طراحی و اعتباریابی الگوی توسعه رهبری خدمتگزار در مدارس دوره ابتدایی
نادر حیدری رضی آباد
1
(
دانشجوی دکتری مدیریت آموزشی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
)
عادل زاهد بابلان
2
(
استاد گروه آموزش علوم‌تربیتی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
)
وحید رحیم زاده
3
(
دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
)
کلید واژه: طراحی, اعتباریابی, رهبری خدمتگزار, مدارس دوره ابتدایی,
چکیده مقاله :
مقدمه و هدف: رهبری خدمتگزار در سراسر جهان به عنوان یک الگوی رهبری تحول‌آفرین با تمرکز بر شناسایی و برآوردن نیازهای دیگران پذیرفته شده است. هدف از انجام این تحقیق طراحی و اعتباریابی الگوی توسعه رهبری خدمتگزار در مدارس دوره ابتدایی بود.
روش شناسی پژوهش: تحقیق از لحاظ هدف کاربردی، از نظر ماهیت داده‌ها آمیخته و از نظر شیوه اجرا اکتشافی بود. در بخش کیفی، از مصاحبه نیمه ساختاریافته و نظریه داده‌بنیاد استفاده شده است. جامعه آماری بخش کیفی اساتید دانشگاهی حوزه علوم‌تربیتی بودند که تعداد 14 نفر از آن‌ها بر اساس اصل اشباع نظر به صورت نظری هدفمند انتخاب شدند. جامعه آماری در بخش کمی نیز کلیه آموزگاران دوره ابتدایی شهر اردبیل در سال تحصیلی 1403-1402 به تعداد 2600 نفر بودند که مطابق فرمول کوکران 335 نفر از آن‌ها بر اساس روش نمونه‌گیری غیرتصادفی در دسترس انتخاب شدند. ابزار گردآوری اطلاعات در این پژوهش، پرسشنامه محقق‌ساخته منتج از مضامین پایه بودند.
یافته‌ها: مجموعه داده‌های به دست آمده بعد از طی فرآیند مستمر کدگذاری‌های باز، محوری و انتخابی در قالب 57 مضامین پایه، 5 مضمون سازمان‌دهنده و 1 مضمون فراگیر بر اساس رویکرد سامان‌مند سازمان‌دهی شدند. یافته‌های پژوهش نشان می‌دهد الگوی توسعه رهبری خدمتگزار در مدارس دوره ابتدایی شهر اردبیل تحت مؤلفه‌های رهبری و مدیریت، فرهنگ سازمانی و جو روانی، توسعه فردی و حرفه‌ای، ارتباطات و تعاملات اجتماعی و نوآوری و رشد سازمانی دسته‌بندی و از نظر اعتباریابی برازش شدند (p<0.05).
بحث و نتیجه‌گیری: در نهایت پیشنهاد می‌شود از نتایج یافته‌های این پژوهش به‌عنوان یک راهنما و مسیر کلی برای توسعه رهبری خدمتگزار در مدارس دوره ابتدایی شهر اردبیل استفاده شود.
چکیده انگلیسی :
Introduction: Servant leadership is globally recognized as a transformational leadership model focused on identifying and meeting the needs of others. The goal of this study was to design and validate a servant leadership development model for elementary schools.
Research Methodology: The research was applied in terms of its aim, mixed in terms of data nature, and exploratory in terms of implementation method. In the qualitative part, semi-structured interviews and grounded theory were employed. The qualitative sample consisted of university professors in the field of educational sciences, 14 of whom were selected based on the saturation principle using purposive sampling. In the quantitative part, the statistical population included all elementary school teachers in Ardabil during the 2023-2024 academic year, totaling 2,600 teachers. Based on Cochran's formula, 335 of them were selected through non-random convenience sampling. The data collection tool in this study was a researcher-made questionnaire derived from the basic themes.
Findings: The collected data, after undergoing continuous open, axial, and selective coding processes, were organized into 57 basic themes, 5 organizing themes, and 1 overarching theme based on a systematic approach. The research findings indicate that the servant leadership development model in elementary schools in Ardabil is categorized under the components of leadership and management, organizational culture and psychological climate, personal and professional development, communication and social interactions, and organizational innovation and growth, and was validated in terms of fit (p<0.05).
Conclusion: Finally, it is recommended that the findings of this study be used as a guide and general framework for the development of servant leadership in elementary schools in Ardabil.
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