طراحی و اعتبارسنجی الگوی ارزیابی اثربخشی طرح تدبیر در مدارس دوره ابتدایی
محورهای موضوعی : آموزش و پرورش
مریم مشاکلایه
1
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اسماعیل کاظم پور
2
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غفار تاری
3
1 - گروه مدیریت آموزشی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران
2 - گروه علوم تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
3 - استادیار گروه علوم تربیتی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران
کلید واژه: طرح تدبیر, ارزیابی, مدیران, مدارس ابتدایی,
چکیده مقاله :
مقدمه و هدف: پژوهش حاضر با هدف طراحی و اعتبارسنجی الگوی ارزیابی اثربخشی طرح تدبیر در مدارس دوره ابتدایی انجام گرفت
روش پژوهش: پژوهش حاضر به روش آمیخته انجام گردید از روش داده بنیاد و تحلیل محتوا در بخش کیفی و از روش پیمایشی در بخش کمی استفاده شد. مشارکت کنندگان پژوهش حاضر شامل معلمان و مدیران مدارس ابتدایی بودند که نمونه مورد نظر از طریق هدفمند از نوع ملاک محور انتخاب شدند. داده ها از طریق مصاحبه ی نیمه‌ساختار‌یافته با مدیران و معلمان جمع‌آوری شد. برای تأمین روایی و پایایی از معیارهای لینکن و کوبا استفاده شد. تحلیل داده های این پژوهش با استفاده از روش استراوس و کوربین و تحلیل مضمون صورت گرفت. و در بخش کمی با توجه به اعتبارسنجی الگوی پیشنهادی بر مبنای نظر متخصصان موضوعی و متخصصان امر آموزش به کمک پرسشنامه پرداخته شد که با فن توافق محور دلفی به رویکرد فازی تحلیل شد.
یافته ها: نتایج پژوهش نشان‌دهندهی بیست مفهوم که شامل مؤلفههای برنامه طرح تدبیر (مشتمل بر شاخصهای سازماندهنده چون تمرکززدایی در برنامه، کیفیتگرایی حرفهای، توجه به طرحهای فناورانه، شبکه‌سازی و گفتمان پروری حرفهای و سازماندهی دانش)؛ مؤلفههای مدیریتی ارزیابی طرح تدبیر (مشتمل بر شاخصهای سازماندهنده چون توجه به چارچوب‌های طرح تدبیر، ایجاد تعهد سازمانی درون مدرسه‌ای، توجه به توسعه حرفهای، تخصص حرفهای مدیران و بسترسازی مناسب)، مؤلفههای راهبرد محور (مشتمل بر شاخصهای سازماندهنده چون توجه به سازندهگرایی در طرح تدبیر، بهبود فرهنگ درون مدرسه‌ای، توجه به اخلاق آموزشی، ارائه بازخورد و راهکار مؤثر و تلفیق طرح و پژوهش) و مؤلفههای زمینهای در ارزیابی طرح تدبیر (مشتمل بر شاخصهای سازماندهنده چون انسجام‌بخشی به فعالیت‌های درون مدرسه‌ای، همکاری و همفکری برنامه محور، پاسخگویی و مسئولیت‌پذیری مبتنی بر عمل، مدیریت دانش در طرح تدبیر و نظارت مستمر و جامع) سازمان یافت.
Introduction: The present study was conducted with the aim of designing and validating the assessment model of the effectiveness of the Tadbir plan in elementary schools.
research methodology: The participants included all agents involved in the Tadbir program of elementary school teachers and principals, who were selected through purposeful criteria-based sampling. Data were collected through semi-structured interviews with principals and teachers. Lincoln and Cuban criteria were used to ensure validity and reliability.
Results and Conclusion: The results of the research show twenty concepts that include the components of the Tadbir program (including organizational indicators such as decentralization in the program, professional quality orientation, attention to technological projects, networking and professional discourse cultivation and organization Knowledge); The managerial components of the evaluation of the planning plan (including organizational indicators such as attention to the frameworks of the planning plan, the creation of organizational commitment within the school, attention to professional development, the professional expertise of managers and proper foundation), strategy components axis (including organizing indicators such as attention to constructivism in planning, improvement of school culture, attention to educational ethics, providing effective feedback and solutions and integration of planning and research) and background components in evaluation Tadbir plan (including organizational indicators such as integration of intra-school activities, program-oriented cooperation and consensus, action-based accountability and responsibility, knowledge management in Tadbir plan and continuous and comprehensive monitoring) was organized.
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