رابطه‌ی فلسفه‌ی تربیتی و سبک رهبری مدیران مدارس

محورهای موضوعی : آموزش و پرورش

علی خلخالی ¹ , جواد خلعتبری ² , مریم اذعانی ³

1 - استادیار دانشگاه آزاد اسلامی واحد تنکابن
2 - استادیار دانشگاه آزاد اسلامی واحد تنکابن
3 - مدرس دانشگاه آزاد اسلامی واحد تنکابن

تاریخ دریافت : 1394/09/10 تاریخ پذیرش : 1394/09/10 تاریخ انتشار : 1390/04/01

کلید واژه: سبک رهبری, فلسفه‌ی تربیتی, آزمون همبستگی کانونی,

چکیده مقاله :

این پژوهش در پی بررسی رابطه‌ی فلسفه‌ی تربیتی مدیران با سبک رهبری آنان است و پژوهشی توصیفی از نوع همبستگی می‌باشد. نمونه‌ی آماری پژوهش 118 نفر از مدیران مدارس راهنمایی غرب استان مازندران بودند که به روش طبقه‌ای نسبی انتخاب شدند. برای گرد آوری داده‌ها از دو پرسشنامه‌ی "سنجش فلسفه‌ی تربیتی" و "سنجش سبک رهبری باولز" استفاده شد. برای تجزیه و تحلیل داده‌ها از شاخص‌های گرایش مرکزی، آزمون همبستگی کانونی و پیرسون و ضریب تعیین استفاده شده است. نتایج نشان داده اند که بین انواع فلسفه‌ی تربیتی و سبک‌های رهبری همبستگی کانونی معنی دار وجود دارد. هم‌چنین، ضرایب تعیین برآورد شده نشان می‌دهند که فلسفه‌ی "ماهیت گرایی" توان تبیین سبک رهبری "خلاقیت و نوآوری" و فلسفه "پایدارگرایی"توان تبیین سبک رهبری" خود هدایت گری و فلسفه "پیشرفت گرایی" توان تبیین سبک رهبری "بازشناسی و پیشرفت شغلی" و فلسفه "بازسازی گرایی" ، توان تبیین سبک رهبری "خلاقیت و نوآوری" و فلسفه "رفتارگرایی" توان تبیین سبک‌های رهبری "خودبرانگیختگی توام با جدیت" و "همکاری و تعهدآفرینی" و فلسفه "هستی گرایی" توان تبیین سبک رهبری "خود برانگیختگی توام با جدیت" را دارا هستند.

چکیده انگلیسی:

The purpose of the present study is to assess the relationship between Educational philosophies and Leadership styles of school principals. The study is descriptive and correlational in nature and aims at answering the following two main questions: 1. Is there a correlation between the type of educational philosophies and leadership styles of school principals? 2. Can the principals’ educational philosophies, predict their leadership styles? The population of the study consists of the school principals in West of Mazandaran of which 118 school principals were selected through a ‘stratified sampling approach. For data collection the following couple of measures were made use of: Assessment of Educational Philosophy" and “Bowles’ Leadership Styles and Preferences Audit Tool”. For data analysis, indices of central tendency, canonical correlation, and Pearson's coefficient of determination were used. The results show that there is a Canonical Correlation between different educational philosophies and leadership styles. Moreover,‘Coefficients Determined Estimates’ show that:‘Essentialism philosophy’ can explain the leadership style of "creativity and innovation"; ‘Perennialism philosophy’ can explain the leadership style of "Self-Direction". ‘Progressivism philosophy’ can explain the leadership style of "Recognition and Career Advancement"; while the ‘Reconstructionism philosophy’ can explain the leadership style of "creativity and innovation". ‘Behaviorism philosophy’ can explain the leadership style of "Drive and Determination" and "Working with Others and Building Commitment". Finally, "Existentialism philosophy" can explain the leadership style of "Drive and Determination".

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