شناسایی عوامل توسعه‌دهنده فرهنگ کارامدی جمعی معلمان شهر تهران از دیدگاه خبرگان
محورهای موضوعی :
آموزش و پرورش
محمود صفری
1
,
نادر سلیمانی
2
,
پریوش جعفری
3
1 - دکترای مدیریت آموزشی، مدرس دانشگاه فرهنگیان، پردیس شهید مفتح شهر ری، تهران، ایران
2 - دانشیار مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی، واحد گرمسار، گرمسار، ایران
3 - دانشیار مدیریت آموزشی، گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران
تاریخ دریافت : 1396/05/05
تاریخ پذیرش : 1398/03/29
تاریخ انتشار : 1398/03/01
کلید واژه:
"فرهنگ",
"کارامدی",
"کارامدی جمعی",
"مدرسه",
"مطالعه کیفی",
چکیده مقاله :
معلمان، آینده‌سازان و مهم‌ترین نیروی محرک توسعه هر کشور هستند. هدف از این مطالعه شناسایی عوامل موثر بر رشد و توسعه فرهنگ کارامدی جمعی معلمان در مدارس شهر تهران بود. این مطالعه با رویکرد کیفی از نوع پدیدارشناختی انجام شد. برای شناسایی عوامل توسعه‌دهنده کارامدی جمعی معلمان از سه نظریه‌پرداز بین‌المللی و بیست و یک کارشناس داخلی که در حوزه تعلیم و تربیت صاحب‌نظر بودند، مصاحبه نیمه‌ساختار یافته صورت گرفت که بطور هدفمند انتخاب شده بودند. داده‌های لازم براساس اشباع نظری جمع‌آوری گردید؛ چرا که بعد از 24 مصاحبه به اشباع نظری رسیدیم. به منظور تجزیه و تحلیل داده‌ها از نرم‌افزار NVivo 10 استفاده گردید. یافته‌های این تحقیق حاکی از آن است که 8 عامل بیشترین نقش را در رشد و توسعه فرهنگ کارامدی جمعی معلمان در مدارس ایفا می‌نمایند. این عوامل عبارتند از: «کیفیت زندگی معلمان» دارای بیشترین امتیاز و در جایگاه اول، «توانمندسازی معلمان» در جایگاه دوم، «ویژگی‌های انگیزشی» در جایگاه سوم، «ساختار توانمندساز» در جایگاه چهارم، «ویژگی‌های شخصیتی» در جایگاه پنجم، «نظارت و راهنمایی» در جایگاه ششم، «برنامه‌ریزی هدفمند» در جایگاه هفتم و «سیاستگذاری‌های آموزشی» در جایگاه هشتم قرار گرفتند. در نهایت بر اساس عوامل هشت‌گانه مدلی ارائه گردید که می‌تواند منشور راهنمای برنامه‌ریزان و سیاستگذاران آموزشی کشور قرار گیرد. از طرفی، فرهنگ کارامدی جمعی معلمان در مدارس زمانی رشد و توسعه پیدا می‌کند که عوامل مطروحه و راهکارهای ارائه شده مورد توجه قرار گیرند.
چکیده انگلیسی:
Teachers are the future makers of society and the driving force for developing of the country. The aim of this study was to identify factors that lead to the development of the culture of teachers’ collective efficacy in Tehran schools. This study was conducted with a phenomenological qualitative approach. To identify the factors contributing to the collective efficacy of teachers, we used the semi-structured interviews of the 3 international theorists and 21 national experts in the field of education that were purposefully selected. The required data were collected based on theoretical saturation; Because we got theoretical saturation after 24 interviews. We used software NVivo 10 for data analyzing. The results showed that 8 factors play the most important role in the development of the culture of teachers’ collective efficacy in schools. These factors included: "the quality of life of teachers," the highest rating in the first place, "empowering teachers" in second place, "motivational features" third place, "enabling structure" in fourth place, "personality" in the fifth, "supervision and guidance" in the sixth, "targeted planning" in seventh place and "educational policy" in the eighth position. Therefore, all these factors and the proposed solutions need to be considered in unison to develop the culture of teachers’ collective efficacy in schools.
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