درک چالش رهبری سطوح میانی در مدارس: تحلیل اثرگذاری رهبری آموزشی مدیران بر نقش معاونان
الموضوعات :
1 - دانشگاه آزاد اسلامی، واحد چالوس
الکلمات المفتاحية: رهبری میانی, معاونان, مدیریت مدرسه, رهبری آموزشی,
ملخص المقالة :
رهبری آموزشی، در حقیقت، رویکردی درباره شیوه رهبری مدیران مدرسه است. این رویکرد به دنبال ارتقای کیفیت آموزش و یادگیری می¬باشد. پژوهش حاضر در پی بررسی و تحلیل نحوه اثرگذاری رهبری آموزشی مدیران بر نقش و جایگاه معاونان مدرسه است. برای انجام این تحقیق، تعداد 16 نفر از مدیران مدارس ابتدایی شهر کرج به عنوان نمونه انتخاب شدند و سپس، با بهره¬گیری از مصاحبه نیمه‌ساختاریافته داده‌های مورد نیاز گرد‌آوری شدند. برای تجزیه و تحلیل داده¬ها، از یک روش سه مرحله¬ای تحلیل محتوای کیفی شامل مرتب سازی، کدگذاری و طبقه‌بندی استفاده شد. این فرآیند، در نهایت به ظهور سه مضمون و حوزه اصلی منتهی شد. دقت در یافته‌های بدست آمده نشان می¬دهد که رهبری آموزشی مدیران در سه حوزه اصلی بر رهبری میانی و کارکرد معاونان مدارس تاثیر می‌گذارد. این سه حوزه عبارتند از: انتظارات از معاونان، انتخاب و انتصاب معاونان، و وجود ساختار سلسله‌مراتبی معاونان در مدارس. نتایج این پژوهش نشان‌دهنده اهمیت و تاثیرگذاری چندبعدی رهبری آموزشی بر جنبه‌های سازمانی متنوع و گوناگون رهبری میانی در مدارس می¬باشد. در پایان، ارتباط این نتایج با تصمیمات راهبردی مدیریت مدرسه مورد بحث واقع شده است.
Azizkhani, P. (1400). Investigating factors affecting cultural intelligence: A solution to increase human skills in the direction of transformation management. 4th International Conference of Psychology, Educational Sciences and Social Studies, Hamedan. (in Persian)
Bazeley, P. (2020). Qualitative data analysis: Practical strategies (2nd ed.). Sage.
Bergin, T. (2018). An introduction to data analysis: Quantitative, qualitative and mixed methods. Sage.
Blasé, J., & Blasé, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-141.
Boyce, J. & Bowers, A. J. (2018). Toward an evolving conceptualization of instructional leadership as leadership for learning: Meta-narrative review of 109 quantitative studies across 25 years. Journal of Educational Administration, 56(2), 161-182.
Bryant, D. A., & Rao, C. (2019). Teachers as reform leaders in Chinese schools. International Journal of Educational Management, 33(4), 663-677.
Bush, T. (2023). The importance of middle leadership for school improvement. Educational Management, Administration & Leadership, 51(2), 267-269.
Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.
De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management, 38(4), 395-416.
Edwards-Groves, C., Grootenboer, P., Hardy, I., et al. (2019). Driving change from ‘the middle’: Middle leading for site based educational development. School Leadership & Management, 39(3-4), 315-333.
Gedik, S., & Bellibas, M. S. (2015). Examining schools’ distributed instructional leadership capacity: Comparison of elementary and secondary schools. Journal of Education and Training Studies, 3(6), 101-110.
Ghasemzadeh, K., Jafari, P., & Ghourchian, N. (2018). Investigating the status of promotion of the role of the assistants of elementary schools in Mazandaran province to educational leadership. Journal of Research in Educational Systems, 12(special issue), 95-110.
Glanz, J. (2021). Personal reflections on supervision as instructional leadership: From whence it came and to where shall it go? Journal of Educational Supervision, 4(3), 66-81.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). Supervision and Instructional Leadership: A Developmental Approach (10th ed.). Pearson.
Grootenboer, P., & Larkin, K. (2019). Middle leading small-scale school projects. International Journal of Educational Management, 33(7), 1733-1745.
Gurr, D. (2019). School middle leaders in Australia, Chile and Singapore. School Leadership & Management, 39(3-4), 278-296.
Hallinger, P. (2012). A data-driven approach to assess and develop instructional leadership with the PIMRS. In J. Shen (Ed.), Tools for improving principals’ work (pp. 47-49). Peter Lang.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5-24.
Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217-247.
Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the principal instructional management rating scale. Springer.
Hallinger, P., Gümüş, S.,& Bellibaş, M. Ş. (2020). Are principals instructional leaders yet?: A science map of the knowledge base on instructional leadership, 1940-2018. Scientometrics, 122(3), 1629-1650.
Harris, A., Jones, M., Ismail, N., et al. (2019). Middle leaders and middle leadership in schools: Exploring the knowledge base (2003–2017). School Leadership & Management, 39(3-4), 255-277.
Hou, Y., Cui, Y. & Zhang, D. (2019). Impact of instructional leadership on high school student academic achievement in China. Asia Pacific Education Review, 20(4), 543-558.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5-22.
Lipscombe, K., Tindall-Ford, S., & Lamanna, J. (2023). School middle leadership: A systematic review. Educational Management, Administration & Leadership, 51(2), 270-288.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miri Salehabad, Z., Mollagohlamali, Z., Rafiei, A., & Yahyapour Kusha Shah, M. (1402). The effect of principals' educational leadership on the academic achievement of primary school students. Strategic Research Quarterly in Education, 1(7), 15-31. (in Persian)
Murphy J., Neumerski C. M., Goldring E., et al. (2016). Bottling fog? The quest for instructional management. Cambridge Journal of Education, 46(4), 455-471.
Neumerski, C. M., Grissom, J. A., Goldring, E., et al. (2018). Restructuring instructional leadership: How multiplemeasure teacher evaluation systems are redefining the role of the school principal. The Elementary School Journal, 119(2), 270-297.
Sadeghi Goghari, P., & Ghafari Majlach, M. (1402). A study on transformational leadership in the education organization. 18th International Conference on Management, Economy and Development. (in Persian)
Shaked, H. (2023). New explorations for instructional leaders: How principals can promote teaching and learning effectively. Rowman and Littlefield.
Soltani, M., & Zeinuddin Meimand, Z. (1400). The role of management and leadership in the school of the future. The Second National Conference of Future School, Ardabil. (in Persian)
Stronge, J. H., Richard, H. B.m, & Catano, N. (2008). Qualities of Effective Principals. Association for Supervision and Curriculum Development.
Tang, J., Bryant, D. A., & Walker, A. D. (2022). School middle leaders as instructional leaders: Building the knowledge base of instruction-oriented middle leadership. Journal of Educational Administration, 60(5), 511-526.
Timmermans, S., & Tavory, I. (2022). Data analysis in qualitative research: Theorizing with abductive analysis. University of Chicago Press.
van Rijnsoever, F. J. (2017). (I can’t get no) saturation: A simulation and guidelines for sample sizes in qualitative research. PloS one, 12(7), e0181689.
Walker, A. & Qian, H. (2022). Developing a model of instructional leadership in China. Compare: A Journal of Comparative and International Education, 52(1), 147-167.
