شناسایی مولفه های توانمندسازی مدارس با تاکید بر نظام مراقبت اجتماعی دانش‌آموزان

محورهای موضوعی : آموزش و پرورش

اکرم حسینی سنگریزه ¹ , کیومرث نیازآذری ² , ترانه عنایتی ³

1 - دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی، واحد ساری ، دانشگاه آزاد اسلامی ، ساری، ایران.
2 - گروه مدیریت آموزشی, دانشکده علوم انسانی, دانشگاه آزاد واحد ساری, ساری, ایران
3 - دانشگاه آزاداسلامی واحد ساری

تاریخ دریافت : 1398/12/04 تاریخ پذیرش : 1399/04/17 تاریخ انتشار : 1400/10/01

کلید واژه: توانمندسازی, دانش آموزان, مدارس, نظام مراقبت اجتماعی,

چکیده مقاله :

مقدمه و هدف: پژوهش حاضر با هدف شناسایی مولفه های توانمندسازی مدارس با تاکید بر نظام مراقبت اجتماعی دانش آموزان انجام شد.
روش شناسی پژوهش: جامعه آماری پژوهش شامل همه دانش آموزان دوره های تحصیلی (ابتدایی،متوسطه اول و دوم)، والدین و کارکنان مدارس شهر ساری و نکا بود. روش نمونه گیری خوشه ای به صورت چند مرحله ای است که تعداد 386 نفر به عنوان نمونه آماری جهت بررسی انتخاب شدند. برای تعیین حجم نمونه مورد نظر از فرمول کوکران استفاده شد. ابزار گردآوری داده های پژوهش پرسشنامه محقق ساخته بود که روایی صوری و محتوایی پرسشنامه مورد تایید متخصصان و استادان قرار گرفت و پایایی پرسشنامه از طریق ضریب آلفای کرونباخ در یک مطالعه مقدماتی بر روی 40 نفر92/0 محاسبه شد. تجزیه و تحلیل داده ها از طریق ضریب همبستگی پیرسون و تحلیل عاملی تاییدی مرتبه دوم در نرم افزار SPSS21 و lisrel8.8 انجام شد.
یافته­ ها: نتایج نشان داد که سه مولفه کلیدی توانمندسازی مدارس در نظام مراقبت اجتماعی دانش آموزان مولفه­های شناختی، هیجانی و رفتاری است. بارهای عاملی (برآوردهای استاندارد) متغیرهای اندازه گیری برای متغیر مکنون توانمندسازی مدارس در بعد شناختی(69/0)، بعد هیجانی(84/0) و بعد رفتاری (87/0) بود، این امر نشان دهنده روایی همگرایی نشانگرها است.
بحث و نتیجه­ گیری: به نظر می­رسد توجه به توانمندسازی مدارس باتاکید بر نظام مراقبت اجتماعی دانش آموزان می تواند در کاهش آسیب های اجتماعی دانش آموزان موثر باشد.

چکیده انگلیسی:

Introduction: The purpose of this study is to identify effective factors on empowerment of schools emphasizing on social care system of students.
Research methodology: The research method is descriptive-survey. The statistical population of the study included 386 student academic levels (Elementary, first and second secondary), the parents and staff of the schools selected through Multi-stage cluster in Sari and Neka. To estimate the number of sample population, the Cochran formula was used and for date collection purposes , researcher made questionnaires were used the Face and Content Validity of which were confirmed using the experts’ comments. The reliability of questionnaires was estimated through Cronbach's alpha in a preliminary study on 40 individuals (0.94). Data analysis was performed through Pearson correlation coefficient and second-order factor analysis in SPSS21and lisrel 8.8 software.
Findings: The results showed that three key components of school empowerment in students' social care system are cognitive, emotional and behavioral components. Factor loads (standard estimates) were the measurement variables for the latent variable of school empowerment in the cognitive dimension (0.69), emotional dimension (0.84) and behavioral dimension (0.87), which indicates the validity of convergence of markers.
Conclusion: It seems that paying attention to school empowerment with emphasis on students 'social care system can be effective in reducing students' social harms.

منابع و مأخذ:

1. Babazadeh, F., & Babazadeh, M. (2018). Effective School Effects on Students' Social-Emotional Skills Development and Their Social Adjustment and Adolescent Personality Formation, the 6th Scientific Research Conference on Educational Sciences and Psychology, Social and Cultural Dangers in Iran. [in Persian]


2. Carney, L.C., Liu, Y., & Hazler, R. (2018). A path analysis on school bullying and critical school environment variables: A social capital perspective, Children and Youth Services Review, 93: 231-239.


3. Creswell J. W. (2014). Research Design: Qualitative, Quantitative & mixed method approaches (fourth edition). Sage publications London: New Delhi.


4. Dorostkar Ahmadi, Y. (2017). Surveying and Identifying the Social Damage of Torbat Jam Youth Students, Master's Degree in Social Sciences, Payame Noor University of Khorasan Razavi. .[in Persian]


5. Eisa Morad., A. (2016). A Comparative Study of Social Behavioral Pathology among High School Students in Tehran. Journal of research in educational systems, 9(31), 211-226. [in Persian]


6. Fallahian, N. (2016). Role of Instruction on School Education in Reducing Urban Social Damage. Case Study: South and East of Tehran, QUARTERLY JOURNAL OF POLICE GEOGRAPHY, 4 (13): 35-60. [in Persian]


7. Geulayov, , Casey, D., McDonald, K.C.Foster, P., & Hawton, H. (2018). Incidence of suicide, hospital-presenting non-fatal self-harm, and community-occurring non-fatal self-harm in adolescents in England (the iceberg model of self-harm): a retrospective study, The Lancet Psychiatry, 5(2): 167-174.


8. Ghanbari, S., & Soltanzadeh, V. (2016). The Mediating Role of Emotional Intelligence in the Relationship between Self- efficacy of Research and Academic Achievement Motivation. Journal of Educational measurement and assessment studies, 6 (14):41-67. [in Persian]


9. Ghasemi, H. (2013). Investigating the role of early maladaptive schemas in predicting high-risk behaviors among students, Master's thesis of general psychology, Islamic Azad University, Tarbiat Jahan Branch. [in Persian]


10. Ghiasi, A. E. (2017). The study of the performance of school principals in the empowerment of new teacher graduated students of the Farhangian University of Hamedan province, Master's thesis of Educational Management, Shahid Rajaee Teacher Training University. [in Persian]


11. Ghiasvand, I. (2017). Crime Investigation of Violent Crimes in the School Environment and Methods for Preventing it, Master's Degree in Criminal Law and Criminology, Islamic Azad University, Qaddas Branch city. [in Persian]


12. Gottfredson D. C. (2012). Quality of School-Based Prevention Programs: Results from a National Survey, Journal Research in Crime and Delinquency, 39(2): 128-139.


13. Habibi, A. (2013). The Relationship between the Experience of Harassment and the Signs of Mental Damage in High School Students: The Mediating Role of Excitement and Social Support, Master's Degree in Psychology, Shahed University. [in Persian]


14. Hayati, M. (2018). The Role of Entrepreneurship Training in Conservatory Schools on Reducing Social Injuries, Journal of New advances in Psychology, training and Education, 1 (1): 55-60. .[in Persian]


15. Hutton, F. (2012). Harm reduction, students and pleasure: An examination of student responses to a binge drinking campaign, International Journal of Drug Policy, 23(3): 229-235.


16. R. (2010). Approaches and dimensions of empowerment manager’s empowerment framework. Quarterly Journal of managemet payam. (27).131-154. [in Persian]


17. Kline, R.B. (2011). “Principles and practice of structural equation modeling. Second Edition^, New York: The Guilford Press.


18. Kowalik, C. S. (2004). Childhood Disorders Diagnostic Desk Reference. Journal of Child & Adolescent 2004; 14(3):495-7.


19. Law, U., Rostill-Brookes, H., Goodman, D. (2009). Public stigma in health and non-healthcare students: Attributions, emotions and willingness to help with adolescent self-harm, International Journal of Nursing Studies, 46(1): 108-119.


20. Lewis, K.M., Schure, M.B., Bavarian, N., & DuBois, D.L. (2013). Problem Behavior and Urban –low income Youth, American Journal of Preventive Medicine, 44(6): 23-31.


21. Mansur kayi, N. (2015). Prevention of Social Damage in Schools, Social Care Offices, madreseh Publications. [in Persian]


22. Masoumi, N. (2016). Designing Modern Schools Using a Stressful Factor (Case Study of Rasht), Master's Thesis for Architecture, Islamic Azad University, Rasht. [in Persian]


23. Midford, R., Lester, , Williams, T., & White, V. (2018). The relationship between Australian harm minimisation alcohol education and student uptake, consumption and harm, International Journal of Drug Policym, 52: 25-31.


24. Ministry of Education (2016). National Coalition of Students' Social Care System. [in Persian]


25. Mir Ghasemi, M., & Nasiri, A.S. (2017). School empowerment ways to deal with students' psychological trauma, International Conference on the Culture of Psychological Trauma and Education. [in Persian]


26. Mirkamali, S. M. Yoosbashi, A., Narenji Sani, F. & Aelami, F. (2015). Examining the role of academic optimism in enabled structure of Tehran elementary schools, research on Leadership Research and Educational Management, 1 (3): 29-50. [in Persian]


27. Mohammadi, M., Fadavi, M.S., & Farhadi, H. (2018). Presenting a model of empowering primary school managers, Journal of School Management, 6(2): 204-223.[in Persian]


28. Nourian, Z. (2015). Empowerment of Students against New Social and Behavioral Damage, Tehran: daneshyaran Iran Publications. [in Persian]


29. Organization of Research and Educational Planning. (2016). a collection of books on coping skills and prevention of addiction for primary, secondary, and secondary schools. [in Persian]


30. Razzaghi, M., Lesani, M., & Motahhari Nejad, H. (2018). The Role of School Effectiveness in the Development of Students’ Citizenship Competencies: Teachers’ Viewpoints. Sociology of Social Institutions, 5(11), 261-287. Doi: 10.22080/ssi.2018.1916. [in Persian]


31. Rhodes, T. (2009). Risk environments and drug harms: A social science for harm reduction approach, International Journal of Drug Policy, 20(3): 193-201.


32. Rostami, N., & Rad, F. (2013). Investigating social factors related to the tendency of students to abnormal behavior (Study of female students in secondary school in Ahar). 6(20), 55-75. [in Persian]


33. Salimi-Bajestani, H., Mohammadi-Jalali-Farahani, M., Delavar, A., Farahbakhsh, K., Motamedi, A., & Saki R. (2017). Student’s Behavioral Abnormalities in Markazi and Hamedan Provinces. Community Health, 4(3):215-222. [in Persian]


34. Shakibaei, T., Shakibaei, S., & Mahi, M. (2013). A Guide to Teaching Skills for Coping with Addiction and Social Damages: Especially for Secondary School Students, Tehran: Publisher: ma and shoma. [in Persian]


35. Shamsi, E. (2016). Determining and explaining the contribution of education to reducing social and cultural damage from the perspective of teachers and education experts, Master's thesis on the history and philosophy of education, Payame Noor University of Markazi Province. [in Persian]


36. Smith, E. & Greyling, A. (2006).Empowerment perceptions of educational managers from previously disadvantaged primary and high schools: an explorative study.South African journal of education, 26(4), 595-607.


37. Tavajoh, S. (2017). The Relationship between Internet Addiction and Social Damage and Learning Styles among Students of the Prosperous Girl between the ages of 15-17 years old in District 3 of Isfahan, Master's thesis of General Psychology, Payame Noor University of Hormozgan. [in Persian]


38. Thompson, , Wood, D., & Davis-MacNevin, P. (2018). Sex differences in the impact of secondhand harm from alcohol on student mental health and university sense of belonging, Addictive Behaviors, Addictive Behaviors, 9: 1-15.


39. Villegas, B.S. (2015). Factors Influencing Administrators’ Empowerment and Financial Management Effectiveness, Procedia - Social and Behavioral Sciences, 176: 466-475.


40. Yaghobi, J. (2016). Role of Education in Crime Prevention, Master's Degree in Criminal Law and Criminology, Islamic Azad University, Shahroud Branch. [in Persian]


41. Yang, F., & Zhang, L. (2018). Problem behavior patterns of victims of school bullying in rural China: The role of intrapersonal and interpersonal resource, Children and Youth Services Review, 93: 315-320.


42. Yarahmadian, N. (2012). Improving Individual Social abiliteis and General Health of Adolescents Trough enhancement of Social Competence, Journal of Behavioral Sciences, 6 (3): 279-288.[in Persian]