کاوش در نظرات مدیران آموزشی درباره نقش‌ها و وظایف رهبری توزیعی در آموزش عالی
محورهای موضوعی : آموزش
1 - سازمان منطقه آزاد کیش
کلید واژه: رهبری آموزشی, مدیریت آموزشی, آموزش عالی, رهبری توزیعی,
چکیده مقاله :
رهبری توزیعی یکی از انواع شیوه‌های رهبری کارآمد است که در حوزه آموزش هم مورد توجه قرار گرفته است. با این حال، جایگاه رهبری در آموزش عالی و درک مدیران دانشگاهی از وظایف، اختیارات و عملکرد رهبری در این زمینه چندان شناخته شده نیست. برای پرداختن به این موضوع، از رویکرد کیفی استفاده شد و داده‌ها از طریق مصاحبه با 16 نفر از رهبران دانشگاهی در استان البرز جمع‌آوری شد. داده‌ها در سه مرحله کدگذاری باز، محوری و انتخابی تجزیه وتحلیل شدند. یافته‌ها، سرانجام به پیدایش پنج مضمون اصلی تعریف مفاهیم رهبری، ماهیت رهبری توزیعی، انتظارات و خواسته‌ها، مهارت‌ها و شایستگی‌ها، و توسعه و پیشرفت منتهی شد. یافته‌ها نشان دادند که مدیران شرکت کننده در پژوهش درک مناسبی از نقش و وظایف رهبری توزیعی در آموزش عالی داشتند. در عین حال، آنها خود را در چهارچوب نظام آموزشی موجود و رویه‌های معین شده در سیاست‌های آموزشی مقید می‌دانستند. آنها همچنین بر اهمیت مشاوره رسمی از طریق آموزش و آموزش غیررسمی از طریق اشتراک تجربیات و شبکه‌سازی با همکاران تاکید کرده و ابعاد اجتماعی رهبری آموزشی را به خوبی می‌شناختند.
Distributed leadership is one of the styles of effective leadership that has also been considered in the field of education. However, the status of leadership in higher education and the understanding of university administrators about the duties, functions, and performance of leadership is not well known. To address this issue, a qualitative approach was adopted and data were collected through interviews with 16 university leaders in Alborz province. The data were analyzed in three stages of open, axial, and selective coding. The findings led to the emergence of five main themes: defining the concepts of leadership, the nature of distributed leadership, expectations and demands, skills and competencies, and development and progress. The findings showed that the administrators participating in the study had a good understanding of the role and duties of distributed leadership in higher education. At the same time, they considered themselves bound by the framework of the existing educational system and the procedures specified in educational policies. They also emphasized the importance of formal mentoring through training and informal learning through sharing experiences and networking with colleagues, and were well aware of the social dimensions of educational leadership.
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