رابطه بین رهبری آموزشی مدیران و اثربخشی مدرسه با نقش میانجی فرهنگ مدرسه در مدارس دوره اول متوسطه استان اردبیل

محورهای موضوعی : آموزش و پرورش

علی یوسفی ¹ , عادل زاهد بابلان ² , مهدی معینی کیا ³

1 - دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
2 - استاد مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
3 - دانشیار برنامه‌ریزی آموزش از راه دور، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

تاریخ دریافت : 1398/12/24 تاریخ پذیرش : 1400/05/13 تاریخ انتشار : 1400/04/01

کلید واژه: اثربخشی مدرسه, فرهنگ مدرسه, رهبری آموزشی مدیر, ادراک معلمان,

چکیده مقاله :

مقدمه و هدف: هدف از پژوهش حاضر بررسی رابطه بین رهبری آموزشی مدیران و اثربخشی مدرسه با نقش میانجی فرهنگ مدرسه بود.
روش شناسی: روش پژوهش برحسب نحوه گردآوری داده­ها، توصیفی از نوع همبستگی و مبتنی بر مدل­سازی معادلات ساختاری بود. جامعه آماری پژوهش، همه معلمان مدارس دولتی دوره اول متوسطه استان اردبیل در سال تحصیلی 98-1397 به حجم 3064 نفر (1684 مرد و 1380 زن) بود. حجم نمونه بر حسب جدول تعیین حجم نمونه کرجسی و مورگان 346 نفر برآورد شد که این تعداد با در نظر گرفتن افت آزمودنی­ها به 418 نفر (236 مرد و 182 زن) افزایش یافت. نمونه آماری پژوهش با استفاده از روش نمونه­گیری تصادفی طبقه­ای نسبتی انتخاب شد. داده­ها از طریق سه پرسشنامه رتبه­بندی رهبری آموزشی مدیر هالینگر (2013)، فرهنگ مدرسه گرونرت و والنتاین (1998) و اثربخشی مدرسه هوی (2009)، به روش حضوری جمع­آوری شد. روایی و پایایی هر سه پرسشنامه مورد تأیید قرار گرفت. برای تحلیل داده­ها از نرم­افزار AMOS24 استفاده شد. داده­های تحقیق با استفاده روش مدل­سازی معادلات ساختاری تجزیه و تحلیل گردید.
یافته ­ها: نتایج پژوهش نشان داد: بین متغیرهای رهبری آموزشی مدیران، فرهنگ مدرسه و اثربخشی مدرسه، روابط معنادار مثبت وجود دارد. همچنین نقش میانجی کامل فرهنگ مدرسه در رابطه بین رهبری آموزشی مدیران و اثربخشی مدرسه تأیید شد.
نتیجه­ گیری: بر اساس یافته­های حاصل، می­توان نتیجه گرفت که رهبری آموزشی و فرهنگ مدرسه می­تواند به اثربخشی مدارس کمک کند؛ بنابراین مدیران به منظور دستیابی به اثربخشی مدارس، باید فرهنگ مدرسه را توسعه دهند.
 

چکیده انگلیسی:

The purpose of this study was to investigate the relationship between principals' instructional leadership and school effectiveness with the mediating role of school culture. The research method was correlational and based on Structural Equation Modeling (SEM). The statistical population of the study consisted of all first secondary schools teachers in Ardabil province in the academic year 2018-19 with 3064 (1684 men and 1380 women) teachres. The sample size was 346 according to the Krejcie and Morgan sample size table, which increased to 418 (236 men and 182 women). The stratified random sampling method was used. Data were collected through three questionnaires: principals' instructional leadership ranking (Hallinger, 2013), school culture survey (Gruenert & Valentine, 1998) and school effectiveness index (Hoy, 2009). The validity and reliability of all three questionnaires were confirmed. Research data were analyzed by structural equation modeling method and AMOS24 software. The results showed that according to teachers' perception: There was a significant positive relationship between the principals' instructional leadership variables, school culture and school effectiveness. The full mediating role of school culture in the relationship between principals' instructional leadership and school effectiveness was also confirmed. According to the results of this study, educational leadership and school culture can contribute to the schools effectiveness; Therefore, in order to achieve the effectiveness of schools, principals must develop a positive school culture.

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