مدل‌سازی رهبری برنامه درسی برای مدیران مدارس ایران
محورهای موضوعی : پژوهش در برنامه ریزی درسیناهید فضلی 1 , علی خلخالی 2 , نادر نادری 3 , جواد سلیمانپور 4
1 - دانشجوی دکتری مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.
2 - دانشیار گروه مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.
3 - استادیار گروه مدیریت و کارآفرینی، دانشکده اقتصاد و کارآفرینی، دانشگاه رازی، کرمانشاه، ایران.
4 - استادیار گروه مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.
کلید واژه: برنامه درسی, نظریه داده بنیاد, مدیران مدارس, رهبری برنامه درسی,
چکیده مقاله :
رهبری برنامه درسی به‌عنوان جزء کلیدی بهبود نظام آموزشی شناخته شده و با نظر به نقش حیاتی مدیران در این بخش، پژوهش حاضر با هدف طراحی الگویی برای رهبری برنامه درسی توسط مدیران انجام شده است. رویکرد حاکم بر پژوهش، کیفی از روش داده بنیاد بود. جامعه مورد مطالعه شامل اعضای هیئت‌علمی، کارشناسان مدیریت آموزشی و متخصصان برنامه درسی و مدیران مدارس است. روش نمونه گیری به شیوه نظری بوده است. حجم نمونه به روش اشباع داده ها صورت پدیرفت. با 19 نفر مصاحبه به عمل آمد. داده های حاصل از مصاحبه در بخش کیفی از طریق کدگذاری باز، محوری و انتخابی، تجزیه و تحلیل، و در بخش کمی با آزمون فریدمن اولویت بندی شدند. نتایج پژوهش نشان داد که عوامل علی (شامل ضرورت شکل‌گیری اهداف کلان آموزش‌وپرورش، نیاز به بهبود مستمر در فرآیند آموزش‌وپرورش و ضرورت اجرای برنامه درسی اثربخش) زمینه ساز رهبری برنامه درسی توسط مدیران است که تمرکززدایی در نظام آموزش‌وپرورش، تبیین جایگاه مدیران به‌عنوان رهبران برنامه درسی، انتصاب مدیران شایسته و توانمندسازی آنان، همکاری مدیران با معلمان، هوشیارسازی دانش آموزان و اولیاء نسبت به برنامه درسی، جلب همکاری فراسازمانی، بازسازی فرهنگ، غنی‌سازی برنامه های درسی و پایش منظم اجرای آن به عنوان راهبردهای توسعه رهبری برنامه درسی مدیران، موجب بروز پیامدهای فردی، سازمانی و اجتماعی می گردد.
Curriculum leadership is recognized as a key component of improving the education system. Considering the vital role of principals in this sector, the present study was conducted with the aim of designing a model for curriculum leadership by head master. The approach that was taken in this research included a combination of sequential-exploratory type which was used in the qualitative part of the Grounded Theory method and in the quantitative part of the descriptive-survey method. The community studied includes faculty members, educational management experts, curriculum specialists, and head master. The data from the interviews in the qualitative section were analyzed by open, axial and selective coding and prioritized in the quantitative section with Friedman's test. The results showed that causal factors (including the need to form macro goals of education, the need for continuous improvement in the process of education and the need to implement an effective curriculum) are the basis of curriculum leadership by head master, which focuses on decentralize the education system, explaining the position of headmaster as curriculum leaders, appointing qualified head master and empowering them, cooperation of head master with teachers, awareness of students and parents about the curriculum, attracting extra-organizational cooperation, renewal of culture and Curriculum enrichment and regular monitoring of its implementation as a strategy for developing leadership curriculum head master, It causes individual, organizational and social consequences.
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