شناسایی و اعتباریابی مدل سرمایه فرهنگی از دیدگاه مدیران آموزش‌ و پرورش

محورهای موضوعی : آموزش و پرورش

مجتبی محمدی ¹ , امین رحیمی کیا ² , مهری دارایی ³

1 - دانشجوی دکتری مدیریت آموزشی، واحد خرم آباد، دانشگاه آزاد اسلامی، خرم آباد، ایران
2 - استادیار گروه مدیریت آموزشی، واحد خرم آباد، دانشگاه آزاد اسلامی، خرم آباد، ایران
3 - استادیار گروه مدیریت آموزشی، واحد خرم آباد، دانشگاه آزاد اسلامی، خرم آباد، ایران

تاریخ دریافت : 1398/12/22 تاریخ پذیرش : 1400/02/06 تاریخ انتشار : 1399/12/01

کلید واژه: سرمایه فرهنگی, اعتباریابی, مدل, مدیران آموزش‌ و پرورش,

چکیده مقاله :

هدف مقاله حاضر شناسایی مؤلفه‌های سرمایه فرهنگی از منظر مدیران آموزش و پرورش بود. روش پژوهش حاضر ترکیبی/ اکتشافی(کیفی- کمی) و نوع پژوهش کاربردی بود. مشارکت‌کنندگان در پژوهش در بخش کیفی صاحب‌نظران و مدیران شاغل در آموزش ‌و پرورش شهر خرم آباد در سال 1398بودند که از بین آنان 13 نفر با روش نمونه‌گیری هدفمند و در بخش کمی 86 نفر با روش ‌نمونه‌گیری تصادفی انتخاب شدند. ابتدا با رویکرد اکتشافی و مطالعه ادبیات موجود و بر اساس دیدگاه خبرگان، از بین مؤلفه‌های متعدد و متنوع سرمایه فرهنگی، مؤلفه‌های مرتبط با مدیران آموزش‌ و پرورش استخراج شدند. در گام دوم با به‌ کارگیری تکنیک دلفی، بر اساس مؤلفه‌ها و ابعاد شناسایی ‌شده، پرسشنامه محقق ساخته طراحی و تدوین گردید. برای اعتبار پرسشنامه از دیدگاه استادان استفاده و پایایی نیز با آزمون کرونباخ 89/0 حاصل شد. یافته‌های پژوهش نشان داد که سرمایه فرهنگی در نزد مدیران آموزش‌ و پرورش در قالب 4 بعد «فردی»، «اجتماعی»، «سازمانی» و «فناوری»  و 19 مؤلفه است. در نهایت مدل پیشنهادی سرمایه فرهنگی بر اساس معیار نیکویی برازش (GOF) برابر با 81/0 به دست آمد که از  35/0 بیشتر و در نتیجه مدل از برازش مناسبی برخوردار بود.
 

چکیده انگلیسی:

This research aimed to identify components of cultural capital from managers of education’s viewpoint. This applied research was done in a mixed/ exploratory (qualitative, quantitative) method. A group of managers and pundits in the field of education residing in Khorramabad participated in the qualitative part and 13 of them were recruited by purpose sampling method. 86 of these participants were also recruited by random sampling for the quantitative part. First, the components related to managers of education were extracted from several and various components of cultural capital. To do so, an exploratory approach was applied, current literature was studied and pundit’ viewpoint were taken into account. Then, the targeted questionnaire was designed according to the identified components and dimensions using Delphi techniques. Experts’ viewpoints were taken into account to measure validity of the questionnaire and the reliability was assessed by Cronbach’s alpha 0.89. The results revealed that cultural capital comprises of four dimensions according to the education managers’ viewpoints: “individual”, “social”, “organizational” and “technology”. It also possesses 19 components. Finally, the cultural capital model was acquired using goodness of fit test having GOF measurement of 0.81 which is more than 0.35 so the model is appropriately fit.

منابع و مأخذ:

• Cochrane, Phoebe. (2006). Exploring cultural capital and its importance in sustainable development. Ecological Economics, 57, 318–330. doi: 10.1016/ j.ecolecon. 2005.04.012.


• Delshad, Abdolhamid, Gholi Ghourchian, Nader, Jafari, Parish. (1398). Effective Leadership Model of the University of Applied Sciences. Journal New Approach in Educational Management, 10 (40), 290-311. (in Persian)


• Fazeli, m. (2003). consumption and life style, Qom: Sobhe Sadegh. (in Persian)
  Fazeli, M. (2007). Sociology of Music Consumption, Tehran: Research, Culture, Arts and Communication. (in Persian)


• Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual review of sociology, 29(1), 541-562.


• Ghasemi, Vahid. (2010). Structural Equation Modeling in Social Research using Amos Graphics Tehran: Sociologists Publications.


• Gaddis, Ms. Micheal (2013), The influence of Habitus in Relationship Between Cultural Capital and Academic Achievement', Social Science Research, 42(2): 1-1.


• Huang, X. (2019). Understanding Bourdieu-Cultural Capital and Habitus. Rev. Eur. Stud., 11(4), 45-50


• Haghighatian, M., & Ezati, Y. (2015). An investigation into effective factors on human resources productivity (case study: Region 11, Islamic Azad University, Iran). Procedia-Social and Behavioral Sciences, 3(6) 601-607.


• Hart, B. & Risley, T. R. (1999); Lareav & Weiniger (2003). Meaningful differences in the everyday expriences of young American children, Brookes Publishing, Baltimore.


• Hasson, Felicity, S. Keeney, and H. Mckenna, (2000), “Research guidelines for the Delphi survey technique”, Journal of Advanced Nursing.1008-1015.


• Olsson, C., Järnbert-Pettersson, H., Ponzer, S., Dahlin, M., & Bexelius, T. (2019). Swedish doctors choice of medical speciality and associations with cultural capital and perceived status: a cross-sectional study. BMC medical education, 19(1): 244.


• Martin, N. D. & Spenner, K. I. (2009). Capital conversion and accumulation: A social portrait of legacies at an elite university. Research in Higher Education, 50(7): 623-648.


• Mohammadi, Zahra, Razghi Shirvar, Hadi, Ziaie, Mohammad Sadegh, Hashemnia, Shahram. (2019). Identify the components of in-service training and determine their relationship with staff performance improvement (Case Study: Forensic Medicine Organization). Journal New Approach in Educational Management, 10 (37): 311-334. (in Persian)


• Piano, Maria & Renault, Linda A. (2012), “Digital Dimension ofCultural Capital: The (In) Visible Advantages for Students WhoExhibit Computer Skills”, Sociology of Education, Vol. 86, No. 2,pp: 1-15.


• Ra, E. (2011). Understanding the role of economic, cultural, and social capital and habitus in student college choice: An investigation of student, family, and school contexts (Doctoral dissertation).


• Ranjbar, Mukhtar. (2019). The effect of self-direction on personal knowledge management of school principals. Journal New Approach in Educational Management, 10 (38): 309-328. (in Persian)


• Rezaei, M. And Tashvigh, F (2013). Reading Cultural Capital Measurements, Quarterly Journal of Social Studies and Research in Iran, 2(4): 9-35.(in Persian)


• Sunaengsih, C., Anggarani, M., Amalia, M., Nurfatmala, S., & Naelin, S. D. (2019). Principal Leadership in the Implementation of Effective School Management. Mimbar Sekolah Dasar, 6(1): 79-91.


• Salehi Amiri, R. and Sepehrnia, R. (2015) Model of Cultural Capital Promotion in Iran, Tehran: Ghoghnous. (in Persian).


• Sieben, S., & Lechner, C. M. (2019). Measuring cultural capital through the number of books in the household. Measurement Instruments for the Social Sciences, 2(1), 1-23.


• Zokaei, M. J (2015). The Inequality of Cultural Capital in Tehran, The Quarterly Journal of Cultural Research in Iran, 8(4): 169-196. (in Persian)