بررسی نقش رفتار رهبری مدیران مدارس متوسطه در ارتقای فرهنگ سازمانی مطلوب و سازنده در محیط کار: یک پژوهش کیفی
الموضوعات :
1 - دانشگاه آزاد اسلامی
الکلمات المفتاحية: فرهنگ مدرسه, رهبری, رفتار رهبری, مدارس متوسطه,
ملخص المقالة :
فرهنگ سازمان‌های آموزشی موضوعی پراهمیت است که تحت تاثیر شیوه رهبری مدیران قرار دارد. هدف از پژوهش حاضر بررسی نقش رفتارهای رهبری مدیران مدارس متوسطه در ارتقای فرهنگ سازمانی مطلوب از دیدگاه معلمان می‌باشد. این تحقیق از نظر هدف کاریردی و از لحاظ رویکرد کیفی بود. به این منظور تعداد 12 نفر از معلمان مقطع متوسطه شهرستان رامسر داوطلبانه در مصاحبه‌های گروهی شرکت کردند و به سوالات پاسخ دادند. داده‌های بدست آمده از طریق تحلیل محتوای مضمونی با استفاده از نرم‌افزار MAXQDA تحلیل شدند. در نهایت، 81 کد اولیه، 27 مقوله و پنج مضمون بدست آمد. مضامین اصلی عبارت از تشخیص و قدردانی، تصمیم‌گیری مشارکتی، رشد و توسعه مداوم، رفتار حمایتی، ایجاد جامعه فرهنگی بودند. یافته‌ها نشان می‌دهند که از منظر معلمان حاضر در مصاحبه، رهبران مدارس باید در تقویت روابط انسانی و اجتماعی بکوشند و تلاش کنند تا با ایجاد محیطی امن و مطمئن برای تشریک افکار، تجربیات و دیدگاه‌ها و نیز فراهم آوردن حمایت و پشتیبانی عاطفی و فنی لازم، فرهنگ عمومی حاکم بر مدرسه را به سمت و سوی مثبت و مطلوب ارتقا دهند.
المصادر:
Alshuhumi, S. R., Al-Hidabi, D. A., & Al-Refaei, A. A. A. (2023). Unveiling the behavioral nexus of innovative organizational culture: Identification and affective commitment of teachers in primary schools. Journal of Human Behavior in the Social Environment, 34(1), 130-152. https://doi.org/10.1080/10911359.2023.2267600
Banoğlu, K., Vanderlinde, R., Çetin, M., & Aesaert, K. (2023). Role of school principals’ technology leadership practices in building a learning organization culture in public k-12 schools. Journal of School Leadership, 33(1), 66-91. https://doi.org/10.1177/10526846221134010
Bendak, S., Shikhli, A. M., Abdel-Razek, R. H., & Ardito, L. (2020). How changing organizational culture can enhance innovation: Development of the innovative culture enhancement framework. Cogent Business & Management, 7(1), 22-44. https://doi.org/10.1080/23311975.2020.1712125
Benoliel, P. (2020). Principals’ boundary activities and school violence: The mediating role of school management teams. Educational Management Administration & Leadership. 48(2), 286-304. https://doi.org/10.1177/1741143218802592
Berkovich, I., & Eyal, O. (2017). The effects of principals’ communication practices on teachers’ emotional distress. Educational Management Administration & Leadership, 46, 642-658. Deng, C., Gulseren, D., Isola, C., Grocutt, K., & Turner, N. (2022). Transformational leadership effectiveness: An evidence-based primer. Human Resource Development International, 26(5), 627-641. https://doi.org/10.1080/13678868.2022.2135938
Esmaili, E., Sameri, M., & Hassani, M. (2019). Effect of school organizational conditions, leadership perception and teacher motivation on improving teaching activity through the mediation of professional development of elementary teachers. New Educational Approaches, 14(2), 108-128. https://doi.org/10.22108/nea.2020.119818.1414 (in Persian)
Garengo, P., & Betto, F. (2022). The role of organizational culture and leadership style in performance measurement and management: a longitudinal case study. Production Planning & Control, 35(2), 151-169. https://doi.org/10.1080/09537287.2022.2058431
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership 46(1), 5-24. Harris, A., & Jones, M. (2018). Leading schools as learning organizations. School Leadership & Management, 38(4), 351-354. https://doi.org/10.1080/13632434.2018.1483553
Howard, S. K., Curwood, J. S., & McGraw, K. (2018). Leaders fostering teachers’ learning environments for technology integration. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 515-534). Springer. Jafari, S., Aminbeidokhti, A., & Ghasemian Dastjerdi, Z. (2019). The role of managers’ professional leadership in students’ competency development by mediating trust and collaboration between teachers and professionalization of teachers. Journal of Educational Sciences, 26(1), 77-96. https://doi.org/10.22055/edus.2019.27969.2698 (in Persian)
Jones, M., & Dexter, S. (2018). Teacher perspectives on technology integration professional development: Formal, informal, and independent learning activities. Journal of Educational Multimedia and Hypermedia, 27(1), 83-102. Kalkan, Ü., Altınay Aksal, F., Altınay Gazi, Z., Atasoy, R., & Dağlı, G. (2020). The relationship between school administrators’ leadership styles, school culture, and organizational image. Sage Open, 10(1). https://doi.org/10.1177/2158244020902081
Koulaei, G., Zahed Babelan, A., Moeinikia, M., & Rezaeisharif, A. (2019). Modeling school leadership in teachers work engagement through school culture, empowerment and job characteristics. Journal of Management and Planning in Educational System, 12(1), 212-238. https://doi.org/10.29252/mpes.12.1.212 (in Persian)
Lee, A., Legood, A., Hughes, D., Tian, A. W., Newman, A., & Knight, C. (2019). Leadership, creativity and innovation: A meta-analytic review. European Journal of Work and Organizational Psychology, 29(1), 1-35. https://doi.org/10.1080/1359432X.2019.1661837
Leithwood, K. & Sun, J. (2018). Academic culture: A promising mediator of school leaders’ influence on student learning. Journal of Educational Administration, 56(3), 350-363. https://doi.org/10.1108/JEA-01-2017-0009
Liu, Y. (2020). Focusing on the practice of distributed leadership: The international evidence from the 2013 TALIS. Educational Administration Quarterly, 56(5), 779-818. https://doi.org/10.1177/0013161X20907128
Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/10.1177/1741143220910438
Louis, K. S., & Murphy, J. (2017). Trust, caring and organizational learning: The leader’s role. Journal of Educational Administration, 55(1), 103-126. https://doi.org/10.1108/JEA-07-2016-0077
Morris, J. E., Lummis, G. W., Lock, G., Ferguson, C., Hill, S., & Nykiel, A. (2020). The role of leadership in establishing a positive staff culture in a secondary school. Educational Management Administration & Leadership, 48(5), 802-820. https://doi.org/10.1177/1741143219864937
Ning, H. K., Lee, D., & Lee, W. O. (2016). The relationship between teacher value orientations and engagement in professional learning communities. Teachers and Teaching, 22(2), 235-254. https://doi.org/10.1080/13540602.2015.1055447
Noruzivand, T., Abdollahi, B., Navehebrahim, A., & Abasian, H. (2021). Designing a model of community school leadership in elementary schools: A qualitative study. New Educational Approaches, 16(2), 45-64. https://doi.org/10.22108/nea.2022.133176.1760 (in Persian)
Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680-700. https://doi.org/10.1177/1741143213502187
Paletta, A., Basyte Ferrari, E., & Alimehmeti, G. (2020). How principals use a new accountability system to promote change in teacher practices: Evidence from Italy. Educational Administration Quarterly, 56(1), 123-173. https://doi.org/10.1177/0013161X19840398
Rincon-Gallardo, S., & Fullan, M. (2016). Essential features of effective networks in education. Journal of Professional Capital and Community, 1(1), 5-22. https://doi.org/10.1108/JPCC-09-2015-0007
Roffeei, S. H. M., Kamarulzaman, Y. & Yusop, F. D. (2016). Innovation culture in higher learning institutions: A proposed framework. Procedia-Social and Behavioral Sciences, 219, 401-408. https://doi.org/10.1016/j.sbspro.2016.05.064
Seashore Louis, K., & Lee, M. (2016). Teachers’ capacity for organizational learning: the effects of school culture and context. School Effectiveness and School Improvement, 27(4), 534-556. https://doi.org/10.1080/09243453.2016.1189437
Şengüllendi, M. F., Bilgetürk, M., & Afacan Fındıklı, M. (2023). Ethical leadership and green innovation: the mediating role of green organizational culture. Journal of Environmental Planning and Management, 67(8), 1702-1723. https://doi.org/10.1080/09640568.2023.2180347
Sepahvand, M., Omidian, M., Shehni Yailagh, M., & Maktabi, G. (2024). The effect of school principals' ethical leadership and school culture on teachers' innovative work behaviors with the mediation of psychological safety. Psychological Researches in Management, 10(2), 121-149. https://doi.org/10.22034/jom.2024.2024581.1188 (in Persian
Shafiee, F. S., Dialame, N., & Shabani, M. (2023). A systematic review of the role of educational leadership in the academic progress of students: A Meta-synthesis Study. Applied Educational Leadership, 4(4), 187-214. https://doi.org/10.22098/ael.2023.13764.1350 (in Persian)
Shahrabifarahani, M., Khosravi Babadi, A. A., & Khorshidi, A. (2021). Identifying the educational leadership pattern of school administrators (case study: the first primary school in Tehran). Journal of Management and Planning in Educational System, 13(2), 265-298. https://doi.org/10.52547/mpes.13.2.265 (in Persian)
Tołwinska, B. (2021). The role of principals in learning schools to support teachers’ use of digital technologies. Technology, Knowledge and Learning, 26(1), 917-930. https://doi.org/10.1007/s10758-021-09496-4
Tortorella, G. L., Fettermann, D., Fogliatto, F. S., Kumar, M., & Jurburg, D. (2020). Analysing the influence of organisational culture and leadership styles on the implementation of lean manufacturing. Production Planning & Control, 32(15), 1282-1294. https://doi.org/10.1080/09537287.2020.1799255
Toulabi, Z., & Rasekhi, Z. (2022). Investigating the effect of knowledge leadership on the professional development of teachers with the mediating role of organizational learning capacity in secondary schools of Ilam city. Teacher Professional Development, 7(2), 47-69. (in Persian)
Tsai, Y. (2011). Relationship between organizational culture, leadership behavior and job satisfaction. BMC health services research, 11, 98-113. https://doi.org/10.1186/1472-6963-11-98
Van Waeyenberg, T., Peccei, R., & Decramer, A. (2020). Performance management and teacher performance: the role of affective organizational commitment and exhaustion. The International Journal of Human Resource Management, 33(4), 623-646. https://doi.org/10.1080/09585192.2020.1754881
Wijethilake, C., Upadhaya, B., & Lama, T. (2021). The role of organisational culture in organisational change towards sustainability: evidence from the garment manufacturing industry. Production Planning & Control, 34(3), 275-294. https://doi.org/10.1080/09537287.2021.1913524
Yousefi, A., Zahed Bablan, A., & Moeeni Kia, M. (2021). The relationship between principals' instructional leadership and school effectiveness with the mediating role of school culture in Ardabil province's secondary schools. Journal of New Approaches in Educational Administration, 12(2), 76-92. https://doi.org/10.30495/jedu.2021.24395.4895 (in Persian)
Zamani, M., Abdollahi, B., Zeinabadi, H., & Naveh Ebrahim, A. (2024). Investigating the role of school principals as learning leaders in the formation of teachers' professional communities. Theory and Practice in Teachers Education, Advance online publication. https://doi.org/10.48310/itt.2024.15505.851
Alshuhumi, S. R., Al-Hidabi, D. A., & Al-Refaei, A. A. A. (2023). Unveiling the behavioral nexus of innovative organizational culture: Identification and affective commitment of teachers in primary schools. Journal of Human Behavior in the Social Environment, 34(1), 130-152. https://doi.org/10.1080/10911359.2023.2267600
Banoğlu, K., Vanderlinde, R., Çetin, M., & Aesaert, K. (2023). Role of school principals’ technology leadership practices in building a learning organization culture in public k-12 schools. Journal of School Leadership, 33(1), 66-91. https://doi.org/10.1177/10526846221134010
Bendak, S., Shikhli, A. M., Abdel-Razek, R. H., & Ardito, L. (2020). How changing organizational culture can enhance innovation: Development of the innovative culture enhancement framework. Cogent Business & Management, 7(1), 22-44. https://doi.org/10.1080/23311975.2020.1712125
Benoliel, P. (2020). Principals’ boundary activities and school violence: The mediating role of school management teams. Educational Management Administration & Leadership. 48(2), 286-304. https://doi.org/10.1177/1741143218802592
Berkovich, I., & Eyal, O. (2017). The effects of principals’ communication practices on teachers’ emotional distress. Educational Management Administration & Leadership, 46, 642-658. Deng, C., Gulseren, D., Isola, C., Grocutt, K., & Turner, N. (2022). Transformational leadership effectiveness: An evidence-based primer. Human Resource Development International, 26(5), 627-641. https://doi.org/10.1080/13678868.2022.2135938
Esmaili, E., Sameri, M., & Hassani, M. (2019). Effect of school organizational conditions, leadership perception and teacher motivation on improving teaching activity through the mediation of professional development of elementary teachers. New Educational Approaches, 14(2), 108-128. https://doi.org/10.22108/nea.2020.119818.1414 (in Persian)
Garengo, P., & Betto, F. (2022). The role of organizational culture and leadership style in performance measurement and management: a longitudinal case study. Production Planning & Control, 35(2), 151-169. https://doi.org/10.1080/09537287.2022.2058431
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership 46(1), 5-24. Harris, A., & Jones, M. (2018). Leading schools as learning organizations. School Leadership & Management, 38(4), 351-354. https://doi.org/10.1080/13632434.2018.1483553
Howard, S. K., Curwood, J. S., & McGraw, K. (2018). Leaders fostering teachers’ learning environments for technology integration. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 515-534). Springer. Jafari, S., Aminbeidokhti, A., & Ghasemian Dastjerdi, Z. (2019). The role of managers’ professional leadership in students’ competency development by mediating trust and collaboration between teachers and professionalization of teachers. Journal of Educational Sciences, 26(1), 77-96. https://doi.org/10.22055/edus.2019.27969.2698 (in Persian)
Jones, M., & Dexter, S. (2018). Teacher perspectives on technology integration professional development: Formal, informal, and independent learning activities. Journal of Educational Multimedia and Hypermedia, 27(1), 83-102. Kalkan, Ü., Altınay Aksal, F., Altınay Gazi, Z., Atasoy, R., & Dağlı, G. (2020). The relationship between school administrators’ leadership styles, school culture, and organizational image. Sage Open, 10(1). https://doi.org/10.1177/2158244020902081
Koulaei, G., Zahed Babelan, A., Moeinikia, M., & Rezaeisharif, A. (2019). Modeling school leadership in teachers work engagement through school culture, empowerment and job characteristics. Journal of Management and Planning in Educational System, 12(1), 212-238. https://doi.org/10.29252/mpes.12.1.212 (in Persian)
Lee, A., Legood, A., Hughes, D., Tian, A. W., Newman, A., & Knight, C. (2019). Leadership, creativity and innovation: A meta-analytic review. European Journal of Work and Organizational Psychology, 29(1), 1-35. https://doi.org/10.1080/1359432X.2019.1661837
Leithwood, K. & Sun, J. (2018). Academic culture: A promising mediator of school leaders’ influence on student learning. Journal of Educational Administration, 56(3), 350-363. https://doi.org/10.1108/JEA-01-2017-0009
Liu, Y. (2020). Focusing on the practice of distributed leadership: The international evidence from the 2013 TALIS. Educational Administration Quarterly, 56(5), 779-818. https://doi.org/10.1177/0013161X20907128
Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/10.1177/1741143220910438
Louis, K. S., & Murphy, J. (2017). Trust, caring and organizational learning: The leader’s role. Journal of Educational Administration, 55(1), 103-126. https://doi.org/10.1108/JEA-07-2016-0077
Morris, J. E., Lummis, G. W., Lock, G., Ferguson, C., Hill, S., & Nykiel, A. (2020). The role of leadership in establishing a positive staff culture in a secondary school. Educational Management Administration & Leadership, 48(5), 802-820. https://doi.org/10.1177/1741143219864937
Ning, H. K., Lee, D., & Lee, W. O. (2016). The relationship between teacher value orientations and engagement in professional learning communities. Teachers and Teaching, 22(2), 235-254. https://doi.org/10.1080/13540602.2015.1055447
Noruzivand, T., Abdollahi, B., Navehebrahim, A., & Abasian, H. (2021). Designing a model of community school leadership in elementary schools: A qualitative study. New Educational Approaches, 16(2), 45-64. https://doi.org/10.22108/nea.2022.133176.1760 (in Persian)
Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680-700. https://doi.org/10.1177/1741143213502187
Paletta, A., Basyte Ferrari, E., & Alimehmeti, G. (2020). How principals use a new accountability system to promote change in teacher practices: Evidence from Italy. Educational Administration Quarterly, 56(1), 123-173. https://doi.org/10.1177/0013161X19840398
Rincon-Gallardo, S., & Fullan, M. (2016). Essential features of effective networks in education. Journal of Professional Capital and Community, 1(1), 5-22. https://doi.org/10.1108/JPCC-09-2015-0007
Roffeei, S. H. M., Kamarulzaman, Y. & Yusop, F. D. (2016). Innovation culture in higher learning institutions: A proposed framework. Procedia-Social and Behavioral Sciences, 219, 401-408. https://doi.org/10.1016/j.sbspro.2016.05.064
Seashore Louis, K., & Lee, M. (2016). Teachers’ capacity for organizational learning: the effects of school culture and context. School Effectiveness and School Improvement, 27(4), 534-556. https://doi.org/10.1080/09243453.2016.1189437
Şengüllendi, M. F., Bilgetürk, M., & Afacan Fındıklı, M. (2023). Ethical leadership and green innovation: the mediating role of green organizational culture. Journal of Environmental Planning and Management, 67(8), 1702-1723. https://doi.org/10.1080/09640568.2023.2180347
Sepahvand, M., Omidian, M., Shehni Yailagh, M., & Maktabi, G. (2024). The effect of school principals' ethical leadership and school culture on teachers' innovative work behaviors with the mediation of psychological safety. Psychological Researches in Management, 10(2), 121-149. https://doi.org/10.22034/jom.2024.2024581.1188 (in Persian
Shafiee, F. S., Dialame, N., & Shabani, M. (2023). A systematic review of the role of educational leadership in the academic progress of students: A Meta-synthesis Study. Applied Educational Leadership, 4(4), 187-214. https://doi.org/10.22098/ael.2023.13764.1350 (in Persian)
Shahrabifarahani, M., Khosravi Babadi, A. A., & Khorshidi, A. (2021). Identifying the educational leadership pattern of school administrators (case study: the first primary school in Tehran). Journal of Management and Planning in Educational System, 13(2), 265-298. https://doi.org/10.52547/mpes.13.2.265 (in Persian)
Tołwinska, B. (2021). The role of principals in learning schools to support teachers’ use of digital technologies. Technology, Knowledge and Learning, 26(1), 917-930. https://doi.org/10.1007/s10758-021-09496-4
Tortorella, G. L., Fettermann, D., Fogliatto, F. S., Kumar, M., & Jurburg, D. (2020). Analysing the influence of organisational culture and leadership styles on the implementation of lean manufacturing. Production Planning & Control, 32(15), 1282-1294. https://doi.org/10.1080/09537287.2020.1799255
Toulabi, Z., & Rasekhi, Z. (2022). Investigating the effect of knowledge leadership on the professional development of teachers with the mediating role of organizational learning capacity in secondary schools of Ilam city. Teacher Professional Development, 7(2), 47-69. (in Persian)
Tsai, Y. (2011). Relationship between organizational culture, leadership behavior and job satisfaction. BMC health services research, 11, 98-113. https://doi.org/10.1186/1472-6963-11-98
Van Waeyenberg, T., Peccei, R., & Decramer, A. (2020). Performance management and teacher performance: the role of affective organizational commitment and exhaustion. The International Journal of Human Resource Management, 33(4), 623-646. https://doi.org/10.1080/09585192.2020.1754881
Wijethilake, C., Upadhaya, B., & Lama, T. (2021). The role of organisational culture in organisational change towards sustainability: evidence from the garment manufacturing industry. Production Planning & Control, 34(3), 275-294. https://doi.org/10.1080/09537287.2021.1913524
Yousefi, A., Zahed Bablan, A., & Moeeni Kia, M. (2021). The relationship between principals' instructional leadership and school effectiveness with the mediating role of school culture in Ardabil province's secondary schools. Journal of New Approaches in Educational Administration, 12(2), 76-92. https://doi.org/10.30495/jedu.2021.24395.4895 (in Persian)
Zamani, M., Abdollahi, B., Zeinabadi, H., & Naveh Ebrahim, A. (2024). Investigating the role of school principals as learning leaders in the formation of teachers' professional communities. Theory and Practice in Teachers Education, Advance online publication. https://doi.org/10.48310/itt.2024.15505.851
