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.
- Adam, E., & Miran, N, M. (2006). The equity consequences of school-based management. International Journal of Educational Management, (20)2, 116-126.
- Adam, E., & Miran, N, M. (2010). School based management and its effect on teacher commitment. International Journal of Leadership in Education. Vol 5, No .4.
- Adekanmbi, A., Blimpo, M. P., & Evans, D. K. (2009). The state of lower basic education in the Gambia: A baseline survey report prepared for the ministry for basic & secondary education. Africa Program for Education Impact Evaluation.
- Alvani, S. M., & Memarzadeh, G. (2013). Organizational behavioral pattern (19th Edition). Tehran: Morvarid Publications.
- Amiri Moqaddam, E., Baikzadeh, J., & Golbolaq Asadi, S. (2014). Identification and prioritization of factors impacting acceptance of responsibility. Shiraz: International Conference on Management of Challenges and Solutions.
- Androniceanua, A., Risteaa, B., & Mascu Uda. M. (2015). Leadership competencies for project based school management success. Procedia: Social and Behavioral Sciences, 182, 232 – 238.
- Ansari, A. (2014). Decentralization from allocation of budget in line with establishment of school-based management. Modiriat Madrese Publication, (1)8, 18-22
- Bandur, A. (2012). School-based management developments and partnership: Evidence from Indonesia. International Journal of Educational Development, 32, 316–328.
- Brown, D. J. (2014). Decentralization in educational management. Translated by Haideh Tavakoli. Tehran: Modiriat dar Amouzesh va Parvaresh Quarterly.
- Caldwell, B. J. (2005). School-based management. Educational Policy Series. Paris: UNESCO/ International Institute for Educational Planning and International Academy of Education.
- Candal. C. S. (2009). School-based management: A practical path to school district reform. Public Policy Research.
- Chan, D., & Tee Ng, P. (2008). A comparative study of Singapore’s school excellence model with Hong Kong's school-based management. International Journal of Educational Management.
- Davoudipoor, A., Ahanchian, m. R., & Rezvani, M. (2008). Study of grounds for implementation of school-based management project based on prophecy, participation, and organizational commitment of managers and teachers of secondary schools of the city of Mashhad. Tehran: Andishehayeh Novin-e Tarbiati Quarterly.
- Dimmock. C. (2013). School-based management and school effectiveness. Routledge.
- Ehsani, Pari., Madanian, A, H., & Moshtaqi, S. (2014). To review principals and educational experts` disagreement on the education implementation of the school-based management in the city of Ahvaz in the educational system (3-3-6), International Conference on Management in the 21st century, Tehran, Institute of Modirane Idea Pardaze Paytakhte Viera.
- Elmelegy, R. I. (2014). School-based management: An approach to decision-making quality in Egyptian general secondary schools. School Leadership & Management, (ahead-of-print), 1-18.
- Emamvirdi, S., Qahremani, J., & Emamvirdi, M. (2013). Self-centered management of schools, the novel theoretical framework in the globalization process of education. The Second National Gathering on the Modern Science of Management. Jorjan: Non-Profit Further Education Institution.
- Gertler, P., Patrinos, H. A., & Rubio-Codina, M. (2007). Methodological issues in the evaluation of school-based management reforms. Washington, DC: Unpublished manuscript, World Bank.
- Hammada, W. (2010). Boards of trustees (BOTs) as avenues for shared decision-making in Egyptian schools: Teachers’ perceptions. Procedia: Social and Behavioral Sciences 2, 3787–3791.
- Hemmati, F., & Samadi, P. (2015). Explaining factors which affect the implementation of school-based management plan in the education system. National Conference and Education, the city of Malayer, Malayer University.
- Khavari, A., Rafati, M., Saheb Ekhtiari, B., & Aqa Mohammadi, M. (2014). Development in management of schools: school-Based Management; study of principles of school-based management in the document on fundamental development of educational system. First Scientific Conference of Educational Sciences and Psychology on Social and Cultural Vulnerabilities in Iran. Tehran: Soroush Hekmat Mortazavi Islamic Research Center, the Scientific Society for Development and Promotion of Sciences and Basic Techniques.
- Mehr Alizadeh, Y., Sepasi, H., & Aatashfeshan, F. (2005). Grounds and hurdles against school-based management in Iran: A study on state-run high schools in city of Ahwaz. Ulum Tarbiati va Ravanshenasi Magazine, Ahwaz Shahid Chamran University; Third Round, (12)3.
- Mir Kamali, S. M., & Alami, F. (2009). Assessment of level of preparedness of primary schools in Tehran on establishment of school-based management. Andishehayeh Novin-e Tarbiati Quarterly.
- Moradi, S., Sufean, B. H., & Barzegar, N. (2012). School-based management (SBM), opportunity or threat (education systems of Iran). Procedia: Social and Behavioral Sciences, 69,2143 – 2150.
- Razzaq Marandi, H., & Al-Hossaini, H. (2012). Abstract of articles of national management conference on reformations in educational system.
- Saqqaian, G. R., & Abdullahi, S. (2012). Relationship of perceived organizational support with organizational commitment and administrative personnel’s motivation for progress in Ahvaz Towse’e Nayshekar Company’s Farabi Branch. Ertebaat-e Elmi Monthly.
- Santiban˜ez. L., Abreu-Lastra, R., & O’Donoghue, J. L. (2014). School based management effects: Resources or governance change? Evidence from Mexico. Economics of Education Review, 39, 97–109.
- Sawada, Y., Aida, T., & Griffen. A. S. (2015). Election, implementation, and social capital in school-based management: Evidence from a randomized field experiment of COGES project in Burkina Faso.
- Vally. G., Valliamah. S., & Daudb, K. (2015). The implementation of school-based management policy: An exploration. Procedia: Social and Behavioral Sciences, 172, 693 – 700.
- Yasin, B., & Yusuf, Y. Q. (2014). The Policy outcomes and feasibility of school-based management in Aceh. Asia Pacific Journal of Educational Development (APJED), 3(1), 21-32.
- Zahiri, B., Moradi, S., & Heidarpoor, V. (2013).Decentralization decision-making: the theory and evidence on school-based management. Islamshahr: Islamic Azad University Quarterly, First Edition.
_||_
