بررسی روابط همبستگی و سهم تبیینی فلسفه های آموزشی با ابعاد باورهای نظارتی مدیران مدارس شهر تهران

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 2، دوره 3، شماره 11، مهر و آبان 1391، صفحه 27-48   

نویسندگان

مهدی سبحانی نژاد^{* 1}؛ مهدی ملکی²؛ مینا احمدیان²؛ کیوان فردایی بنام³

¹دانشیار دانشگاه شاهد، گروه علوم تربیتی

²کارشناس ارشد برنامه ریزی درسی

³- کارشناس ارشد تحقیقات آموزشی

تاریخ دریافت: 29 آذر 1394،  تاریخ پذیرش: 29 آذر 1394 

چکیده

هدف از این پژوهش بررسی روابط همبستگی و سهم تبیینی فلسفههای آموزشی مدیران مدارس شهر تهران با ابعاد باورهای نظارتی آنان بود. روش پژوهش، توصیفی از نوع همبستگی بود. بر این اساس، نمونه ای شامل 327 نفر از مدیران مدارس دولتی در سه مقطع ابتدایی، راهنمایی و « فلسفه آموزشی » ؛ متوسطه، مورد بررسی قرار گرفتند. بمنظور گردآوری داده ها از دو مقیاس گلیک من و تاماشیرو ( 1981 )، استفاده شد. « سنجش باورهای نظارتی مدیران » پاتریشیا ( 1972 ) و در تجزیه و تحلیل داده ها افزون بر میانگین، انحراف معیار و انواع جداول و نمودارها، از ضریب همبستگی گشتاوری پیرسون و تحلیل رگرسیون چند متغیره نیز استفاده شده است. یافته های پژوهش حاکی از آن بود که بین انواع فلسف ههای آموزشی مدیران؛ پیشرفت گرایی، پایدار گرایی، بنیادگرایی و وجود گرایی با ابعاد باور نظارتی؛ مستقیم، مشارکتی و غیر مستقیم مدیران، رابطه معنادار وجود دارد. همچنین، بررسی نتایج بدست آمده از تحلیل داده های مربوط به تعیین سهم نسبی هر یک از انواع فلسف ههای آموزشی مدیران (پیشرفت گرایی، پایدار گرایی، بنیاد گرایی و ، 35/ وجودگرایی) در پیش بینی باورهای نظارتی؛ مسقیم، مشارکتی و غیر مستقیم به ترتیب: 3 36 درصد از واریانس باور نظارتی مربوطه را تبیین می نمایند. / 40/2 و
 

کلیدواژه‌ها

فلسفه های آموزشی؛ باورهای نظارتی؛ مدیران مدارس

عنوان مقاله [English]

A Glance at Correlation and the Explanatory Ratio between Educational Philosophy and Supervisory Beliefs among School Administrators of Tehran

نویسندگان [English]

M Sobhaninezhad¹؛ M Maleki²؛ M Ahmadiyan²؛ K Fardaee³

چکیده [English]

The present study aims at investigating the correlation and the explanatory ratio between educational philosophies and supervising beliefs among Tehran’s school administrators. Accordingly, a sample of governmental school administrator with the population of 327 persons from 3 stages of primary school, secondary school, and high school were selected for the study. A use was made of descriptive correlative research method. In order to gather the data of the two scales, we benefited from Patricia’s “Educational Philosophy” (1972) and Glickman and Tamashiro’s “Estimation of Administrator’s Supervisory Beliefs” (1981). In analyzing the data, besides benefiting from average, standard deviation and various charts and tables, we also used Pearson correlation coefficient and regression analysis with various variables. The findings revealed that there existed a meaningful relation between various administrators’ educational philosophies, progressivism, perenniadism, existentialism, essentionalism and the direct, indirect and associative aspects of supervisory beliefs among administrators. Additionally, the result regarding the amount of ratio of each of the educational philosophies (progressivism, perenniadism, essentionalism and existentialism) respectively came with the following variation of supervisory beliefs: 35/3%, 40/2%, and 36/3%
 

کلیدواژه‌ها [English]

Educational Philosophy, Supervisory Beliefs, school administrators

مراجع

Allagheband, A. (1995). Educational management arrangements. Ravan

Press.

Bobbie C. B. (1989). The relationship between actual and preferred

supervisory behaviors as perceived by special education teachers and as selfperceived

by special education supervisors in Louisiana, The faculty of

Mississippi state university.

Ebrahimzadeh, E. (2005). Philosophy of Education, Tehran: Payam Noor

University.

Eatemadi, M. (1998). The relationship between regulatory approaches and

their effectiveness in the elementary school teachers guide students in Tehran in

academic year1997-98. University of shahid beheshti. Master's thesis of

educational management.

Eazazi, M. (1997). The relationships between educational philosophy

teachers guide their practice in Mashhad in academic year1996-97. University

of shahid beheshti. Master's thesis of educational management.

Pakseresht, M. G.(2009). Philosophical and Ideological Perspectives on

Education. Tehran: Samt.

Glickman, C. D. (1990). Supervision of instruction: A development

approach (2nd Ed.). Toronto, ON: Allyn and Bacon.

Glickman, Carl D.; Tamashiro, Roy T. (198١). Models of Supervision:

Determining One's Beliefs Regarding Teacher Supervision. NASSP Bulletin,

v64 n440 p74-81.

Haughey, M., & MacElwain, L. (1992). Principals as instructional

supervisors. Alberta Journal of Educational Research, 38(2), 105-119.

Hamule, M & et al. (2010). Review regulatory beliefs and styles of conflict

resolution in nursing staff. Journal of Medical Ethics and Medical History,

Volume III, No. 3. Pp. 73-64.

Justen III, Joseph E., McJunkin, Mark and Strickland, Herman (1999)

'Supervisory beliefs of cooperating teachers', The Teacher Educator, 34: 3, 173

— 180

Jerry G. G. (1984). Models of Supervision: Choices. TESOL QUARTERLY,

Vol. 18, No.3,

Khalkhali, A & et al. (2011). The relationship between educational

philosophy and leadership style of school principals. Islamic Azad University.

New Approach Educational Administration. Vole 2.No 2: pp. 40-23.

Niknami, M. (2006). Educational supervision and Guidance. Samt press. 

Noraei, T & et al. (2008). Educational philosophy of the relationship

between managers and organizational climate in schools and physical education.

Research in Educational Science. 6(19). Pp. 55-69.

Ornstein, A., and Hunkins, F.P. (1993). Philosophical, psychological and

social Foundations of curriculum. Translator: Khalili Shavareini, S. (1994).

Tehran, Yadvarh ketab Publishing.

O zmon, H. A., & C raver, S. M. (1981). Philosophical foundations of

education

(2nd Ed.). Columbus, O H: M errill Publishing Co.

Patricia T. Jersin, (1972). "What Is Your EP: A Test Which Identifies Your

Educational Philosophy," Clearing House, 46, pages 274—278

Shabanivaraki, B & Pourafshari A. (2005). Survey of Beliefs of elementary

school administrators on regulatory review of their conflict management styles.

Journal of Educational Sciences and Psychology University of Shahid chamran

Ahvaz, Volume III, Year XI, No. 4. Pp. 70-51.

Sidha. G. K. & Fook, C.Y (2010). Formative Supervision of Teaching and

Learning: Issues and Concerns for the School Head. European Journal of

Scientific Research, Vol.39 No. pp.589-60

Sobhaninejad, M & Aghahosseni T. (2006). Survey on teachers' practices of

supervision and guidance of school administrators. Two scientific Mahnmamh -

Research University, Year 13, No. 18. Pp. 20-2.

Thobega. M & Miller. G (2007). Supervisory Behaviors of Cooperating

Agricultural Education Teachers. Journal of Agricultural Education Volume 48,

Number 1, pp. 64 – 74

Yilmaz, Kursad Kosmoski; Tasdan, Murat; Oguz, Ebru. (2009). Supervision

Beliefs of Primary School Supervisors in Turkey. Educational Studies, Vol 35,

no 1, p 9-20.

Zandvanian naeini A & et al. (2009). Identification and analysis of

educational philosophy adult education instructors Yazd. Journal of Educational

Sciences (Psychology and Educational Sciences) University of Shahid chamran

Ahvaz, 5 (3):3-26.