عوامل،مؤلفه ها و شاخص های فرهنگ سازمانی مدارس اثربخش دوره متوسطه
محورهای موضوعی : مدیریت تحول سازمانی
فاطمه محمودی
1
,
نادر شهامت
2
,
عباداله احمدی
3
,
مسلم صالحی
4
1 - دانشجوی دکتری، مدیریت آموزشی، گروه مدیریت، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران.
2 - عضو هیئت علمی دانشگاه آزاد اسلامی، واحد مرودشت، گروه علوم تربیتی، مرودشت، ایران.
3 - عضو هیئت علمی دانشگاه آزاد اسلامی، واحد مرودشت، گروه علوم تربیتی، مرودشت، ایران.
4 - عضو هیئت علمی دانشگاه آزاد اسلامی، واحد مرودشت، گروه علوم تربیتی، مرودشت، ایران.
کلید واژه: مدیران و معلمان, دانش آموزان دوره متوسطه, شاخص‌های فرهنگ سازمانی, مدارس اثربخش,
چکیده مقاله :
هدف اصلی انجام این پژوهش، بررسی عوامل، مؤلفه‌ها و شاخص‌های فرهنگ سازمانی مدارس اثربخش دوره متوسطه شهرستان بندرعباس بود. این پژوهش در زمره پژوهش‌های کیفی قرار دارد که با استفاده از روش مطالعه موردی کیفی انجام شد. جامعه آماری پژوهش شامل دو گروه مدیران و معلمان مدارس اثربخش (تیزهوشان، نمونه دولتی، شاهد) دوره متوسطه (اول و دوم) شهر بندرعباس بود. برای تجزیه و تحلیل داده‌ها از رویکرد هدفمند و با روش انتخاب صاحب نظران کلیدی، و استفاده از معیار اشباع نظری استفاده گردید. ابزار پژوهش در بخش کیفی، فرم مصاحبه باز پاسخ بود. داده‌های به دست آمده با استفاده از نرم‌افزار Nvivo در قالب نظریة داده بنیاد از طریق فن تحلیل مضمون و کدگذاری باز، محوری و انتخابی مورد تحلیل قرار گرفت. تعیین اعتبار داده‌های کیفی با استفاده از تکنیک‌های تأیید پذیری و اعتماد پذیری انجام شد. نتایج حاکی از آن است که مضمون فراگیر عوامل فرهنگ سازمانی مدارس اثربخش، به صورت مضامین پایه (78 مضمون) و سازمان دهنده (7 مضمون و 7 بعد) دسته بندی شدند. مؤلفه های فرهنگ سازمانی مدارس اثربخش، عبارتند از: 56 مضمون پایه، 3 مضمون سازمان دهنده: عناصر فرهنگی، مدرسه، روش‌های انتقال فرهنگ؛ به طوری که مضامین سازمان دهنده در 10 بعد طبقه‌بندی شدند.
The main purpose of this study was to investigate the factors, components and indicators of organizational culture of effective secondary schools in Bandar Abbas. The research is among the qualitative researches that were conducted using the qualitative case study method. The statistical population of the study consisted of three groups: the first group: and effective school principals (gifted, government sample, control) high school (first and second) in Bandar Abbas. The second group: teachers of these schools and the third group: students; A "targeted approach" was used to analyze the data with the "method of selecting key experts", and the "theoretical saturation criterion" was used; The research tool in the qualitative section was an open-ended interview form; The data obtained using Nvivo software were analyzed in the form of data foundation theory through content analysis and open, axial and selective coding; Validation of qualitative data was performed using verification and reliability techniques. The results indicate that the comprehensive content of the organizational culture factors of effective schools were classified as basic (78 themes) and organizing (7 themes and 7 dimensions). The components of organizational culture of effective schools are: 56 basic themes, 3 organizing themes: cultural elements, school, methods of culture transfer; So that the organizing themes were classified into 10 dimensions.
Abbasi, H., Sajjadi, S., Eidi, H., & Loghmani, M. (2016). Explaining the organizational culture model in sports federations of the Islamic Republic of Iran. Sports Development Management, 6(1), 19-36. (In Persian)
Abdoli, J., & Zakiani, F. (2016). School culture and students' academic alienation: The mediating role of academic self-efficacy. Journal of New Psychological Research, 12(45), 59-79. (In Persian)
Alammar, L. (2015). The Effective School: The Role of the Leaders in School Effectiveness. Educational Research and Reviews, 10(6), 695- 721.
Amerifar, F., & Jahani, J. (2012). The relationship between organizational culture and school effectiveness from the perspective of high school principals and teachers in Shiraz. Journal of New Approach in Educational Management, 4(15), 155-170. (In Persian)
Ayward, K., & Maurice, J. (2015). School Effectiveness Management (M. H. a. M. R. Faridi, Trans.). Urmia University. (In Persian)
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2 ed.). Sage Publications, Inc.
Dijkstra, A. B., Geijsel, F., Ledoux, G., Van der Veen, I., & Ten Dam, G. (2015). Effects of school quality, school citizenship policy, and student body composition on the acquisition of citizenship competences in the final year of primary education. School Effectiveness and School Improvement, 26(4), 524-553.
Elgart, M. A. (2017). Can schools meet the promise of continuous improvement? . Phi Delta Kappan, 99(4), 54-59. https://doi.org/10.1177/0031721717745546
Fatehi, N. (2014). Identifying the components of organizational culture of effective high schools in Rafsanjan city and comparing it with Cook and Laferti organizational culture model. [Master Thesis, Hormozgan University]. Ministry of Science, Research and Technology. (In Persian)
Günal, Y., & Demirtaşlı, R. N. (2016). A Pathway to Educational Accountability: The Relationship between Effective School Characteristics and Student Achievementi. Universal Journal of Educational Research, 4(9), 2049-2054.
Hassani, M., & Samarian, M. (2010). Investigating the organizational effectiveness of high schools in district one of Urmia city using Parsons model. Organizational Culture Management, 21, 201-223. (In Persian)
Imani, J., bagheri, M., ghorchiyan, N. G., & jafari, P. (2019). Identifying Effective Dimensions for Improving the Effectiveness of Secondary Schools in Hormozgan Province. Technology of Education 1-11. https://doi.org/ 10.22061/jte.2019.4900.2133
Imani, J., Bagheri, M., Jafari, P., & Ghorchian, N. Q. (2017). Investigating the components and effectiveness indicators of secondary schools in Hormozgan province to provide a model for improving the educational system of schools. Educational Leadership and Management Research, 4(14), 25-61. (In Persian)
Keramati, M. R. (2012). The relationship between school organizational climate and teachers' job stress. New Educational Thoughts, 8(4), 103-140. (In Persian)
Maier, A., Daniel, J., Oakes, J., & Lam, L. (2018). Community Schools A Promising Foundation for Progress. American Educator, 17-22.
Mirzamani Bafghi, S. M., Faghih Aram, B., & Khalili, R. (2016). Analysis of the Impact of School Organizational Culture Components on Students' Academic Success 2nd International Conference on Management, Economics and Development, Tehran (In Persian)
Niknami, M., & Mahdian, M. J. (2009). The purpose of explaining the dimensions and components of effective schools and providing a model to improve effectiveness in the country's schools. Journal of Educational Leadership and Management, 1(3), 171-196. (In Persian)
Rousen, L. (2010). School Dicipline Best Practice for A dministratore (5 ed.). Sage Publication Company.
Sadeghi, A., & Fathi, B. (2011). Investigating the relationship between organizational climate and job satisfaction of teachers in Masal city in Guilan province. Journal of Executive Management, 2(3), 55-78. (In Persian)
Sedighi Arfai, F., & Nooshabadi, I. (2016). Education and Creativity Fifth International Conference on Psychology and Social Sciences, Tehran. (In Persian)
Zheng, W. (2005). The Impact of Organizational Culture, Structure, and Strategy on Knowledge Management Effectiveness The University of Minnesota]. Proquest Information and Learning Company.
_||_Abbasi, H., Sajjadi, S., Eidi, H., & Loghmani, M. (2016). Explaining the organizational culture model in sports federations of the Islamic Republic of Iran. Sports Development Management, 6(1), 19-36. (In Persian)
Abdoli, J., & Zakiani, F. (2016). School culture and students' academic alienation: The mediating role of academic self-efficacy. Journal of New Psychological Research, 12(45), 59-79. (In Persian)
Alammar, L. (2015). The Effective School: The Role of the Leaders in School Effectiveness. Educational Research and Reviews, 10(6), 695- 721.
Amerifar, F., & Jahani, J. (2012). The relationship between organizational culture and school effectiveness from the perspective of high school principals and teachers in Shiraz. Journal of New Approach in Educational Management, 4(15), 155-170. (In Persian)
Ayward, K., & Maurice, J. (2015). School Effectiveness Management (M. H. a. M. R. Faridi, Trans.). Urmia University. (In Persian)
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2 ed.). Sage Publications, Inc.
Dijkstra, A. B., Geijsel, F., Ledoux, G., Van der Veen, I., & Ten Dam, G. (2015). Effects of school quality, school citizenship policy, and student body composition on the acquisition of citizenship competences in the final year of primary education. School Effectiveness and School Improvement, 26(4), 524-553.
Elgart, M. A. (2017). Can schools meet the promise of continuous improvement? . Phi Delta Kappan, 99(4), 54-59. https://doi.org/10.1177/0031721717745546
Fatehi, N. (2014). Identifying the components of organizational culture of effective high schools in Rafsanjan city and comparing it with Cook and Laferti organizational culture model. [Master Thesis, Hormozgan University]. Ministry of Science, Research and Technology. (In Persian)
Günal, Y., & Demirtaşlı, R. N. (2016). A Pathway to Educational Accountability: The Relationship between Effective School Characteristics and Student Achievementi. Universal Journal of Educational Research, 4(9), 2049-2054.
Hassani, M., & Samarian, M. (2010). Investigating the organizational effectiveness of high schools in district one of Urmia city using Parsons model. Organizational Culture Management, 21, 201-223. (In Persian)
Imani, J., bagheri, M., ghorchiyan, N. G., & jafari, P. (2019). Identifying Effective Dimensions for Improving the Effectiveness of Secondary Schools in Hormozgan Province. Technology of Education 1-11. https://doi.org/ 10.22061/jte.2019.4900.2133
Imani, J., Bagheri, M., Jafari, P., & Ghorchian, N. Q. (2017). Investigating the components and effectiveness indicators of secondary schools in Hormozgan province to provide a model for improving the educational system of schools. Educational Leadership and Management Research, 4(14), 25-61. (In Persian)
Keramati, M. R. (2012). The relationship between school organizational climate and teachers' job stress. New Educational Thoughts, 8(4), 103-140. (In Persian)
Maier, A., Daniel, J., Oakes, J., & Lam, L. (2018). Community Schools A Promising Foundation for Progress. American Educator, 17-22.
Mirzamani Bafghi, S. M., Faghih Aram, B., & Khalili, R. (2016). Analysis of the Impact of School Organizational Culture Components on Students' Academic Success 2nd International Conference on Management, Economics and Development, Tehran (In Persian)
Niknami, M., & Mahdian, M. J. (2009). The purpose of explaining the dimensions and components of effective schools and providing a model to improve effectiveness in the country's schools. Journal of Educational Leadership and Management, 1(3), 171-196. (In Persian)
Rousen, L. (2010). School Dicipline Best Practice for A dministratore (5 ed.). Sage Publication Company.
Sadeghi, A., & Fathi, B. (2011). Investigating the relationship between organizational climate and job satisfaction of teachers in Masal city in Guilan province. Journal of Executive Management, 2(3), 55-78. (In Persian)
Sedighi Arfai, F., & Nooshabadi, I. (2016). Education and Creativity Fifth International Conference on Psychology and Social Sciences, Tehran. (In Persian)
Zheng, W. (2005). The Impact of Organizational Culture, Structure, and Strategy on Knowledge Management Effectiveness The University of Minnesota]. Proquest Information and Learning Company.
