الگوی پیشایندها و پسایندهای تفکر نوآورانه‌ی آموزشی در مدیران مدارس ابتدایی
محورهای موضوعی : تعلیم و تربیت
زهرا نجفی زنگیر
1
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توران سلیمانی
2
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صدرالدین ستاری
3
1 - گروه مدیریت اموزشی، دانشکده علوم انسانی، دانشگاه آزاد واحد اردبیل، اردبیل، ایران
2 - گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
3 - گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی
کلید واژه: واژگان کلیدی: تفکر نوآورانه آموزشی, پیشایندها, پسایندها,
چکیده مقاله :
مقدمه و هدف: با پیشرفت‌های سریع علمی و فناوری، نظام آموزشی نیازمند مدیرانی خلاق و نوآور تفکر نوآورانه آموزشی در مدیران مدارس ابتدایی نقش مهمی در افزایش عملکرد معلمان، ارتقای انگیزه و بهبود فرآیندهای یادگیری دانش‌آموزان دارد. بنابراین، هدف این پژوهش الگوی پیشایندها و پسایندهای تفکر نوآورانه آموزشی در مدیران مدارس ابتدایی پرداخته شد.
روش‌شناسی پژوهش: این مطالعه ازنظر هدف از نوع کاربردی بوده و با بهره‌گیری از رویکرد آمیخته (کیفی-کمی) انجام شد. در بخش کیفی، داده‌ها به‌وسیله سه مرحله تکنیک دلفی و تحلیل محتوای مضمون از نظرات 25 نفر از خبرگان آموزش‌وپرورش استان اردبیل گردآوری و مؤلفه‌های اصلی تفکر نوآورانه آموزشی استخراج گردید. برای تأیید روایی کیفی از شاخص‌های چهارگانه لینکلن و گوبا استفاده شد. در بخش کمی، مدل استخراج‌‌شده با نمونه‌ای 178 نفره از مدیران مدارس ابتدایی به روش تصادفی ساده آزمون شد. ابزار گردآوری داده‌ها پرسشنامه محقق ساخته بر مبنای یافته‌های کیفی مقیاس لیکرت پنج‌درجه‌ای بود.
یافته ها: یافته‌های تحلیل عاملی اکتشافی دو عامل بنیادین «پیشایندها» و «پسایندها» را تأیید نمود . تحلیل عاملی تأییدی)و شاخص‌های برازش مدل ، روایی همگرا و پایایی مرکب نیز اعتبار سازه‌ها را نشان داد. نتایج آزمون تک‌نمونه‌ای نشان داد که وضعیت مدیران مدارس ابتدایی از حیث الگوی پیشایندها و پسایندهای تفکر نوآورانه، در سطح مطلوب قرار دارد .
بحث و نتیجه گیری: یافته‌های پژوهش، ضمن همسویی با پژوهش‌های ملی و بین‌المللی، بر اهمیت توسعه نگرش نوآورانه، توانمندسازی حرفه‌ای و حمایت سازمانی برای تحقق نوآوری آموزشی تأکید دارد.
Introduction: With rapid scientific and technological advancements, educational systems require creative and Innovative educational thinking in primary school principals plays a crucial role in enhancing teachers’ performance, increasing motivation, and improving students’ learning processes. So, this study aimed to model of the antecedents and consequences of educational innovative thinking among elementary school principals.
Research Methodology: The research was applied in nature and utilized a mixed-methods approach (qualitative-quantitative). In the qualitative phase, data were collected through a three-round Delphi technique and thematic content analysis of the viewpoints of 25 educational experts in Ardabil province, leading to the extraction of the main components of educational innovative thinking. The credibility of the qualitative data was confirmed using the four Lincoln and Guba criteria. In the quantitative phase, the extracted model was tested with a random sample of 178 elementary school principals. Data collection tools included a researcher-made, rated on a five-point Likert scale.
Findings: Exploratory factor analysis confirmed two fundamental factors, "antecedents" and "consequences". Confirmatory factor analysis and model fit indices, convergent validity, and composite reliability further supported the constructs. The one-sample t-test indicated that the status of elementary school principals in relation to the model of antecedents and consequences of innovative thinking was at a desirable level.
Conclusion: The findings, in line with national and international research, emphasize the importance of developing an innovative mindset, professional empowerment, and organizational support to achieve educational innovation.
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