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اصفهانی, کرم, سلیمانی, نادر, تورانی, حیدر, صباحی, پرویز. (1399). طراحی و اعتبار سنجی الگویی برای توسعه حرفه‌ای مدیران آموزشگاهی به شیوه آمیخته. دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 11(45), 103-132.
کرم اصفهانی; نادر سلیمانی; حیدر تورانی; پرویز صباحی. "طراحی و اعتبار سنجی الگویی برای توسعه حرفه‌ای مدیران آموزشگاهی به شیوه آمیخته". دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 11, 45, 1399, 103-132.
اصفهانی, کرم, سلیمانی, نادر, تورانی, حیدر, صباحی, پرویز. (1399). 'طراحی و اعتبار سنجی الگویی برای توسعه حرفه‌ای مدیران آموزشگاهی به شیوه آمیخته', دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 11(45), pp. 103-132.
اصفهانی, کرم, سلیمانی, نادر, تورانی, حیدر, صباحی, پرویز. طراحی و اعتبار سنجی الگویی برای توسعه حرفه‌ای مدیران آموزشگاهی به شیوه آمیخته. دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 1399; 11(45): 103-132.

طراحی و اعتبار سنجی الگویی برای توسعه حرفه‌ای مدیران آموزشگاهی به شیوه آمیخته

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
مقاله 5، دوره 11، شماره 45، آذر و دی 1399، صفحه 103-132    اصل مقاله (1.25 M)
نوع مقاله: مقاله پژوهشی
نویسندگان
کرم اصفهانی* 1؛ نادر سلیمانی2؛ حیدر تورانی3؛ پرویز صباحی4
1معلم آموزش و پرورش
2دانشیار دانشگاه آزاد اسلامی واحد گرمسار
3دانشیار پژوهشگاه مطالعات آموزش و پرورش، تهران، ایران
4استادیار گروه روانشناسی، دانشگاه سمنان، سمنان، ایران
تاریخ دریافت: 02 آبان 1398،  تاریخ بازنگری: 16 خرداد 1399،  تاریخ پذیرش: 05 دی 1399 
چکیده
هدف از این پژوهش «طراحی و اعتبار سنجی الگویی برای توسعه حرفه‌ای مدیران آموزشگاهی به شیوه آمیخته» بود. این تحقیق ازنظر هدف کاربردی و ازنظر روش آمیخته است. جامعه آماری پژوهش در بخش کیفی؛ صاحب‌نظران مدیریت آموزشی بود. ابتدا بامطالعه مبانی نظری و پیشینه تحقیقات، در دو بخش داخلی و خارجی، مؤلفه‌های توسعه حرفه‌ای مدیران آموزشگاهی شناسایی شدند. سپس با انتخاب نمونه‌ها، با روش نمونه‌گیری هدفمند، با آنان مصاحبه نیمه ساختاریافته به عمل آمد و هر مصاحبه­ای که انجام می­شد، از طریق نرم­افزار NVivo کدگذاری­ها صورت می‌گرفت. این روند تا جایی ادامه یافت، که محقق به اشباع نظری رسید. جامعه آماری در بخش کمی مدیران مدارس متوسطه شهرستان‌های تهران برابر 2711 نفر است که با فرمول کوکران و با نمونه‌گیری خوشه‌ای چندمرحله‌ای، معادل 385 نمونه انتخاب شدند. ابزار گردآوری داده‌ها در بخش کمی پرسشنامه محقق ساخته بود که روایی صوری و محتوایی آن‌ توسط 10 نفر از صاحب‌نظران حوزه مدیریت آموزشی مورد تأیید قرار گرفت و سنجش پایایی آن‌، از ضریب آلفای کرونباخ (864/0) و پایایی ترکیبی (899/0) انجام‌شده است. نتایج تحقیق نشان داد که توسعه حرفه‌ای مدیران دارای 8 مؤلفه؛ «سازمانی»، «سیاست‌گذاری»، «اقتصادی»، «فرهنگی»، «ارزشی»، «اجتماعی»، «فردی» و «فناوری» است که در توسعه حرفه‌ای مدیران 80 درصد واریانس را تبیین می‌کنند. از طرفی، وضعیت موجود مؤلفه‌های سازمانی و سیاست‌گذاری پایین‌تر از حد متوسط و نامطلوب و بقیه مؤلفه‌ها در حد متوسط بودند و با وضعیت مطلوب فاصله زیادی دارند. درنهایت، الگوی تحقیق بر مبنای فلسفه و اهداف الگو، مبانی نظری و عوامل مؤثر در توسعه حرفه‌ای مدیران تدوین گردید که با اطمینان 99 درصد مورد تأیید قرار گرفت.
کلیدواژه‌ها
توسعه حرفه‌ای؛ مدیران آموزشگاهی؛ مؤلفه‌های توسعه حرفه‌ای
عنوان مقاله [English]
Design and validate a model for the professional development of school principals in a mixed manner
نویسندگان [English]
Karam Isfahani1؛ Nader Soleimani2؛ heidar toorani3؛ Parviz Sabahi4
1Teacher
2Associate Professor Islamic Azad University Garmsar Branch
3Associate Professor Research Institute of Education, Tehran, Iran
4Assistant Professor, Department of Psychology, Semnan University, Semnan, Iran
چکیده [English]
The purpose of this study was to "design and validate a model for the professional development of school principals in a mixed manner". The research was applied in terms of purpose and mixed method. The statistical population of this study in the qualitative section included educational management experts. First, in this section, with a deep study of the theoretical foundations and background of the research presented on the subject of research in both internal and external sectors, the components of professional development of school principals were identified. Then, semi-structured interviews were conducted with purposeful sampling method and each interview was coded through NVivo software. This process continued until the researcher reached theoretical saturation. The statistical population of the high school principals in the provinces of Tehran province is 2711 people that were selected by Cochran formula of 385 samples by multistage cluster sampling. The data collection tool was a researcher-made questionnaire for quantitative determination of face status and desirability. Its face and content validity was confirmed by 10 experts in management and educational leadership and its reliability was measured by Cronbach's alpha coefficient (0.864). And combined reliability (0.899) is achieved. The results showed that the professional development of managers has eight components: "organizational factor", "policy factor", "economic factor", "cultural factor", "value factor", "social factor", "individual factor" and "technology factor". That is, in professional development, managers explain 80% of the variance. On the other hand, the status of organizational and policy components was lower than average and undesirable and the other components were average and far from optimal. Finally, the research model was formulated based on the philosophy and goals of the model, the theoretical foundations, and factors influencing the professional development of managers, which was confirmed with 99% confidence
کلیدواژه‌ها [English]
Professional Development, School Principals, Components of Professional Development
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