تحلیل ساختاری مولفههای مدیریت مدرسه محور مبتنی بر نظریهپردازی تطبیقی
محورهای موضوعی : آموزش و پرورشعلی اکبر امین بیدختی 1 , کورش فتحی واجارگاه 2 , سعید مرادی 3
1 - دانشیار علوم تربیتی، دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان، ایران
2 - استاد علوم تربیتی، دانشکده روانشناسی و علوم تربیتی دانشگاه شهید بهشتی، تهران،ایران
3 - دانشجوی دکترای مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران،
کلید واژه: مشارکت, مدیریت مدرسه محور, تمرکززدایی, فرهنگسازمانی و تعهدسازمانی,
چکیده مقاله :
هدف اساسی این تحقیق، تحلیل ساختاری مولفههای مدیریت مدرسه-محور مبتنی بر نظریهپردازی تطبیقی است. پژوهش به لحاظ هدف، کاربردی و به لحاظ شیوه جمعآوری اطلاعات، توصیفی –پیمایشی است. جامعهآماری این پژوهش شامل 255نفر از مدیران و معلمان مدارس دوره دوم متوسطه هیات امنایی شهر تهران که در سالتحصیلی 95-94 به خدمت اشتغال داشتهاند که با روش نمونهگیری تصادفی ساده به حجم 148نفر از آنان(119نفر معلم و 29 نفر مدیر) براساس جدول کرجسی و مورگان انتخاب شدند. در این پژوهش از پرسشنامه محقق ساختهای که شامل 28سوال میباشد، استفاده شدهاست. در این پژوهش برای درک درستی سوالات، پرسشنامه در بین تعدادی از صاحبنظران موضوعی( ازجمله اساتید راهنما، مشاور و همچنین تعدادی از خبرگان و آگاهان آموزشوپرورش) قرار گرفت و پس از اعمال نقطهنظرات اصلاحی آنان، نسبت به تدوین نهایی پرسشنامه اقدام گردید. اعتبار ابعاد این مقیاس به روش ضریب آلفای کرونباخ(87/0) بهدست آمدهاست. روش پژوهش از نوع الگوی ساختاری میباشد. بهمنظور تجزیهوتحلیل اطلاعات از مدل معادلات ساختاری با استفاده از نرمافزار لیزرل استفادهشد. نتایج حاصل از تحلیل معادلات ساختاری نشان داد که در بین مولفههای موردمطالعه بهترتیب تعهدسازمانی با ضریب مسیر(89/0)، مسئولیت‌پذیری با ضریب مسیر(86/0)، مشارکت با ضریب مسیر(78/0)، تمرکززدایی با ضریب مسیر(73/0) و فرهنگسازمانی با ضریب مسیر(69/0) بیشترین تأثیر را بر پیادهسازی نظام مدیریت مدرسه محور در مدارس شهر تهران را دارند. نتایج این پژوهش میتواند راهگشای دستاندرکاران و برنامهریزان وزارت آموزشوپروش جهت پیادهسازی و اجرای موفق نظام مدیریت مدرسه محور در مدارس کشور قرار گیرد. مدل ارائهشده دارای نیکویی برازش است.
The major aim of this research is the structural analysis of parameters of school-based management on comparative theorization. In terms of target, the research is functional and in terms of data collection method is descriptive – surveying. The statistical society of the research including 255 persons of principals and teachers of the second of high school with trustees who have been serving in the education year of 94-95 in the city of Tehran that based on Krejcie and Morgan table were chosen by simple random sampling of 148 them (119 teachers and 29 principals). In this study, a questionnaire containing 28 statements has been used. In this study for understanding the questions, the questionnaire distributed among a number of thematic experts (such as consultants and supervisors as well as a number of education experts). After applying experts' comments and points of views, the final edition of the questioner was done respectively. The validity of the scale is obtained by Cronbach's alpha coefficient method (0/87). The method of research is structural pattern. In order to analyze the data by structural equation modeling LISREL software was used. The results of structural equation analysis showed that among the components such as organizational commitment with path (0/89), responsibility with path (0/86), in participation with Path coefficient (0/78), decentralization with Path coefficient (0/73) and organizational culture with Path coefficient (0.69) have the greatest impact on the implementation of school-based management in their schools of Tehran respectively. The results of this research could pave the way for practitioners and planners in the Ministry of Education to implement the successful school-based management system in Iran's schools. The proposed model has a goodness-of-fit.
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