اعتباریابی مدل مدارس یادگیرنده ویاددهنده درآموزش و پرورش

الموضوعات :

تهمینه شهسواری ¹ , محبوبه سلیمانپور عمران ² , مریم حافظیان ³

1 - دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.
2 - استادیار، گروه مدیریت آموزشی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
3 - استادیار گروه مدیریت آموزشی،واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران

تاريخ الإرسال : 27 الأربعاء , رمضان, 1441 تاريخ التأكيد : 09 الأحد , ربيع الثاني, 1443 تاريخ الإصدار : 17 السبت , ربيع الأول, 1443

الکلمات المفتاحية: آموزش و پرورش, مدل, مدارس یادگیرنده, مدارس یاد‌دهنده,

ملخص المقالة :

چکیده مقدمه و هدف: در هزاره سوم تنها سازمانهایی دوام می آورند که بتوانند یاددهی و یادگیری را در کلیه فعالیت‌های خود متمرکز کرده و به سازمان یاد‌دهنده و یادگیرنده تبدیل شوند.هدف از انجام این پژوهش، اعتباریابی مدل مدارس یادگیرنده و یاددهنده در آموزش و پرورش بود. روش شناسی: روش پژوهش از نوع آمیخته بود. در بخش کیفی، 12 نفر از اعضاء هیأت علمی و خبرگان آشنا به تعلیم و تربیت با روش نمونه‌گیری هدفمند و در بخش کمّی از مجموع 460 نفر از مدیران و کارشناسان آموزش و پرورش استان خراسان شمالی، براساس فرمول کوکران 210 نفر به عنوان نمونه تحقیق با روش تصادفی ساده انتخاب شدند. اطلاعات در بخش کیفی به روش داده بنیاد و با استفاده از مصاحبه نیمه ساختاریافته و در بخش کمّی به روش میدانی و با ابزار پرسشنامه محقق ساخته جمع‌آوری گردید. که روایی آن با نظر متخصصان و پایایی آن به وسیله آلفای کرونباخ 98/0 تعیین شد. برای تجزیه و تحلیل داده‌های کیفی از فرآیند کدگذاری راهبرد نظریه داده بنیاد و برای داده‌های کمی از روش‌های آمار توصیفی و استنباطی و تحلیل عامل اکتشافی و تأییدی با استفاده از نرم‌افزار 21SPSS و 20 AMOS استفاده شد. یافته ها: یافته‌های پژوهش منجر به شناسایی و تأیید 9 مقوله اصلی منابع انسانی، توانمندسازی، محیط یادگیری، ساختار، فرهنگی، سیاست‌گذاری، فناوری اطلاعات، پشتیبانی، اجتماع ‌یادگیرنده و 25 مؤلفه فرعی در مدارس یادگیرنده و نیز 9 مقوله اصلی رهبری، زیرساخت، برنامه‌ریزی درسی، مدیریت دانش، نگرش و ارزش‌ها، بهداشتی روانی، مشارکت، نوآوری و اهداف و مأموریت و 36 مؤلفه فرعی تأثیرگذار در مدارس یاددهنده گردید و هم‌چنین نتایج نشان داد که الگوی استخراج شده، از اعتبار درونی بالایی برخوردار می‌باشد. نتیجه گیری: ارائه مدل کاربردی مناسب برای مدارس ضروری است تا ضمن توجه به تمامی عوامل مؤثر در یاد دهندگی و یادگیرندگی ، بتوانند به مدرسه یادگیرنده ،یاددهنده تبدیل شوند.

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