طراحی الگوی عوامل موثر بر کیفیت آموزش دانش آموزان: دیدگاه معلمان مدارس مقطع متوسطه دوم شهر آباده
محورهای موضوعی : آموزش و پرورش
1 - کارشناسی ارشد مدیریت آموزشی، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران.
2 - گروه علوم تربیتی، واحد آباده، دانشگاه ازاد اسلامی، اباده، ایران
کلید واژه: عوامل زیرساختی, عوامل روان‌شناختی, کیفیت, عوامل استراتژیک, عوامل اقتصادی و اجتماعی, کیفیت آموزشی,
چکیده مقاله :
عوامل موثر آموزشی، مجموعه‌ای از مؤلفه‌های مهم و اثرگذار در مسیر توسعه دانش و همچنین افزایش کیفی آموزش است که راه‌کارهای گسترش توسعه کیفی آموزش معلمان از طریق شیوه‌های مختلف را ارائه می‌دهد. ازاین‌رو، هدف از انجام این مطالعه، طراحی الگوی عوامل موثر بر کیفیت آموزش دانش آموزان، از دیدگاه معلمان مدارس مقطع متوسطه دوم شهر آباده بود. شیوه پژوهش، این مطالعه، از منظر هدف؛ کاربردی، ازنظر ماهیت؛ اکتشافی-تحلیلی؛ ازنظر روش‌شناسی گردآوری اطلاعات، کیفی با استفاده از رویکرد اکتشافی مبتنی بر استقراء و استراتژی داده بنیاد بود که از طریق فن مصاحبه عمیق، بین 15 نفر از کارشناسان (شامل سه نفر از مدیران و دو نفر از معلمان و ده نفر از کارشناسان و صاحب نظران علوم تربیتی دارای سوابق مرتبط و آشنا به شرایط و محیط مدارس، بدون طرح سؤال‌های تعقیبی) تا رسیدن به مرز اشباع داده‌های نظری انجام شد. روش نمونه‌گیری، هدفمند، از نوع قضاوتی بود و برای ارزیابی و صحت داده‌ها (پایایی)؛ از چهار معیار مقبولیت، قابلیت اطمینان، قابلیت انتقال و قابلیت تائیدی پیشنهادی لینکلن و گوبا (1985)، بهره گرفته شد. پس از پیاده‌سازی مصاحبه‌ها، 298 کد باز تعیین شد و با استفاده از فرایند بازبینی مقوله‌ها، مضامین محتوایی (با استفاده از نرم‌افزار اطلس. تی. آی) 5 عامل اصلی، به همراه 13 زیر مقوله شناسایی شدند. این عوامل شامل عوامل روابط فردی و بین فردی، عوامل روان‌شناختی، عوامل زیرساختی و آموزشی، عوامل اقتصادی و اجتماعی معلمان و والدین، عوامل استراتژیک بودند.
Effective educational factors are a set of important and effective components in the development of knowledge as well as increasing the quality of education, which provides solutions to expand the quality development of teachers through various methods. Therefore, the purpose of this study was to design a model of factors affecting the educational quality of students from the perspective of secondary school teachers in Abadeh. Research method, this study, from the perspective of purpose; Functional, in nature; Exploratory-analytical; In terms of data collection methodology, quality was based on exploratory approach based on induction and data strategy of the foundation, which through in-depth interview technique, between 15 experts (including three managers and two teachers and ten experts Educational sciences with related records and familiar with the conditions and environment of schools, without asking follow-up questions) until the limit of theoretical data saturation was done. The sampling method was purposeful, snowball, and to evaluate and validate the data (reliability); The four criteria of acceptability, reliability, transferability and verification proposed by Lincoln and Guba (1985) were used. After conducting the interviews, 298 open codes were identified and using the category review process, content themes (using Atlas TII software) 5 factors, along with 13 subcategories. factors (selective codes) were individual and interpersonal relationships factors, psychological factors, infrastructural and educational components, economic and social factors or components of teachers and parents, strategic factors.
شهرکی‌پور، حسن. (1391). عوامل مؤثر بر افزایش کیفیت آموزشی دوره های کارشناسی ارشد دانشگاه آزاد دانشکده علوم تربیتی (مطالعه موردی واحد رودهن)، پژوهش در برنامه ریزی درسی، 34 (9): 118-124.
شیبت‌الحمدی، سید‌احمد و آقاهادی، سعیده. (1396). بررسی نقش برنامه‌ریزی استراتژیک منابع انسانی بر کیفیت آموزشی. تحقیقات مدیریت آموزشی، 31 (8): 63-82.
نصیریان‌ثمرین، کریم،ثمری، عیسی، نامور، یوسف و سلیمانی، توران. (1398). طراحی الگوی ارزشیابی کیفیت آموزشی در دانشگاه فنی و حرفه‌ای به روش آمیخته، اندیشه های نوین تربیتی، 53 (15):199-227.
Al-Adwan, A., & Smedley, J. (2012). Implementing e-learning in the Jordanian Higher Education System: Factors affecting impact, International Journal of Education and Development using ICT, 8(1): 121-135.
Anekeya, D. M. (2014). School based factors affecting quality of education in primary Schools in Kakamega North Sub County, Kenya, International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH), 2(2): 45-58.
Aykac, N., Yildirim, K., Altinkurt, Y., & Marsh, M. M. (2017). Understanding the underlying factors affecting the perception of pre-service teachers’ teacher identity: A new instrument to support teacher education, Üniversitepark Bülten, 6(1): 67.
Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. Washington DC: International Bank for Reconstruction and Development/The World Bank.
Behnke, Y. (2018). Textbook effects and efficacy. In E. Fuchs (Ed.), The palgrave handbook of textbook studies (pp. 383–396). Annekatrin Bock: Palgrave Macmillan US.
Bowers, J. A., & White, R. B. (2014). Do principal preparation and teacher qualifications influence different types of school growth trajectories in Illinois? A growth mixture model analysis, Journal of Educational Administration, 52(5): 705–736
Bryce, D., Whitebread, D., & Szűcs, D. (2019). The relationships among executive functions, metacognitive skills and educational achievement in 5- and 7-year-old children, Metacognition and Learning, 10(2): 181–198.
Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5): 553–571.
Commeyras, M., & Inyenga, H. N. (2007). An integrative review of teaching reading in Kenyan primary schools, Reading Research Quarterly, 42(2), 258–281.
Coombs, A., Ge, J., & DeLuca, C. J. E. R. (2018). From sea to sea: The Canadian landscape of assessment education, 5: 1-17.
Corbett, J., & Redding, S. (2017). Using needs assessments for school and district improvement: A tactical guide, Washington, DC: Council of Chief State School Officers.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook: Supporting the development of district and school needs assessments, Washington, DC: State Support Network.
Derkong-Dery, L., & Agbley, G. K. (2021). Interrelated and Multi-Dimensional Factors Affecting Quality Basic Education in Nandom Municipality of the Upper West Region of Ghana, Ghana Journal of Development Studies, 18(1): 25-48.
Ermawati, E., & Umar, U. (2020). Factors affecting the learning environment and educational quality through globalization, Paper Presented at The Proceedings Of The 2nd International Conference On English Language Education (ICONELE).
Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: a case of secondary school level, Journal of quality and technology management, 7(2): 1-14.
Garira, E. (2015). The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools, PhD thesis. South Africa: University of Pretoria.
Garira, E. J. S. S., (2020). Needs assessment for the development of educational interventions to improve quality of education: A case of Zimbabwean primary schools, 2(1):11-25.
Honingh, M., van Genugten, M., van Thiel, S., Blom, R. J. P. P., & Administration. (2020). Do boards matter? Studying the relation between school boards and educational quality. 35(1): 65-83.
Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher education programmes on teacher preparedness: implications for accreditation policy, European Journal of Teacher Education, 30(4): 351-381.
Kyriakides, L., Anthimou, M., & Panayiotou, A. J. S. i. E. E. (2020). Searching for the Impact of teacher behavior on promoting students’ cognitive and metacognitive skills, 64: 100810.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newberry Park. In: CA: Sage.
Ndegwah, D. M. (2014). Factors affecting the implementation of strategic plans in public secondary schools in Nyeri County, Kenya. International Review of Management and Business Research, 3(2): 993.
Obidike, N. (2016). Factors affecting teacher quality practices in primary schools in Awka educational zone, Anambra State. African Journal of Teacher Education, 5(1): 1-8
Trisno, B., & Nurdianto, D. (2014). The key factors affecting internal quality education services in secondary vocational schools. Paper presented at the Conference proceedings of the 3rd UPI International Conference on Technical and Vocational Education and Training.
Wulandari, S. S., Trisnawati, N., Suratman, B., & Narmaditya, B. S. (2020). Factors Affecting the Quality of Education: A Comparison Study in Vocational High School in East Java. International Journal of Psychosocial Rehabilitation, 24(07): 8742-8748.
_||_