شناسایی ابعاد مهارت های رهبران آموزشی مدارس: مطالعه ای آمیخته

محورهای موضوعی : آموزش و پرورش

حامد رنجبر ¹ (دانش‌ آموخته مقطع دکتری تخصصی مدیریت آموزشی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران)
نادر سلیمانی ² (دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران.)
حمید شفیع زاده ³ (دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران.)

تاریخ دریافت : 1399/08/20 تاریخ پذیرش : 1401/04/24 تاریخ انتشار : 1401/04/01

کلید واژه: رهبری آموزشی, مهارت های فردی و رفتاری, مهارت های بین فردی, مهارت های حرفه ای-تخصصی, مهارت های سازمانی,

چکیده مقاله :

مقدمه و هدف: در قرن بیست و یکم، توسعه ی مهارت های رهبری مدارس از بزرگ ترین و مهم ترین جنبه های  حیات مدرسه در تعالی مدرسه و توسعه دستاوردهای فراگیران آن، از الزامات است. از این لحاظ ارتقای کیفی و ایجاد تحولات بنیادین در مدارس، نه تنها به کیفیت و صلاحیت های مدیریتی و تخصّصی مدیران بستگی دارد، بلکه به میزان بسیار زیادی نیز متاثر از مهارت های رهبری آن ها نیز هست. هدف از پژوهش حاضر، شناسایی مهم ترین ابعاد مهارت های رهبران آموزشی در مدارس است.
روش شناسی پژوهش: پژوهش حاضر، با روش آمیخته اکتشافی انجام شد. جامعه آماری در بخش کیفی شامل اساتید دانشگاهی دارای دستاورد علمی در حوزۀ رهبری و مدیریت آموزشی؛ و در بخش کمّی، تعداد 200 نفر از مدیران با سابقه مدارس متوسطۀ شهرستان گرمسار در سال تحصیلی 99-98 بود. روش نمونه گیری در بخش کیفی از نوع گلوله برفی و حجم نمونه با اشباع نظری، 15 نفر تعیین شد. ابزار گردآوری داده‌ها در بخش کیفی، مصاحبه نیمه ساختار یافته و در بخش کمّی، پرسشنامه ساختارمند بود که اعتبار آن با محاسبه ضریب آلفای کرونباخ (82/0) تائید شد. جهت تجزیه و تحلیل داده ها، در بخش کیفی از روش های کدگذاری باز، محوری و گزینشی و در بخش کمّی با استفاده از آزمون فریدمن انجام شد.
یافته ­ها: از میان ابعاد مهارت های رهبران آموزشی، مهارت های بین فردی بترتیب دارای بیشترین اولویت و مهارت های فردی و رفتاری، سازمانی و حرفه ای-تخصصی به ترتیب در رتبه های بعدی طبقه بندی شدند. در نهایت، توجه به ابعاد مهارت های رهبری آموزشی و اولویت آن ها در انتخاب، انتصاب و حتی ارزیابی عملکرد، همچنین تدوین برنامه ها و محتوای آموزشی مرتبط با پودمان های مهارت افزایی رهبران مدارس، پیشنهاد گردید.
بحث و نتیجه­ گیری: به نظر می­رسد در میان ابعاد مهارت های رهبران آموزشی در مدارس، نقش مهارت های بین فردی رهبران آموزشی از طریق ایجاد تغییر، کارآفرینی، جلب مشارکت، مدیریت و اجرای سیاست ها، به بهترین وجه می تواند منجر به ایجاد تغییرات مطلوب بر عوامل کلیدی اثرگذار بر فرایندهای یاددهی و یادگیری در بافت نظام آموزشی از طریق اثر بر عواملی چون انگیزه های بیرونی معلمان، جو حاکم بر مدرسه و خودکارآمدی و مثبت اندیشی کادر آموزشی در مدرسه عمل کند.

چکیده انگلیسی:

Introduction: In the 21st century, the development of school leadership skills as the largest and most important aspect of school life in school excellence and the development of its learners' achievements is a must. In this sense, quality improvement and fundamental change in schools depend not only on the quality and managerial and professional competencies of principals, but also to a large extent on their leadership skills.
research methodology: The present study was performed with mixed method methodology. The statistical population in the qualitative section includes university professors with scientific achievements in the field of leadership and educational management; In the quantitative section, there were 200 principals with a history of secondary schools in Garmsar city in the 2019-2020 academic year. Sampling method in the qualitative part of the type of snowball and the sample size with theoretical saturation, 15 people were determined. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part was a structured questionnaire whose validity was confirmed by calculating the Cronbach's alpha coefficient (0.82). To analyze the data, in the qualitative part, open, axial and selective coding methods were performed, and in the quantitative part, the Friedman’s test was used.
Findings: Among the dimensions of educational leaders' skills, interpersonal skills had the highest priority and individual and behavioral, organizational and professional-specialized skills were classified in the next ranks, respectively. Finally, it was suggested to pay attention to the dimensions of educational leadership skills and their priority in selecting, appointing and even evaluating performance, as well as developing educational programs and content related to the skills of school leaders.
Conclusion: It seems that among the dimensions of educational leaders' skills in schools, the role of interpersonal skills of educational leaders through change, entrepreneurship, participation, management and policy implementation, can best lead to desirable changes in the factors.
 

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