‌طراحی و اعتبارسنجی الگوی توسعه حرفه‌ای برای مدیران مدارس متوسطه: مورد مطالعه مدیران مدارس استان خراسان شمالی

محورهای موضوعی : آموزش و پرورش

مرتضی آخری ¹ , مریم تقوایی ² , سعید صفاریان همدانی ³

1 - دانش‌ آموخته دکتری مدیریت آموزشی، گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
2 - استادیار رشته مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
3 - استادیار رشته مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

تاریخ دریافت : 1399/09/08 تاریخ پذیرش : 1401/09/27 تاریخ انتشار : 1401/08/01

کلید واژه: مدیران مدارس, توسعه حرفه ای, رهبران آموزشی, الگوی توسعه حرفه ای,

چکیده مقاله :

مقدمه و هدف: یکی از ظرفیت‌های توسعه منابع انسانی در حوزه مدیریت و رهبری آموزشی، توسعه حرفه‌ای  است. توسعۀ حرفه‌ای به معنی رویکردی جامع، حمایتی و متمرکز برای ارتقای اثربخشی معلّمان و مدیران مدارس در جهت پرورش و موفقیت دانش‌آموزان است. هدف اصلی پژوهش حاضر طراحی و اعتبارسنجی الگوی توسعه حرفه‌ای برای مدیران مدارس متوسطه بود. روش شناسی پژوهش: روش پژوهش حاضر ترکیبی(کیفی و کمّی) و از نظر هدف در زمره پژوهش‌های کاربردی و از لحاظ زمانی، مقطعی بود. مشارکت کنندگان در بخش کیفی 22 خبره مرتبط موضوع در استان خراسان شمالی بودند که با روش نمونه‌گیری هدفمند انتخاب شدند و ابزار پژوهش، مصاحبه‌های نیمه ساختاریافته بود. تمام یافته‌ها کدگذاری شدند و برای اعتبار از دیدگاه مشارکت‌کنندگان و خبرگان و برای پایایی نیز از ضریب توافق استفاده شد(87/0=CVR).  جامعه آماری بخش کمی نیز، مدیران مدارس دوره‌های تحصیلی مختلف در سال 1399-1398 به تعداد 1957 نفر بودند که بر اساس جدول مورگان 340 نفر به‌ عنوان حجم نمونه و با روش نمونه‌گیری خوشه‌ای انتخاب شدند. یافته­ ها: تحلیل داده‌ها نشان داد 5 بعد اصلی توسعۀ حرفه‌ای شامل(رهبری آموزشی، رهبری استراتژیک، مدیریت ارتباطات، مدیریت سازمان و رهبری اخلاقی) و 14 مولفۀ(مدیریت بر یادگیری و آموزش، ایجاد محیط مساعد یادگیری، ارزیابی برنامه درسی، ترسیم چشم انداز، بهبود مستمر مدارس، ارتباطات اثربخش، رابطه با ذی‌نفعان، مدیریت عملیات، مدیریت منابع، هدایت افراد و تیم، اخلاق حرفه‌ای، اصول و هنجارهای اخلاقی- اسلامی، توسعه حرفه‌ای خویش و توسعه حرفه‌ای منابع انسانی) از دیدگاه خبرگان بود. بحث و نتیجه­ گیری: نتایج معادلات ساختاری با نرم افزار PLS Smart²² نیز نشان داد متغیرهای پژوهش قادر به پیش بینی 69/0 توسعه حرفه‌ای هستند. نیکویی برازش کلی مدل نیز در حد مطلوب بود(54/0=GOF).  

چکیده انگلیسی:

Introduction: The present study aimed to develop and validate a professional development model for high-school principals. research methodology: This was an applied and cross-sectional research in terms of objective and time, respectively, and had a mixed method (qualitative and quantitative). The participants in the qualitative section included 22 experts related to the research topic in North Khorasan Province, selected by purposive sampling. Data obtained from semi-structured interviews were coded and their validity and reliability were approved based on the experts' and participants’ opinions and the agreement coefficient (CVR=0.87), respectively. The statistical population in the quantitative section included 1957 high-school principals in various academic semesters during 2019-2020, 340 of whom were selected by cluster sampling based on Morgan’s Table. Findings: From the perspective of the experts, the five dimensions of professional development included educational leadership, strategic leadership, communication management, organizational management, and ethical leadership, and 14 components were management on learning and teaching, creating a favorable learning environment, curriculum evaluation, vision drawing, continuous improvement of schools, effective communication, relationship with stakeholders, operations management, resource management, individual and team leadership, professional ethics, principles, and Islamic ethical norms, development of their profession and development of human resources profession. Conclusion: According to the results of structural equations with PLS Smart22 showed that the research variables were able to predict professional development at a 0.69 level. It is notable that the overall goodness of fit of the model was favorable (GOF=0.54).  

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