مولفه های مدیریت کیفیت جامع بوده است. این پژوهش توصیفی از نوع همبستگی و واحد مطالعه در این پژوهش در دو سطح مدرسه و معلم متمرکز بود. جامعه آماری کلیه مدارس متوسطه دولتی غرب استان مازندارن ( 36 مدرسه با 940 نفر معلم ) بوده است. برای نمونه گیری در دو مرحله از روش های نمونه گیری هدفمند و تصادفی طبقه ای استفاده گردید. بر این اساس، با همتاسازی از لحاظ قدمت، ثبات مدیریت، وضعیت اجتماعی- اقتصادی و جمعیت دانش آموزی 20 مدرسه به عنوان گروه نمونه برگزیده شدند. این 20 مدرسه دارای 506 نفر معلم بودند که برمبنای جدول کرجسی و مورگان و با استفاده از روش نمونه گیری تصادفی طبقه ای 331 نفر معلم به عنوان نمونه سطح دوم انتخاب شدند. جهت گردآوری داده ها از دو پرسشنامه سنجش مقدار انطباق مدارس با مؤلفه های مدیریت کیفیت جامع و پرسشنامه سنجش مقدار نهادی سازی کیفیت مدارس استفاده شد. برای تجزیه داده ها از شاخص های توصیفی و برای تحلیل داده ها از آماره همبستگی پیرسون و مدل های رگرسیون اینتر و گام به گام استفاده شد. یافته ها نشان می دهند که بین مقدار انطباق مدارس با مؤلفه های مدیریت کیفیت جامع با مقدار نهادی سازی کیفیت در این مدارس رابطه وجود دارد. هم چنین، وضعیت مؤلفه های مدیریت کیفیت جامع از توان کافی برای پیش بینی و تا حدی تبیین مقدار نهادی سازی کیفیت در مدارس برخوردارند.

چکیده انگلیسی:

The present study aimed at exploring the predictability of the institutionalization of quality in schools based on the extent of their compliance with the Total Quality Management (TQM) components. This descriptive study was of correlational type. The sampling units were at the two levels: schools and teachers. The sampling frame consisted of all the public high schools in the West of Mazandaran province (36 high schools, 940 teachers). The sampling method was conducted in two stages based on purposive and stratified random sampling methods. First, 20 schools were sampled based on history, stability in management, socio-economic conditions, and student population. 506 teachers attended these schools out of whom 331 were selected in accordance with Krejcie and Morgan's tables using stratified random sampling method. The data were collected through two questionnaires; SCCTQM and IQS. The data were, then, analyzed using Pearson correlation and multivariate regression models (Inter and Step-wise). The results revealed a significant relationship between the levels of schools' compliance with TQM and their institutionalization of quality. The analysis showed that the level of compliance with components of TQM can, to some extent, predict the degree of institutionalization of quality in schools, as well

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