شناسایی و تحلیل ساختاری پیشران‌های حکمرانی خوب در آموزش و پرورش ایران با استفاده از رویکرد تحلیل تأثیر متقابل

محورهای موضوعی : آموزش و پرورش

مهناز حسن بندی ¹ (دانش آموخته کارشناسی ارشد مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران)
حمید فرهادی راد ² (دانشیار، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران)
غلامحسین رحیمی دوست ³ (استادیار دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران)

تاریخ دریافت : 1400/03/27 تاریخ پذیرش : 1401/06/02 تاریخ انتشار : 1401/04/01

کلید واژه: اعتماد اجتماعی, نظام آموزشی, حکمرانی‌خوب, تحلیل اثرات متقابل,

چکیده مقاله :

مقدمه و هدف: اداره نظام‌های آموزشی در اواخر قرن بیستم دچار تحولی اساسی شد و عواملی مانند پیشرفت‌های فناوری اطلاعات، اقتصاد دانش‌بنیان و جهانی‌شدن باعث شدند که گرایش به الگو‌ی مطلوب‌ اداره سازمان، شدت بیشتری پیدا کند. حکمرانی‌ خوب یکی از این رهیافت‌هاست که تصور می‌شود راه‌حل مناسبی برای حل مسائل پیچیده سازمان‌های آموزشی قرن بیست ‌و یکم می‌باشد. بنابراین هدف اصلی این پژوهش شناسایی پیشران‌های حکمرانی خوب در آموزش ‌و ‌پرورش ایران با استفاده از رویکرد تحلیل تأثیر متقابل، که از روش‌های رایج در آینده‌پژوهی است، بود. روش شناسی پژوهش: جامعه پژوهش اندیشمندان و خبرگان حوزه تعلیم و تربیت بودند که به شیوه هدفمند و با استفاده از الگوی موارد مطلوب، 21 نفر برای مشارکت‌ در پژوهش انتخاب شدند. در این فرایند براساس مطالعات پیشین ملی و بین‌المللی، پیشران‌های حکمرانی‌خوب در قالب 6 حوزه اصلی و 30 عامل استخراج و با استفاده از تکنیک دلفی، به 18عامل به نام پیشران‌های حکمرانی‌خوب در آموزش ‌و پرورش تلخیص شدند. براساس لیست خروجی دلفی، ماتریس نهایی اثرات متقابل تشکیل گردید و پس از نمره‌دهی مجدد  مشارکت‌کنندگان، با استفاده از نرم افزار میک مک تجزیه و تحلیل شد.  یافته­ها: بر اساس نتایج پژوهش، نحوه چینش پراکندگی متغیرها در نمودار تأثیرگذاری- تأثیرپذیری، نشان‌دهنده ناپایداری نظام آموزشی جهت تحقق حکمرانی خوب است. نتایج پژوهش نشان داد که اعتماد اجتماعی کلیدی‌ترین عامل ایجاد حکمرانی خوب در آموزش و پرورش ایران است. هم چنین براساس نتایج، هشت عامل اعتماد اجتماعی، قوانین شفاف، پایبندی به قواعد دموکراتیک، مدیریت فناوری اطلاعات، مشارکت جمعی، نظارت ذینفعان بر مدارس، نفوذ شبکه‌های مجازی و اعطای حق انتخاب به ذی نفعان، به‌ نام پیشران‌های کلیدی حکمرانی‌خوب در آموزش ‌و پرورش معرفی شدند. بحث و نتیجه­گیری: عوامل هشتگانه در اثرات مستقیم و اثرات غیر مستقیم دارای بیشترین میزان تأثیرگذاری بودند. به عبارتی با ایجاد و استفاده بهینه از این عوامل، می‌توان امیدوار بود حکمرانی خوب در آموزش و پرورش اجرا و نهادینه شود.  

چکیده انگلیسی:

Introduction: The management of educational systems underwent fundamental changes in the late twentieth century. The factors such as information technology, knowledge-based economics, and globalization intensified the trend toward a desirable model for organizational management. Good governance is one of these approaches that can be a good solution for the complex problems of the 21st-century in educational organizations. Therefore, the main purpose of this study was to identify and analyze the drivers of good governance in the Iranian Education System using cross-impact analysis, which is a method in future studies. research methodology: The study population was experts in the field of educational sciences and, 21 participants were selected purposefully via the model of desirable cases. The drivers of good governance were reviewed in related studies and categorized into 30 factors and, after two rounds of the Delphi, were summarized into 18 variables. The final matrix after re-scoring by the participants was analyzed using Mick Mac software. Findings: The cross-impact analysis effectiveness diagram indicates the instability of the educational system to achieve good governance. The results showed that social trust is the main factor in creating a good governance model in the Iranian Education System. Based on the research results, the eighth factors are the key driver of good governance. These factors included: social trust, transparent rules, adherence to democratic rules, information technology management, collective participation, stakeholder monitoring of schools, the penetration of virtual networks and, empowerment of stakeholders. Conclusion: These factors had the highest impact on direct and indirect effects. In other words, by creating and making optimal use of the above eight factors, we can hope that good governance in education will be implemented and institutionalized.    

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