شاخص ها و مؤلفه های خودتوسعه ای مدیران در رویکرد مدیریت مدرسه محور
محورهای موضوعی : تعلیم و تربیت
مرتضی هجرتی
1
,
علی اکبر عجم
2
*
,
حسین مومنی مهموئی
3
1 - دانشجوی دکتری مدیریت آموزشی، گروه علمی حکمرانی آموزشی و سرمایه انسانی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
2 - گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران(نویسنده مسئول).
3 - دانشیار مطالعات برنامه درسی، گروه مطالعات تربیتی و برنامه درسی، واحد تربت حیدریه ، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
کلید واژه: مدیریت مدرسه‌محور, خودتوسعه ای, رهبری آموزشی, فراترکیب,
چکیده مقاله :
هدف: مدیریت مدرسه‌محور به‌عنوان یکی از رویکردهای نوین آموزشی، با تأکید بر تمرکززدایی و استقلال مدارس، نقش مهمی در ارتقای کیفیت آموزشی ایفا می‌کند. از سوی دیگر، خودتوسعه رهبری آموزشی یکی از ابزارهای کلیدی برای توانمندسازی مدیران و افزایش اثربخشی آنان در این مسیر است. در سال‌های اخیر، توجه قابل‌توجهی از سوی پژوهشگران به بررسی ابعاد و مؤلفه‌های این دو حوزه معطوف شده است. ازاین‌رو، پژوهش حاضر با هدف شناسایی و تبیین ابعاد و مؤلفه‌های مؤثر بر الگوی مدیریت مدرسه‌محور و خودتوسعه رهبری آموزشی انجام گرفت.
مواد و روش‌ها: این پژوهش از روش کیفی با رویکرد فراترکیب بهره برد. داده‌های پژوهش بر اساس الگوی شش مرحله‌ای روبرتس گردآوری و تحلیل شدند. بدین منظور، در بازه زمانی تعیین‌شده (داخلی: 1404–1400 و خارجی: 2024–2020) مقالات مرتبط جست‌وجو و گردآوری شدند. جامعه پژوهش شامل کلیه مقالات داخلی و خارجی مرتبط (237 مقاله) بود که پس از غربالگری محتوایی و موضوعی، 30 مقاله به‌صورت هدفمند انتخاب شدند. داده‌ها با روش تحلیل محتوای مضمونی بررسی شدند و برای اطمینان از اعتبار نتایج، از معیارهای خودبازبینی محقق و مرور همتایان (ضریب توافق ارزیابان) استفاده گردید.
بحث و نتیجه‌گیری: تحلیل یافته‌ها نشان داد که ابعاد و مؤلفه‌های مدیریت مدرسه‌محور و خودتوسعه رهبری آموزشی در چهار بعد اصلی سازمان‌دهی می‌شوند: عوامل فرهنگی–زمینه‌ای (شامل شرایط سیاسی، هنجارهای سازمانی، شرایط اجتماعی، هنجارهای سازمانی، حمایت‌های قانونی–سیاستی، منابع اقتصادی)، عوامل سازمانی–ساختاری (شامل فرایندها سازمانی، نظارت و کنترل سازمانی)، عوامل فردی–شخصیتی (شامل انگیزش درون‌زا، شایستگی‌های حرفه‌ای، یادگیری مستمر)، و عوامل مدیریتی–فرابخشی (شامل حمایت مدیریتی و توانمندی برنامه‌ریزی راهبردی). نتایج این پژوهش با ارائه تصویری جامع از ابعاد اثرگذار، می‌تواند به طراحی الگوهای بومی و راهبردهای کارآمد برای ارتقای کیفیت مدیریت مدارس و توسعه رهبری آموزشی کمک نماید.
Objective: School-centered management, as one of the new educational approaches, with an emphasis on decentralization and independence of schools, plays an important role in improving educational quality. On the other hand, self-development of educational leadership is one of the key tools for empowering managers and increasing their effectiveness in this direction. In recent years, considerable attention has been paid by researchers to examining the dimensions and components of these two areas. Therefore, the present study was conducted with the aim of identifying and explaining the dimensions and components affecting the school-centered management model and self-development of educational leadership.
Materials and Methods: This study used a qualitative method with a meta-synthesis approach. Research data were collected and analyzed based on Roberts' six-stage model. For this purpose, relevant articles were searched and collected within the specified time period (domestic: 1404–1400 and foreign: 2024–2020). The research population included all relevant domestic and foreign articles (237 articles), of which 30 articles were selected purposefully after content and subject screening. The data were reviewed using thematic content analysis method, and to ensure the validity of the results, the criteria of researcher self-review and peer review (rater agreement coefficient) were used.
Discussion and Conclusion: The analysis of the findings showed that the dimensions and components of school-centered management and self-development of educational leadership are organized into four main dimensions: cultural-contextual factors (including political conditions, organizational norms, social conditions, organizational norms, legal-political support, economic resources), organizational-structural factors (including organizational processes, organizational monitoring and control), individual-personality factors (including endogenous motivation, professional competencies, continuous learning), and managerial-meta-sectoral factors (including managerial support and strategic planning capabilities). The results of this study, by providing a comprehensive picture of the influential dimensions, can help design local models and efficient strategies to improve the quality of school management and develop educational leadership.
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