طراحی الگوی تفکر راهبردی مدیران آموزشی به روش آمیخته اکتشافی
محورهای موضوعی : آموزش و پرورش
امیر وشنی
1
(گروه مدیریت اموزشی، دانشکده ادبیات و علوم انسانی،دانشگاه آزاد اسلامی واحد کرمانشاه، کرمانشاه، ایران)
فرانک موسوی
2
(گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران)
مریم اسلام پناه
3
(استاد یار گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی کرمانشاه، واحد کرمانشاه، کرمانشاه، ایران)
محمد جواد کرم افروز
4
(استادیار گروه برنامه ریزی درسی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، واحد کرمانشاه، کرمانشاه، ایران)
کلید واژه: مدیران آموزشی, تفکر راهبردی, عناصر تفکر راهبردی,
چکیده مقاله :
هدف از این مطالعه، طراحی الگوی تفکر راهبردی مدیران آموزشی بود. این پژوهش از دیدگاه هدف، کاربردی و از نظر راهبرد و روش، تحقیقی ترکیبی از نوع اکتشافی است. جامعه آماری پژوهش در بخش کیفی شامل اساتید گروه علوم تربیتی و دانشجویان دکترای مدیریت آموزشی دانشگاه آزاد کرمانشاه و در مرحله کمّی مدیران مدارس ابتدایی استان کرمانشاه بودند. حجم نمونه در مرحله کیفی 12 نفر و در مرحله کمّی 200 نفر بود. اعضای نمونه در مرحله کیفی به روش نمونه گیری هدفمند بر اساس اصل اشباع در نظر گرفته شد و در مرحله کمّی، روش نمونه گیری مبتنی بر اصول تعیین حجم نمونه در مدل یابی معادلات ساختاری به کار رفت. ابزار گردآوری داده های پژوهش در بخش کیفی مصاحبه نیمه ساختاریافته و در بخش کمّی پرسشنامه محقق ساخته بود. روایی و پایایی ابزار در بخش کیفی با معیارهای مقبولیت و قابلیت تأیید و در بخش کمّی روایی ابزار با نظر متخصصان و تحلیل عاملی تأییدی و پایایی آن با آلفای کرونباخ، روش اسپیرمن- براون و روش ترکیبی به دست آمد. تحلیل داده های کیفی با روش تحلیل مضمون و بر اساس مدل براون و کلارک (2006) و داده های کمّی از طریق تحلیل معادلات ساختاری در قالب نرم افزار اس پی اس اس و لیزرل مورد آزمون قرار گرفت. یافته های بدست آمده از بخش کیفی منجر به شناسایی پنج عنصر اصلی آینده نگری، تفکر خلاق، تفکر شهودی، هوشمندی محیطی و فرصت گرایی هوشمندانه در رابطه با تفکر راهبردی مدیران آموزشی گردید و در قالب مقیاسی 32 گویه ای به جامعه آماری در بخش کمّی ارائه شد. یافته های حاصل از تحلیل داده ها در بخش کمّی نشان داد که الگوی عناصر استخراج شده از شاخص های برازش مطلوبی برخوردار است.
The aim of this study was to design a model of Strategic Thinking for Educational Managements. This research, from the view of the target, is applied, in terms of strategy and method, is a mixed research and exploratory. The statistical population in the qualitative section consisted of faculty members of the educational sciences and Ph.D students of educational management of Kermanshah Azad University and quantitative section consisted of primary schools’ principals in Kermanshah province. The sample size at the qualitative section, 12 people were considered based on saturation principle which, were chosen through purposefully sampling and in quantitative section was 200 people were considered based on the principles of determining sample size in structural equation modeling. A tool for collecting research data in qualitative section was semi-structured interviews and quantitative section was made researcher questionnaire. Validity and reliability of the tool in the qualitative section with acceptable and appropriateness criteria, and validity in quantitative section by the experts and its reliability with Cronbach’s alpha, Spirman-Brown and combination method was confirmed. The qualitative data were analyzed by thematic analysis based on Brown and Clark model (2006) and quantitative data were analyzed by structural equations and it was tested through the SPSS and LISREL software. The findings from the qualitative section led to the identification of five main elements, including: providence, creative thinking, intuitive thinking, intelligent opportunism and environmental intelligence about the strategic thinking of educational managers. Then, a 32-item scale was presented to the statistical population in quantitative section. The findings of the data analysis in the quantitative section showed that the model of the extracted elements has favorable fit indices.
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