نقش رهبری آموزشی مدیران در پیش‌بینی یادگیری حرفه‌ای معلمان مدارس ابتدایی
محورهای موضوعی : آموزش و پرورشزهرا دیانت 1 , رضوان حسینقلی زاده 2 , سمیه ابراهیمی کوشک مهدی 3
1 - کارشناسی ارشد موسسه آموزش عالی حکمت رضوی مشهد
2 - دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی دانشگاه فردوسی مشهد
3 - دانشجوی دکتری مدیریت آموزشی و توسعه منابع انسانی دانشگاه فردوسی مشهد
کلید واژه: رهبری آموزشی, یادگیری حرفه‌ای معلمان, مدیر مدرسه, مدرسه ابتدایی,
چکیده مقاله :
مقدمه و هدف: هدف اصلی این پژوهش، بررسی نقش رهبری آموزشی مدیران مدارس در یادگیری حرفه‌ای معلمان در مدارس ابتدایی شهر مشهد می‌باشد.
روش شناسی پژوهش: برای دستیابی به این هدف از روش پژوهش آمیخته، طرح کمی-کیفی استفاده شد. ابتدا در مرحله کمی، 50 مدرسه ابتدایی (50 مدیر و 236 معلم) در نواحی چهار، پنج و شش شهر مشهد به شیوه نمونه‌گیری طبقه‌ای متناسب، نمونه مورد مطالعه را تشکیل دادند. سپس انتخاب نمونه در مرحله کیفی براساس نتایج به دست آمده از مرحله کمی صورت گرفت و شش مدرسه(6 مدیر و 12 معلم) به‌عنوان نمونه‌های مورد مطالعه انتخاب شدند. جهت تحلیل داده‌های کمی از روش تحلیل آماری معادلات ساختاری و تحلیل داده‌های کیفی از روش تحلیل تفسیری (کدگذاری باز و محوری) استفاده شد.
یافته ها: نتایج تحلیل داده‌های کمی نشان داد الگوی رهبری آموزشی با یادگیری حرفه‌ای معلمان رابطه مستقیم و معناداری دارد. نتایج حاصل از تحلیل داده‌های کیفی نیز حاکی از شناسایی ویژگی های نظر به تعریف مأموریت مدرسه، مدیریت برنامه آموزشی، ارتقای جو یادگیری در مدرسه، دغدغه ارتقا یادگیری دانش آموزان،دغدغه رشد و پرورش همه جانبه و تأمین رفاه و امنیت دانش‌آموزان، انگیزش معلمان، زمینه یادگیری حرفه‌ای معلمان، جو همکاری در مدرسه، تغییر در روش تدریس معلمان و الگو بودن مدیر در مدارس مورد مطالعه می‌باشد.
Introduction: The role of school principals’ Instructional leadership in predicting teachers’ professional learning in the primery schools in Mashhad city. The main purpose of this study is to examine the role of school principals’ instructional leadership in predicting teachers’ professional learning across primery schools in Mashhad. research methodology: To this end, the mixed research method (Qan-Qual) was used. In the quantitative stage, study population included 50 primery schools (50 principals and 236 teachers) in the 4, 5 and 6 districts which were selected through proportional stratified sampling. Sampling in the qualitative stage was done based on the results obtained from the quantitative stage, and six schools (6 principals and 12 teachers) were chosen as the subjects of study. To analyze the quantitative data, the technique of statistical analysis of structural equations was employed whereas interpretative analysis (open and axial coding) was used to examine the qualitative data. Findings: According to the results of the analysis, the proposed model of instructional leadership determines 62% of the variance of teacher professional learning. As a result of coding the analysis of obtained data from interviews, 11 categories, 195 key points, and 195 concepts in high level schools as well as 158 key points and 158 concepts in low level schools were extracted. Conclusion: The results of quantitative data analysis showed that instructional leadership model had a direct and significant relationship with teacher professional learning. Also, the results of qualitative data suggested the following notions: definition of school mission, managing curriculum, improvement of learning climate, concerns about improving student learning, concerns about comprehensive student growth and development while providing welfare and security, teacher motivation, bases of teacher professional learning, climate of cooperation in school, change in teachers’ teaching methods and principals as role models. .
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