نیاز‌سنجی ارائه خدمات نظارت و راهنمایی آموزشی دبیران شهر شیراز

محورهای موضوعی : آموزش و پرورش

سهراب صادقی ¹ , محمد صالح صالحی کشکولی ² , عبدالحمید رضوی ³ , حسین افلاکی فرد ⁴ , بهرام اسماعیلی ⁵

1 - ﻋﻀﻮ ﻫﻴﺌﺖ ﻋﻠﻤﻲ دانشگاه فرهنگیان
2 - کارشناس ارشد مدیریت آموزشی
3 - استادیار پژوهشگاه تعلیم و تربیت
4 - استادیار دانشگاه فرهنگیان
5 -

تاریخ دریافت : 1394/09/30 تاریخ پذیرش : 1394/09/30 تاریخ انتشار : 1394/09/01

کلید واژه: نیازسنجی, نظارت و راهنمایی آموزشی, الگوی مفهومی نظارت آموزشی اولیوا و پاوالس,

چکیده مقاله :

هدف از این پژوهش، نیازسنجی ارائه خدمات نظارت و راهنمایی آموزشی از نظر دبیران دبیرستان‌های شهر شیراز بود. از بین دبیران شاغل در دبیرستان‌های نواحی چهارگانه شیراز در سال تحصیلی 89-88، نمونه ای به حجم 352 نفر با روش نمونه‌گیری تصادفی طبقه‌ای انتخاب گردید. برای جمع‌آوری اطلاعات از پرسشنامه­ی محقق ساخته بر مبنای "الگوی مفهومی نظارت آموزشی اولیوا و پاوالس" که مشتمل بر سه حیطه رهبری در بهسازی آموزشی، رهبری در بهسازی برنامه درسی و رهبری در بهسازی کارکنان بود، استفاده شد. به منظور تحلیل داده‌ها از روش‌های آماری توصیفی، آزمون تی مستقل، آزمون تی تک نمونه­ای و تحلیل واریانس یک سویه استفاده شد. نتایج نشان داد که وضعیت موجود ارائه‌ی خدمات نظارت و راهنمایی آموزشی در دبیرستان‌های شیراز، در سطح حداقل قابل قبول بوده و در وضعیت مطلوب، معلمان خواهان دریافت خدمات نظارتی در سطحی بالاتر از کفایت مطلوب می‌باشند. هم­چنین به طور معناداری، دبیران مرد نسبت به زنان نیاز بیش­تری به خدمات نظارت و راهنمایی آموزشی داشتند. بین میزان نیاز به خدمات نظارت و راهنمایی آموزشی دبیران با سوابق مختلف تفاوت معناداری وجود ندارد، در حالی که بین میزان نیاز به کمک در اداره کلاس، بین دو گروه آموزشی علوم انسانی و ریاضی تفاوت معناداری وجود دارد و این تفاوت بین گروه­های آموزشی دیگر مشاهده نشد.

چکیده انگلیسی:

The aim of this study was to investigate the requirements of instructional supervision and guidance based on teachers’ perceptions in Shiraz high schools. To do so, a sample of 352, were chosen from teachers currently working in the four districts of Shiraz in the educational year of 2009 – 2010. Data was collected through  the administration of a questionnaire constructed based on Olivia and Powel’s Educational Model which encompasses three areas; leadership in educational improvement, leadership in curriculum improvement and leadership in personnel improvement. Descriptive statistics, independent samples t-test, one-sample t-test and one-way ANOVA were used to analyze the data. The results showed that current condition of instructional supervision services in Shiraz high schools was in minimum acceptable level (Q2), and teachers demand to receive supervisory services more than desirable level (Q3) in favorable condition. The findings  also showed that male teachers significantly require more monitoring services and guidance categories compared to their female counterparts. But, there existed no significant difference among teachers with various years of experience concerning these items. There were also significant differences between the two educational groups of humanities and mathematics regarding their need for classroom management, but no significant difference was found among other groups.

منابع و مأخذ:

1. Abaszadegan, S. M. & Torkzade, J. (2002). Instructional assessment requirement for organizations. Tehran: Enteshar Company. (in persian)


2. Abbasi, A. (1996). Comparison of managers' supervision and guidance between real status and ideal objectives in primary school of Kazeroon city.  M.S Thesis, School of Education and Psychology, Shiraz University(in persian)


3. Abdoli, A. (2003). Investigatoin of Supervision and Guidance Methods in View of Teachers Esfahan Teachers and Comparison with Ideal Situation. M.S Thesis, University of Kerman Bahonar, Faculty of Psychology and Training Sciences. (in persian)


4. Aghasalimi, R. (2001). Investigation on the Performance of Educational Groups in the View of Shiraz Teachers. M.S Thesis, College of Education and Psychology,  Shiraz University(in persian)


5. Alagheband, A. (2005). Theoretical Foundations and Principles of Educational Management. Tehran: Ravan Publication. (in persian)


6. Alipour, F. (1997), Evaluation of the Relationship between Effectiveness of Management and Supervision and Controling Techniques in the View of Primary and Secondary Schools' Teachers in Lamerd City. M.S Thesis, School of Education and Psychology, Shiraz University. (in persian)


7. Azizi, N. (2007). Investigating the Causes of Failure of Educational Supervision Programs in Elementary Schools of Kurdestan. Education Quarterly 7 and 8. (in persian)


8. Burant, S. (2009). The Relationship of Instructional Supervision and Professional Learning Communities as Catalysts for Authentic Professional .Grovth University of Saskatchewan Sakatoon.


9. Fathi Vajargah, K. (2003). Educational Needs Assessment (Models and Techniques), First Edition. Tehran: Ayzh Publications (in persian)


10. Glikman, C.D, Gordon Stephen P. & Ross-Gordon Jovita M. (1995). Supervision of Instruction, a Developmental Approach, Third Edition, U.S.A, A Simon & Schuster Company.


11. Hismanoglu, M & Hismanoglu, S. (2010). English Language Teachers’ Perceptions of Educational Supervision in Relation to Their Professional Development, A Case Study of Northern Cyprus.


12. Hoy, W. K & Myskl, C. (1997) Theory, Research and Practice in Educational Administration; Abbas Zadeh, M.M. Urmia: Urmia University Publication. (in persian)


13. Jafari H. (2003). Investigating the Effective Reasons on the Effectiveness of the Supervising Duties of the Elementary Schools' Teachers of East of Esfahan. M.S Thesis, Islamic Azad University Khorasgan Branch. (in persian)


14. Khorshidi, A. (2007). Training and Guidance. Tehran: Yastoron Publications. (in persian)


15. Kutsyuruba, Benjamin. (2003). Instructional Supervision Perceptions of Canadian Beginning High School Teachers. University of Saskatchewan Sakatoon.


16. Mirkamaly, S.M. (2003). Educational Leadership and Management. Tehran: Yastoron Publication(in persian)


17. Niknami, M. (2008). Educational and Guidance. Tehran: Samt Publication(in persian)


18. Oliva, Peter F. & Pawlas, W. (2004). Supervsion for Today’s Schools. Publishing, Inc.George E.


19. Peplinski, Rebecca Margaret, Minnear. (1994). Principals’ and Teachers’ Perceptions of Teacher Sopervision. University of Nevada, Las Vegas.


20. Shabani Nejad, R. (1995). Factors Affecting the Rate of Primary School Supervision Tasks in Qazvin, M.S Thesis, Martyr Beheshti University, Faculty of Psychology and Educational Sciences(in persian)


21. Shinn, James, L. (1986), Teacher Perceotion of Ideal & Actual Supervisory Procedures Used by Califorina elementary Principal (Ph.D. Thesis) Oregon.


22. Sobhani Nejad, M, Agha-Hosseini, T. (2006). Investigation of the Elementary Schools Teachers` Ideas about Supervision and Guidance Methods. Journal of Daneshvar, Thirteenth Year, New Course, No. 18, Pp. 20-1. (in persian)


23. Sobhanijo, H. (1998). Investigating the Effect of Supervision and Educational Guidance Performance of Managers on Academic Achievement of High School Students in View of Managers. M.S Thesis, Shiraz University, School of Training and Psychology. (in persian)


24. Tyler, R. (1997). Basic Principles of Curriculum and Instruction; Taghipour Z, A, Tehran: Agah Publications (in persian)


25. Vaylz & Bandi,(2004). Management Supervision, Educational Guidance and Improvement of Curriculum2000 Implementation; Behrangi, M.R, Tehran: Kamal Tarbeyat Publisher Company (in persian)


26. Vaylz, K. (1997), Educational Management and Leadership; Tosi, M. A, Ch. 5, Tehran: Published by Training Centre for Public Administration(in persian).