طراحی چارچوب نظری مدارس امن در آموزش و پرورش ایران: یک پژوهش کیفی
محورهای موضوعی : آموزش و پرورش
منصوره کشوری
1
(دانشجوی دکتری مدیریت آموزشی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران .)
محبوبه سلیمانپور عمران
2
(استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی،بجنورد، ایران.)
بهرنگ اسماعیلی شاد
3
(استادیار، گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.)
کلید واژه: تحلیل مضمون, مدرسه امن-آموزش و پرورش-مولفههای روانشناختی- جسمانی, مولفههای آموزشی- درسی,
چکیده مقاله :
مقدمه و هدف: هدف از این پژوهش، بررسی و شناسایی مؤلفههای مدارس امن بود که به عنوان یک راهنما برای مدیران مدارس و تصمیمگیرندگان حوزه آموزش و پرورش قابل استفاده باشد.
روش شناسی پژوهش: پژوهش به شیوه کیفی و با استفاده از روش تحلیل مضمون انجام شد. گردآوری دادهها و استخراج مضامین مرتبط با استفاده از مصاحبه نیمه ساختاریافته با آگاهیدهندگان کلیدی در این حوزه صورت گرفت. انتخاب مشارکتکنندگان با استفاده از روش نمونهگیری هدفمند و معیار اشباع نظری بود که بر اساس آن تعداد 15 نفر از اساتید و متخصصان حوزه آموزش و پرورش و متخصصان معماری انتخاب شدند. برای به دست آوردن اعتبار و روایی دادهها از دو روش بازبینی مشارکتکنندگان و مرور خبرگان غیر شرکتکننده در پژوهش استفاده شد. دادهها به روش تحلیل مضمون بررسی شدند.
یافتهها: مدلی برای مدارس امن با دو دسته مولفهی اصلی تحت عنوان 1- مولفههای روانشناختی- جسمانی با مضامین سازماندهنده: امنیت روانی، امنیت جسمی، امنیت رفتاری، امنیت اجتماعی؛ با 17 مضمون پایه و 4 مضمون سازماندهنده و 2- مولفههای آموزشی- درسی با مضامین سازماندهنده: امنیت فیزیکی، امنیت رفاهی و امنیت آموزشی با 3 مضمون سازماندهنده و 8 مضمون پایه شناسایی و ماتریس مضامین مرتبط ترسیم گردید
بحث و نتیجهگیری: . با کاربرد مؤلفههای مدارس امن، دانشآموزان میتوانند به دور از دغدغههای جسمی، روانی و... و هم چنین مشکلات رفاهی و دشواریهای ناشی از امکانات و تجهیزات، درگیر در بحث و یادگیری باشند.
Introduction:
The purpose of this study was to investigate and identify the components of safe schools that can be used as a guide for school principals and decision makers in the field of education. The research was conducted qualitatively using content analysis method
research methodology:
Data were collected and related topics were extracted using semi-structured interviews with experts in this field. Participants were selected using purposive sampling method and theoretical saturation criteria, based on which 15 professors and specialists in the field of education and architecture were selected. To obtain data validity and validity, two methods of reviewing participants and reviewing non-participating experts in the research were used. Data were analyzed by content analysis.
Findings:
A model for safe schools with two main components called 1- Psychological-physical components with organizing themes: mental security, physical security, behavioral security, social security; With 17 basic themes and 4 organizing themes and 2- educational-curricular components with organizing themes: Physical security, welfare security and educational security with 3 organizing themes and 8 basic themes identified and matched the related themes.
Conclusion:
by using the components of safe schools in schools, students can engage in discussion and learning away from physical, psychological, etc., as well as welfare problems and difficulties caused by facilities and equipment.
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