شناسایی ابعاد و مولفه های رهبری در مدرسه مبتنی بر تئوری اقیانوس آبی
محورهای موضوعی : مدیریت آموزشی
1 - دانشیار گروه مدیریت آموزشی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران
کلید واژه: رهبری آموزشی, نوآوری , رهبری تحول گرا , مشارکت, تئوری اقیانوس آبی,
چکیده مقاله :
چکیده
این تحقیق به شناسایی ابعاد و مولفههای رهبری در مدارس مبتنی بر تئوری اقیانوس آبی پرداخته و با استفاده از روش پژوهش کیفی و تحلیل دادهها از طریق کدگذاری باز، محوری و انتخابی، ابعاد کلیدی رهبری شامل نوآوری، مشارکت، ارزشآفرینی، رهبری تحولگرا و فناوری شناسایی شدند. محیط پژوهش شامل مدارس ابتدایی در منطقهای مشخص بوده و مشارکتکنندگان شامل مدیران و معلمان این مدارس بودند. یافتههای حاصل از تحلیل نشان میدهد که مولفههای مربوط به هر بعد شامل خلاقیت، تفکر انتقادی، همافزایی و استفاده از ابزارهای دیجیتال است. همچنین، ویژگیها و مهارتهای ضروری برای رهبران مدارس نظیر تفکر استراتژیک، مهارتهای ارتباطی و توانمندسازی معلمان از طریق پرسشنامههای کمی شناسایی شدند. عوامل تسهیلکننده و موانع در پیادهسازی مدل رهبری نیز تحلیل گردید که حمایت مدیریتی و فرهنگ سازمانی مثبت به عنوان تسهیلکننده و مقاومت در برابر تغییر و کمبود منابع مالی به عنوان موانع اصلی مشخص شدند. نتایج تحلیل همبستگی نشاندهنده رابطه مثبت و معنادار بین ابعاد رهبری و نتایج آموزشی است، بهطوری که رهبری تحولگرا و مشارکت بالاترین همبستگی را با نتایج آموزشی دارا بودند. این یافتهها میتواند مبنایی برای توسعه رهبری مبتنی بر تئوری اقیانوس آبی در مدارس قرار گیرد و بر اهمیت توجه به ابعاد مختلف رهبری در فرآیند نوآوری و بهبود آموزشی تاکید نماید. همچنین، پیشنهاد میشود که برنامههای آموزشی برای توسعه مهارتهای رهبری مبتنی بر تئوری اقیانوس آبی با تمرکز بر تسهیلکنندهها و موانع طراحی گردد.
This research focuses on identifying the dimensions and components of leadership in schools based on the Blue Ocean Theory and presenting an appropriate model. Utilizing a qualitative research method and data analysis through open, axial, and selective coding, key leadership dimensions including innovation, participation, value creation, transformational leadership, and technology were identified. The research environment consisted of primary schools in a specific region, and participants included school administrators and teachers. The findings from the analysis indicate that the components related to each dimension include creativity, critical thinking, synergy, and the use of digital tools. Additionally, essential characteristics and skills for school leaders, such as strategic thinking, communication skills, and teacher empowerment, were identified through quantitative questionnaires.Facilitating factors and obstacles in organizational culture identified as facilitators, while resistance to change and lack of financial resources were recognized as main obstacles. The results of the correlation analysis demonstrate a positive and significant relationship between the identified leadership dimensions and educational outcomes, with transformational leadership and participation showing the highest correlation with educational results. These findings can serve as a basis for developing leadership models in schools and emphasize the importance of focusing on various leadership dimensions in the process of innovation and educational improvement. Furthermore, it is suggested that educational programs be designed to develop leadership skills with a focus on facilitators and obstacles.
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