مدیران به عنوان رهبران فناوری در مدرسه: یافته‌های یک پژوهش ترکیبی اکتشافی در مدارس هوشمند شهر تهران
محورهای موضوعی : آموزش و پرورشحسن رضا زین آبادی 1 , مریم محمدوند پیرالقر 2
1 - دانشیار و عضو هیأت علمی، گروه مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی
2 - دانش آموخته کارشناسی ارشد، گروه مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی
کلید واژه: معلم, فناوری آموزشی, رهبری فناوری, مدیر, مدارس هوشمند,
چکیده مقاله :
رهبری فناوری یکی از حوزههای نوظهور در ادبیات رهبری مدرسه است و تأکید میکند که مدیر مدرسه باید نقش فعالی در کاربست فناوری در مدرسه داشته باشد. دانش داخلی در این خصوص بسیار ضعیف است. این تحقیق، به روش ترکیبی اکتشافی (کیفی- کمی) و با هدف بررسی نقش مدیران در کاربست فناوری در مدرسه انجام شده است. ابتدا در بخش کیفی خبرگان حوزه فناوری آموزشی بصورت هدفمند و گلوله برفی انتخاب شده و مورد مصاحبه قرار گرفتند. نتایج تحلیل محتوا و کدگذاری مصاحبهها 58 نشانگر را شناسایی نمود. نشانگرها در قالب 9 بعد شامل «دانش، باور و اقدام مدیر به استفاده از فناوری»، «ترسیم اهداف و انتظارات فناوری»، «برنامه ریزی فناوری»، «ایجاد و تقویت فرهنگ استفاده از فناوری»، «توانمندسازی معلمان برای استفاده از فناوری»، «تشویق و تحریک معلمان به استفاده از فناوری»، «ارزیابی عملکرد فناوری معلمان»، «تقویت تسهیم دانش فناوری» و «پشتیبانی فناوری» طبقه بندی شد. در بخش کمی بر اساس نشانگرها و ابعاد شناسایی شده، پرسشنامه رهبری فناوری طراحی و بوسیلهی 335 معلم مدارس هوشمند شهر تهران تکمیل شد. دادههای بخش کمی با استفاده از تحلیل عاملی تأییدی تحلیل شد. نتایج تحلیل عاملی تأییدی نشان داد که الگوی اندازه گیری متغیر رهبری فناوری برازش خوبی با دادهها دارد. این پژوهش به نقش مدیران در کاربست فناوری توسط معلمان تأکید میکند و متغیر و پرسشنامه رهبری فناوری را به پژوهشگران علاقه مند پیشنهاد میکند. در پایان در مورد یافتهها بحث شده است.
Technology leadership is an emergent field in school leadership literature and suggests that school principals play a proactive role in implementing technology in their schools. Current Iranian knowledge about this role is very scarce. The aim of current exploratory mixed research (qualitative-quantitative) was to investigate principals’ role in integrating technology at schools. Initially in qualitative phase of the study, educational technology experts were interviewed. The participants were selected using purposive and snow-ball sampling. The results of content analysis and coding of interviews revealed 58 indicators and 9 dimensions including: principals'''' belief to employ technology, illustrating technology objectives and expectations, technology planning, establishing and reinforcing the culture of utilizing technology, teachers'''' empowerment for utilizing technology; encouraging and stimulating teachers to employ technology; appraisal of teachers'''' technology performance, strengthening the sharing of technology knowledge, and technology support. Using the identified indicators and dimensions, a Technology Leadership (TL) questionnaire was designed and developed by the researcher to gather quantitative data. 335 teachers were, then, selected from smart schools of Tehran and were requested to complete the questionnaires. The collected data were analyzed using Confirmatory Factor Analysis (CFA). The result of CFA revealed that the measurement model of TL has fit suitably to the observed data. This study highlights the role of principals in technology integration by teachers and recommends TL variable and questionnaire to researchers. The results are discussed in the final section of the paper.
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