ارائه الگوی خود توسعه‌ای مدیران مدارس ابتدایی استان خوزستان
محورهای موضوعی : مدیریت دولتی
نگار اشتری لرکی
1
,
محمد حسین پور
2
*
,
لیلا بهمئی
3
1 - دانشجوی دکتری، گروه مدیریت آموزشی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
2 - دانشیار، گروه مدیریت آموزشی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
3 - دانشیار، گروه علوم تربیتی، واحد امیدیه، دانشگاه آزاد اسلامی، امیدیه، ایران.
کلید واژه: خودتوسعه ای, مدیران مدارس ابتدایی, مطالعه کیفی,
چکیده مقاله :
مدیریت مؤثر در مدارس ابتدایی نقش بسزایی در کیفیت آموزش‌وپرورش دارد و مدیران به‌عنوان رهبران آموزشی باید توانایی‌های خود را به‌طور مداوم توسعه دهند. در استان خوزستان، با توجه به چالش‌های خاص اجتماعی و اقتصادی، نیاز به یک الگوی خود توسعه‌ای برای مدیران مدارس ابتدایی احساس می‌شود تا بتوانند با بهبود مهارت‌ها و دانش خود، به ارتقاء کیفیت آموزشی و افزایش رضایت دانش‌آموزان و والدین کمک کنند. لذا این تحقیق به ارائه یک الگوی خود توسعه‌ای برای مدیران مدارس ابتدایی استان خوزستان می‌پردازد، که شامل شناسایی ابعاد کلیدی و مؤلفه‌های مرتبط با فرآیند خود توسعه‌ای است. این پژوهش از روش کیفی و تحلیل متا-سنتز بهره گرفته و به بررسی ۲۶۷۰ سند علمی شامل مقالات، کتاب‌ها و پایان‌نامه‌ها پرداخته است. از میان این اسناد، ۷۰ سند به‌عنوان نمونه انتخاب شد. برای تأیید و غنی‌سازی الگو، مصاحبه‌هایی با ۱۳ مدیر مدارس ابتدایی استان خوزستان انجام شد. این مصاحبه‌ها به جمع‌آوری نظرات و تجربیات مدیران در زمینه خود توسعه‌ای کمک کرده و به درک عمیق‌تری از چالش‌ها و فرصت‌های موجود در این حوزه منجر شده است. نتایج نشان می‌دهد که پنج بعد کلیدی شامل عوامل زمینه‌ای فردی و سازمانی، فرآیندها و استراتژی‌های خود توسعه‌ای و نتایج آن شناسایی‌شده‌اند. این ابعاد به همراه ۲۴ مؤلفه و ۴۹ زیرمؤلفه، الگوی نهایی خود توسعه‌ای برای مدیران مدارس ابتدایی استان خوزستان را شکل می‌دهند. این الگو می‌تواند به‌عنوان راهنمایی برای مدیران در راستای بهبود مهارت‌ها، افزایش کارایی و ایجاد محیطی مؤثر و پویا در مدارس ابتدایی مورداستفاده قرار گیرد.
Presentation of the Self-Development Model for Primary School Managers in Khuzestan Province
Negar Ashtari Laraki
PhD student, Department of Educational Management, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
ORCID: 0000-0002-4463-8503
Mohammad Hosseinpour
Associate Professor, Department of Educational Management, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
ORCID: 0000-0003-2788-8516
Leila Bahmaei
Associate Professor, Department of Educational Sciences, Omidiyeh Branch, Islamic Azad University, Omidiyeh, Iran.
ORCID: 0000-0001-6637-6762
Received: 11 November 2024 | Revised: 22 December 2024| Accepted: 24 December 2024
Extended Abstract
Effective management in elementary schools plays a crucial role in the quality of education, and school leaders must continuously develop their competencies. Given the specific social and economic challenges in Khuzestan province, there is a pressing need for a self-development model for elementary school managers.
This model aims to enhance their skills and knowledge, improving educational quality and increasing satisfaction among students and parents. This research focuses on presenting a self-development model for elementary school managers in Khuzestan, identifying key dimensions and components related to the self-development process. Utilizing a qualitative approach and meta-synthesis analysis, the study examined 2,670 scholarly documents, including articles, books, and theses. From these, 70 documents were selected as samples.
To enrich and validate the model, interviews were conducted with 13 elementary school managers in Khuzestan. These interviews facilitated the collection of managers' insights and experiences regarding self-development, leading to a deeper understanding of this area's existing challenges and opportunities.
The findings reveal five key dimensions, including individual and organizational contextual factors, self-development processes, strategies, and outcomes.
Together with 24 components and 49 sub-components, these dimensions form the final self-development model for elementary school managers in Khuzestan. This model can serve as a practical guide for managers to enhance their skills, increase efficiency, and create a dynamic and effective environment in elementary schools.
According to the findings of the present study, it is suggested that primary school principals in Khuzestan province organize training programs and personal development workshops to strengthen the self-development process.
These programs can include self-regulation, self-agency, and self-learning skills that help principals identify and strengthen their abilities. Also, creating an effective incentive system at the organizational level can help motivate principals to enter the self-development process.
In addition, universities, as supporting institutions, should provide the necessary platforms for human resource development, including providing equipment and educational resources that will help principals on the path of self-development.
Because this study focuses on primary school principals in Khuzestan province, generalizing its results to other educational institutions or other geographical areas should be done carefully. Also, limitations related to sample size and diversity can affect the validity of the findings.
In addition, some contextual factors may not have been fully identified in this study and require further investigation; therefore, it is essential to pay attention to these limitations in interpreting the results and applying them in practice.
Therefore, considering the above limitations, for future research, it is suggested that similar studies be conducted in the field of self-development of managers at other educational levels and different institutions in order to achieve a more accurate comparison and analysis of the factors affecting self-development.
Also, examining the impact of cultural and social factors on the self-development process of managers can help to better understand this phenomenon. In addition, conducting longitudinal research to follow up on the long-term effects of self-development on managers' performance and the quality of education can add to the richness of the existing literature in this field.
Keywords: Self-Development, Elementary School Managers, Khuzestan Province
Contribution of authors
All authors have participated in this research in equal proportion.
Ethical approval
Written informed consent was obtained from the individuals for their anonym zed information to be published in this article.
Conflict of interest
No conflicts of interest are declared by the authors.
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