واکاوی چالش های رهبری بینشمند در سازمان های آموزشی (تدوین یک نظریه داده بنیاد)

محورهای موضوعی : آموزش و پرورش

سیدجمال بارخدا ¹ , علی امینی ²

1 - استادیار مدیریت آموزشی دانشگاه کردستان، سنندج، ایران
2 - دانشجوی کارشناسی ارشد مدیریت آموزشی دانشگاه کردستان، سنندج ایران

تاریخ دریافت : 1400/10/23 تاریخ پذیرش : 1401/03/12 تاریخ انتشار : 1401/08/01

کلید واژه: سازمان‌های آموزشی, چالش‌ها, رهبری بینشمند,

چکیده مقاله :

چکیده

مقدمه و هدف: امروزه رهبران آموزشی در مدارس با چالش های فراوانی روبرو هستند و این چالش های سازمانی در فرآیند یاددهی و یادگیری، بعنوان هسته اصلی مدرسه تأثیرات مخربی برجای می گذارد. هدف از انجام این پژوهش شناسایی چالش های رهبری آموزشی بینشمند در سازمان های آموزشی بود.

روش شناسی پژوهش: روش پژوهش از نوع کیفی بود. میدان تحقیق در این پژوهش 15 نفر از مدیران مدارس در شهرستان سنندج بودند. در خلال گردآوری داده ها از راهبرد نمونه گیری هدفمند برای انتخاب مطّلعین یا دروازه بانان تحقیق استفاده شد. داده های تحقیق به روش داده بنیاد و با استفاده از ابزار مصاحبه نیمه ساختار یافته و عمیق جمع گردید. برای تجزیه و تحلیل داده ها از فرآیند کدگذاری راهبرد نظریه داده بنیاد یعنی کدگذاری باز، کدگذاری محوری و کدگذاری گزینشی استفاده شد.

یافته‌ها: یافته های پژوهش منجر به شناسایی و تأیید 3 مقوله اصلی چشم انداز گرایی، ساختار متمرکز و چالش پذیر بودن و 14 کد محوری تفکر استراتژیکی، رابطه مداری، پویایی رهبری بینشمند، الهام بخشی، خردمندی، عدم انعطاف پذیری، تضاد فرهنگی، مقاومت در برابر تغییر، منفعل بودن سازمان، انتقاد پذیر بودن، برخورداری از دانش و فناوری، نفوذ در کارکنان سازمان، قدرت تشخیص و حرفه گرایی و 160 کد باز گردید و هم چنین نتایج نشان داد که الگوی استخراج شده از اعتبار درونی بالایی بررخوردار می باشد.

بحث و نتیجه‌گیری: ارائه یک مدل کاربردی برای شناسایی چالش های رهبری آموزشی بینشمند در مدارس ضروری است تا ضمن توجه جدی به چالش های رهبری بینشمند در مدارس و تلاش برای رفع آن ها، مدارس به سازمان های به معنی واقعی یادگیرنده، یاددهنده تبدیل بشوند.

چکیده انگلیسی:

Abstract

Introduction: Today, educational leaders in schools face many challenges, and these organizational challenges in the teaching and learning process, as the core of the school, have devastating effects.The purpose of this study was to identify the challenges of insightful educational leadership in educational organizations.

research methodology: The research method was qualitative. Research area In this study, there were 15 school principals in Sanandaj city. During data collection, purposeful sampling strategy was used to select the study subjects or gatekeepers. During data collection, purposive sampling strategy was used to select the study subjects or gatekeepers of the research. Research data were collected using the data foundation method and semi-structured and in-depth interview tools. To analyze the data, the process of coding the strategy of data foundation theory, ie open coding, axial coding and selective coding was used.

Findings: Findings lead to the identification and confirmation of 3 main categories of visionary, centralized and challenging structure and 14 central codes of strategic thinking, relationship orientation, visionary leadership dynamics, inspiration, wisdom, inflexibility, cultural conflict, resistance to Change, passivity of the organization, being critical, having knowledge and technology, influencing the employees of the organization, discernment and professionalism and 160 codes were returned and also the results showed that the model extracted from the internal validity has a high.

Conclusion: Providing a practical model is essential to identify the challenges of insightful educational leadership in schools In order to pay serious attention to the challenges of visionary leadership in schools and try to solve them, schools should become organizations that are truly learners, educators.

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