طراحی و اعتبار سنجی الگویی برای توسعه حرفه‌ای مدیران آموزشگاهی به شیوه آمیخته
الموضوعات :
کرم اصفهانی
1
,
نادر سلیمانی
2
,
حیدر تورانی
3
,
پرویز صباحی
4
1 - معلم آموزش و پرورش
2 - دانشیار دانشگاه آزاد اسلامی واحد گرمسار
3 - دانشیار پژوهشگاه مطالعات آموزش و پرورش، تهران، ایران
4 - استادیار گروه روانشناسی، دانشگاه سمنان، سمنان، ایران
تاريخ الإرسال : 25 الخميس , صفر, 1441
تاريخ التأكيد : 10 الجمعة , جمادى الأولى, 1442
تاريخ الإصدار : 06 السبت , ربيع الثاني, 1442
الکلمات المفتاحية:
توسعه حرفه‌ای,
مدیران آموزشگاهی,
مؤلفه‌های توسعه حرفه‌ای,
ملخص المقالة :
هدف از این پژوهش «طراحی و اعتبار سنجی الگویی برای توسعه حرفه‌ای مدیران آموزشگاهی به شیوه آمیخته» بود. این تحقیق ازنظر هدف کاربردی و ازنظر روش آمیخته است. جامعه آماری پژوهش در بخش کیفی؛ صاحب‌نظران مدیریت آموزشی بود. ابتدا بامطالعه مبانی نظری و پیشینه تحقیقات، در دو بخش داخلی و خارجی، مؤلفه‌های توسعه حرفه‌ای مدیران آموزشگاهی شناسایی شدند. سپس با انتخاب نمونه‌ها، با روش نمونه‌گیری هدفمند، با آنان مصاحبه نیمه ساختاریافته به عمل آمد و هر مصاحبهای که انجام میشد، از طریق نرمافزار NVivo کدگذاریها صورت می‌گرفت. این روند تا جایی ادامه یافت، که محقق به اشباع نظری رسید. جامعه آماری در بخش کمی مدیران مدارس متوسطه شهرستان‌های تهران برابر 2711 نفر است که با فرمول کوکران و با نمونه‌گیری خوشه‌ای چندمرحله‌ای، معادل 385 نمونه انتخاب شدند. ابزار گردآوری داده‌ها در بخش کمی پرسشنامه محقق ساخته بود که روایی صوری و محتوایی آن توسط 10 نفر از صاحب‌نظران حوزه مدیریت آموزشی مورد تأیید قرار گرفت و سنجش پایایی آن، از ضریب آلفای کرونباخ (864/0) و پایایی ترکیبی (899/0) انجام‌شده است. نتایج تحقیق نشان داد که توسعه حرفه‌ای مدیران دارای 8 مؤلفه؛ «سازمانی»، «سیاست‌گذاری»، «اقتصادی»، «فرهنگی»، «ارزشی»، «اجتماعی»، «فردی» و «فناوری» است که در توسعه حرفه‌ای مدیران 80 درصد واریانس را تبیین می‌کنند. از طرفی، وضعیت موجود مؤلفه‌های سازمانی و سیاست‌گذاری پایین‌تر از حد متوسط و نامطلوب و بقیه مؤلفه‌ها در حد متوسط بودند و با وضعیت مطلوب فاصله زیادی دارند. درنهایت، الگوی تحقیق بر مبنای فلسفه و اهداف الگو، مبانی نظری و عوامل مؤثر در توسعه حرفه‌ای مدیران تدوین گردید که با اطمینان 99 درصد مورد تأیید قرار گرفت.
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Design and validate a model for the professional development of school principals in a mixed manner
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