شناسایی انتظارات غیرحرفه ای مدیران از نومعلمان در مدارس ابتدایی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

دوره 13، شماره 1 - شماره پیاپی 53، فروردین و اردیبهشت 1401، صفحه 165-156   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2022.25472.5070

نویسنده

انسی کرامتی^*

استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، پردیس شهید هاشمی نژاد مشهد

تاریخ دریافت: 28 تیر 1399،  تاریخ بازنگری: 06 دی 1399،  تاریخ پذیرش: 21 بهمن 1399 

چکیده

مقدمه و هدف: هدف از این پژوهش شناسایی انتظارات غیرحرفه ای مدیران مدارس ابتدایی و تاثیر آنها بر نومعلمان فارغ التحصیل از دانشگاه فرهنگیان بود.
روش شناسی پژوهش: این مطالعه با رویکرد کیفی و به روش پدیدارشناسی انجام شد. نمونه پژوهشی که به روش گلوله برفی انتخاب و تا مرز اشباع اطلاعاتی، در این پژوهش مشارکت داشتند، تعداد 25 نفر از نومعلمان ورودی سال 1391 دانشگاه فرهنگیان بودند. این نومعلمان که در نواحی چهارگانه تبادکان، طرقبه و شاندیز، رضویه و احمدآباد و نیز زیرنظر اداره کل آموزش و پرورش شهرستان مشهد مشغول به خدمت بودند، درمعرض مصاحبه نیمه ساختاریافته قرار گرفتند. داده های حاصل از بازخوانی مصاحبه ها با استفاده از روش استراووس و کوربین، تجزیه و تحلیل و کدگذاری شدند. همچنین جهت تامین اعتبار پژوهش از معیارهای چهارگانه لینکلن و گابا استفاده شد.
یافته­ ها: یافته های حاصله به شناسایی هشت مقوله کلی به عنوان انتظارات غیرحرفه ای پرتکرار مدیران از نومعلمان درمدارس ابتدایی منتهی شد که احساسات نامطلوب متعددی را در نومعلمان ایجاد و عملکرد حرفه ای آنها را تحت تاثیر قرار می داد.
بحث و نتیجه­ گیری: نتایج حاصل از بررسی یافته ها بیانگر تاثیر سه عامل یعنی "ضعف دانش و مهارت های مدیران مدارس ابتدایی"، "فشارهای ناشی از کمبود بودجه مدارس" و "ضعف استقلال آموزشی مدیران" بود که در تعامل با نومعلمان مدارس ابتدایی منجر به بیان مستقیم یا غیرمستقیم انتظاراتی غیرحرفه ای توسط آنها شده بود.

کلیدواژه‌ها

انتظارات غیرحرفه ای؛ روابط انسانی؛ مدیر؛ دوره ابتدایی؛ دانشگاه فرهنگیان

عنوان مقاله [English]

Investigation of Principals Unprofessional Expectations of New Teachers in Elementary Schools

نویسندگان [English]

ensi keramati

Assistant Professor, Department of Education, Farhangian University, HashemiNejad Campus, Mashhad.

چکیده [English]

Introduction: The purpose of this study was to examine the unprofessional expectations of elementary school principals and their impacts on new teachers who were graduated from Farhangian University.
research methodology: This study was conducted via qualitative approach using phenomenological method. The sample were selected through snowball sampling to theoretical saturation boundary, 25 new teachers who were freshman at Farhangian University, in academic year 2012-2013. The new teachers were worked at 4 region including: Tabadkan, Torghabeh and Shandiz, Razaviye and also Ahmadabad, under the supervision of centeral education office in Mashhad, and were subjected to semi-structured interviews. The data from interviews were analyzed and coded using the Strauss & Corbin method. Lincoln and Guba criteria were also used to determine the reliability of the research.
Findings: Findings revealed that there were 8 general categories of principals’ unprofessional expectations with high frequency in primary schools. These expectations were led to formation of an unpleasant feelings in new teachers and had an impact on their professional performance.
Conclusion: results indicated that the weakness in principals’ knowledge and skills, the pressure caused by low school budget and most importantly the weakness of principals’ educational independence will have an impact on principals’ unprofessional expectations in interaction with new teachers.

کلیدواژه‌ها [English]

Unprofessional Expectations, Human Relations, Principal, Primary School, Farhangian University

مراجع

1. Ahmadbeigi, Sh. Ejtehadi, M. and Jamali, A. (2020) Providing a Model For Promoting The Role of School In Creating Social Capital of Elementary School Students. Journal of new approaches in educational administration. 10(40), 148-172. [in Persian]
2. Alagheband, A. (2017). Introduction to educational administration. Tehran: payame noor. [in Persian]
3. Ashrafi, S. and Zainabadi, H. (2017). The Roles of School Principals in Strengthening and Developing Thriving at Work among Teachers: A Mixed Method Research. Journal of School administration. 5(1), 195-215. [in Persian]
4. Baharestan, J. (2016). Principles and foundation of educational administration. Tehran: Barga. [in Persian]
5. Bahrami, H. and Mirtaheri, L. (2016). Professional ethics. Tehran: Adiban Afrooz. [in Persian]
6. Blase , B. J. and Blase, J. (2006). Teachers' perspectives on principal mistreatment. Teacher Education, 33(4), 123-142
7. Bourdage, J. S. Goupal, A. Neilson, T. Lukacik, E.R. and Lee, N. (2018). Personality, equity sensitivity, and discretionary workplace behavior. Personality and Individual Differences. Vol 120, 144-150
8. Burnside Huffman, D. S. (2015). Support and Mistreatment by Public School Principals as Experienced by teachers: A Statewide Survey. Doctoral dissertation, Miami University in partial
9. Diyanati, R. and Zare Zeydi, A. (2017). the role of management of human resources in promoting organizational Entrepreneurship. Journal of Applied studies in management science and development. 4(6), 1-12. [in Persian]
10. Durnali, M. Akbasli, S. and Dis, O. (2020). School Administrators’ Communication Skills as a Predictor of Organizational Silence. Inquiry in Education. 12(1).1-20
11. Eckert, J. (2019). Collective leadership development: Emerging themes from urban, suburban, and rural high schools. Educational Administration Quarterly. 55(3), 477–509
12. Gall, M. D. Gall, J. Borg, W. (2017). Quantitative and qualitative research methods in education and psychology. Translated by Ahmadreza Nasr and et.al. Tehran: Samt. [in Persian]
13. García, E. and Weiss, E. (2019). Challenging working environments (“school climates”), especially in high-poverty schools, play a role in the teacher shortage. The fourth report in “The Perfect Storm in the Teacher Labor Market” series. 1-26
14. Gharamaleki, A. (2016). Professional ethics in school. Tehran: educational and cultural institution of shahid mahdavi. [in Persian]
15. Ghalavi, Z. Nastiezaie, N. (2020). Relationship of Servant Leadership and Organizational Citizenship Behavior with Mediation of Psychological Empowerment. Eurasian Journal of Educational Research 89. 241-264
16. Gnanarajan, A. H., Kengatharan, N., & Velnampy, T. (2020). Exploring the Prevalence of Teachers’ Organizational Citizenship Behaviour and its Determinants: Evidence from an under-researched Cultural Milieu. Qualitative Research in Education, 9(1), 95-123.
17. Hoorizad, B. (2012). A new insight in school improvement (excellent school and excellent education). Tehran: Saye-e- sokhan. [in Persian]
18. Jafarian Yasar, H. and Jafarian Yasar, F. (2020). Development of professional competences in teachers with the focus on internship. Studies of Internship in Teacher Education. 1(1), 54-76
19. Jamali, I. (2001). Where we start? Programmatic journey of school education. Tehran: cultural institution of Monadi-e- tarbiya. [in Persian]
20. Javadin, R. (2014). A comprehensive review on organization and administration theories. Tehran: Negahe danesh. [in Persian]
21. Karami, Z. and Seraji, F. (2021). A Meta-Synthesis of the Achievements of the Narrative Inquiry Program for Teachers and Student Teachers. Journal of Curriculum Studies. 15 (56), 5-40[in Persian]
22. Kazemi, F. and Zare, A. (2020). Investigating the relationship of abusive supervision with organizational citizenship behavior and affective organizational commitment: explaining the mediating role of employees' perceptions of interactional justice. Journal of new approaches in educational administration. 10(40), 210-233. [in Persian]
23. Khalkhal, A. NasirNateri, J. Shakibaei, Z. Solimanpoor, J. and Kazempour, S. (2020). Conceptualization of Good Governance in Iran's Public Education System by Phenomenological Approach. Journal of new approaches in educational administration. 11(41), 191-208. [in Persian]
24. Lincoln, Y.S.& Guba, E.G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage
25. Liu, Y. and Werblow, J. (2019). The operation of distributed leadership and the relationship with organizational commitment and job satisfaction of principals and teachers: A multi-level model and meta-analysis using the 2013 TALIS data. International Journal of Educational Research. Vol 96, 41-55
26. Mirkamali, M. (2018). Human relations in school. Tehran: Yastaroon. [in Persian]
27. Nielsen, M. B. and Einarsen, S. V. (2018). What we know, what we do not know, and what we should and could have known about workplace bullying: An overview of the literature and agenda for future research. Aggression and Violent Behavior. Vol 42, 71-83
28. Ouellette, R.R. Frazier, S. L. Shernoff, E. S. Cappella, E. and Atkins, M. S. (2018). Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences. Behavior Therapy. 49(4). 494-508
29. Ozen, H. (2018). A Qualitative Study of School Climate According to Teachers’ Perceptions. Eurasian Journal of Educational Research. 74, 81-98
30. Reaves, S. J. and Cozzens, J. A. (2018). Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a Connection. Journal of Education and Training Studies. 6(12), 48-67
31. Rezayi, A. and Khalil zadeh, A. (2009). The relationship between managers’ social intelligence and job satisfaction in school teachers. Journal of Educational Science. 2(7), 121-145. [in Persian]
32. Sadeghi, A. and Fathi, B. (2002). Investigate the relationship between organizational climate and job satisfaction of teachers in the city Masal in Gilan, Journal of Executive Management, 2(5), 55-78 [in Persian]
33. Safi, A. (2019). Organization and managing school affairs. Tehran: Roshd. [in Persian]
34. Shafipour, F. Zare Zeydi, A. and Metani, M. (2017). The role of professional ethics in success of organizations. Journal of Applied studies in management science and development. 2(5), 38-48. [in Persian]
35. Shirbagi, N. and Moradi, A. (2017). Teachers' Experiences of Inappropriate Interactions of Schools Principals. Journal of school administration. 5(2), 63-85. [in Persian]
36. Smith, P. A. Escobedo, P. and Kearney, W.S. (2020). Principal Influence: A Catalyst for Positive School Climate. International Journal of Education Policy and Leadership. 16(5), 1-16
37. Vahedi Kojanagh, H. Karimi, N. Rezaei, R. and Esmailpour, A. (2018). A Comparison of the Professional qualifications among teachers graduated from Farhangian university, Ex-teacher Education centers and other universities. Journal of technology of instruction, 13(1), 83-90. [in Persian]
38. Warger, E. & et.al (2001): Implementing IDEA: A Guide for Principals. Association for Exceptional Children, Arlington, Va. Special Education Programs. (chapter of school climate), 37-40
39. Yasini, A. (2016). The relationship between transformational behaviors school principal and job performance outcomes based on social identity theory: A case study of public schools in Ilam. Journal of management and planning in educational systems. 8(15), 49-70. [in Persian]
40. Zainabadi, H. (2011). Transformational leadership and organizational citizenship behavior in school: Retesting and changing a tested model in industry. Journal of public administration. 3(7), 63-80. [in Persian]
41. Zainabadi, H. Ahmadianfar, S. (2015). A reflection on novice managers’ problem in primary school: findings of A Mixed Method Research. Quarterly Journal of Educational Innovations. 14(54), 61-83. [in Persian]