طراحی و اعتباریابی پرسشنامۀ رهبری توزیع‌شده مدارس متوسطه
محورهای موضوعی : آموزش و پرورش
خلیل غلامی
1
(دانشیار گروه علوم تربیتی، دانشگاه کردستان، دانشکده علوم انسانی و اجتماعی، سنندج، ایران.)
یونس صحرانوردنشتیفان
2
(دانش آموخته دکتری مدیریت آموزشی، دانشگاه علامه طباطبائی، تهران، ایران.)
صلاح الدین ابراهیمی
3
(دانش آموختۀ دکتری مدیریت آموزشی، دانشگاه تهران، تهران، ایران.)
یاسر صیادی
4
(استادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.)
کلید واژه: مدارس متوسطه, رهبری توزیع‌شده, پرسشنامۀ استاندارد,
چکیده مقاله :
مقدمه و هدف: رهبری توزیع‌شده یکی از نظریه‌های رایج و پرطرفدار امروزی در محیط‌های آموزشگاهی است. این نظریه تأثیر زیادی بر بهبود و عملکرد مدارس، اثربخشی معلمان و در نتیجه بازده‌های دانش آموزان دارد؛ با توجه به این موضوع، هدف این پژوهش ساخت و اعتباریابی مقیاسی برای مطالعه در زمینه رهبری توزیع‌شده در مدارس متوسطه بود. روش شناسی پژوهش: این پژوهش از نظر هدف کاربردی و بر اساس روش گرداوری داده ها توصیفی – همبستگی از نوع تحلیل ماتریس واریانس- کوواریانس است. جامعه آماری شامل کلیه دبیران متوسطه در استان کردستان بود که در مرحله اول تعداد 377 نفر و 6 ماه بعد تعداد 321 نفر به روش نمونه‌گیری تصادفی از مناطق متفاوت مورد مطالعه قرار گرفتند. داده‌ها در مرحله اول با استفاده از تحلیل عاملی اکتشافی، با روش تحلیل مؤلفه‌های اصلی از نوع چرخش ابلیمین مستقیم با نرم‌افزار spss 23 انجام شد. در مرحله دوم داده‌ها با استفاده از تحلیل عاملی تأییدی و از طریق نرم‌افزار AMOS 23 مورد تحلیل قرار گرفت. یافته ها: نتایج پژوهش حاضر نشان داد که پرسشنامه مورد نظر برای مطالعه رهبری توزیع‌شده دارای یک ساختار چهار عاملی شامل: بهبود مدرسه و توسعۀ حرفه‌ای معلمان، تعامل مبتنی بر اعتماد، دموکراسی، حمایت همه‌جانبه است که با استفاده از 25 گزاره مورد سنجش قرار می‌گیرند. این پرسشنامه تحت عنوان «مقیاس رهبری توزیع‌شده مدارس متوسطه» نام گزاری شد. بحث و نتیجه گیری: بر اساس نتایج به‌دست‌آمده، مقیاس ساخته‌شده دارای ویژگی‌های روان‌سنجی مناسبی برای استفاده در پژوهش‌های آموزشی در زمینه رهبری آموزشی است.
Introduction: Distributed leadership is one of the most popular theories in school environments today. This theory has a great impact on the improvement and performance of schools, the effectiveness of teachers and, consequently, student outputs. Therefore, the main purpose of this study was to construct and validate a scale for the study of distributed leadership in secondary schools. research methodology: The statistical population included all high school teachers in Kurdistan province. In the first stage, 377 people and 6 months later, 321 people were studied by random sampling from different regions. In the first stage, the data were analyzed using exploratory factor analysis, using principal component analysis of direct ablation rotation with SPSS 23 software. In the second stage, the data were analyzed using confirmatory factor analysis and AMOS 23 software. Findings: The results of the present study showed that the questionnaire for the study of distributed leadership has a four-factor structure including: school improvement and teacher professional development, trust-based interaction, democracy, and comprehensive support, which are measured using 25 statements. This questionnaire was named "Distributed Leadership Scale of Secondary Schools". Conclusion: Based on the obtained results, the constructed scale has suitable psychometric properties for use in educational research in the field of educational leadership.
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