‌طراحی و اعتبارسنجی الگوی توسعه حرفه‌ای برای مدیران مدارس متوسطه: مورد مطالعه مدیران مدارس استان خراسان شمالی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 9، دوره 13، شماره 4 - شماره پیاپی 56، مهر و آبان 1401، صفحه 154-140   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2022.26656.5324

نویسندگان

مرتضی آخری¹؛ مریم تقوایی^{* 2}؛ سعید صفاریان همدانی³

¹دانش‌ آموخته دکتری مدیریت آموزشی، گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

²استادیار رشته مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

³استادیار رشته مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

تاریخ دریافت: 08 آذر 1399،  تاریخ بازنگری: 25 اسفند 1399،  تاریخ پذیرش: 27 آذر 1401 

چکیده

مقدمه و هدف: یکی از ظرفیت‌های توسعه منابع انسانی در حوزه مدیریت و رهبری آموزشی، توسعه حرفه‌ای  است. توسعۀ حرفه‌ای به معنی رویکردی جامع، حمایتی و متمرکز برای ارتقای اثربخشی معلّمان و مدیران مدارس در جهت پرورش و موفقیت دانش‌آموزان است. هدف اصلی پژوهش حاضر طراحی و اعتبارسنجی الگوی توسعه حرفه‌ای برای مدیران مدارس متوسطه بود.
روش شناسی پژوهش: روش پژوهش حاضر ترکیبی(کیفی و کمّی) و از نظر هدف در زمره پژوهش‌های کاربردی و از لحاظ زمانی، مقطعی بود. مشارکت کنندگان در بخش کیفی 22 خبره مرتبط موضوع در استان خراسان شمالی بودند که با روش نمونه‌گیری هدفمند انتخاب شدند و ابزار پژوهش، مصاحبه‌های نیمه ساختاریافته بود. تمام یافته‌ها کدگذاری شدند و برای اعتبار از دیدگاه مشارکت‌کنندگان و خبرگان و برای پایایی نیز از ضریب توافق استفاده شد(87/0=CVR).  جامعه آماری بخش کمی نیز، مدیران مدارس دوره‌های تحصیلی مختلف در سال 1399-1398 به تعداد 1957 نفر بودند که بر اساس جدول مورگان 340 نفر به‌ عنوان حجم نمونه و با روش نمونه‌گیری خوشه‌ای انتخاب شدند.
یافته­ ها: تحلیل داده‌ها نشان داد 5 بعد اصلی توسعۀ حرفه‌ای شامل(رهبری آموزشی، رهبری استراتژیک، مدیریت ارتباطات، مدیریت سازمان و رهبری اخلاقی) و 14 مولفۀ(مدیریت بر یادگیری و آموزش، ایجاد محیط مساعد یادگیری، ارزیابی برنامه درسی، ترسیم چشم انداز، بهبود مستمر مدارس، ارتباطات اثربخش، رابطه با ذی‌نفعان، مدیریت عملیات، مدیریت منابع، هدایت افراد و تیم، اخلاق حرفه‌ای، اصول و هنجارهای اخلاقی- اسلامی، توسعه حرفه‌ای خویش و توسعه حرفه‌ای منابع انسانی) از دیدگاه خبرگان بود.
بحث و نتیجه­ گیری: نتایج معادلات ساختاری با نرم افزار PLS Smart²² نیز نشان داد متغیرهای پژوهش قادر به پیش بینی 69/0 توسعه حرفه‌ای هستند. نیکویی برازش کلی مدل نیز در حد مطلوب بود(54/0=GOF).
 

کلیدواژه‌ها

توسعه حرفه ای؛ مدیران مدارس؛ رهبران آموزشی؛ الگوی توسعه حرفه ای

عنوان مقاله [English]

Developing and Validating a Professional Development Model for High-school Principals: A Case Study of Principals of Schools in North Khorasan Province

نویسندگان [English]

morteza Akhari¹؛ maryam Tghvaee²؛ Saeed Safarian Hamedanii³

¹Ph.D Student in Educational Management, Sari Branch, Islamic Azad University, Sari, Iran.

²Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran.

³Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran

چکیده [English]

Introduction: The present study aimed to develop and validate a professional development model for high-school principals.
research methodology: This was an applied and cross-sectional research in terms of objective and time, respectively, and had a mixed method (qualitative and quantitative). The participants in the qualitative section included 22 experts related to the research topic in North Khorasan Province, selected by purposive sampling. Data obtained from semi-structured interviews were coded and their validity and reliability were approved based on the experts' and participants’ opinions and the agreement coefficient (CVR=0.87), respectively. The statistical population in the quantitative section included 1957 high-school principals in various academic semesters during 2019-2020, 340 of whom were selected by cluster sampling based on Morgan’s Table.
Findings: From the perspective of the experts, the five dimensions of professional development included educational leadership, strategic leadership, communication management, organizational management, and ethical leadership, and 14 components were management on learning and teaching, creating a favorable learning environment, curriculum evaluation, vision drawing, continuous improvement of schools, effective communication, relationship with stakeholders, operations management, resource management, individual and team leadership, professional ethics, principles, and Islamic ethical norms, development of their profession and development of human resources profession.
Conclusion: According to the results of structural equations with PLS Smart22 showed that the research variables were able to predict professional development at a 0.69 level. It is notable that the overall goodness of fit of the model was favorable (GOF=0.54).
 

کلیدواژه‌ها [English]

Professional Development, School Principals, Educational Leadership, Professional Development Model

مراجع

1. Azar, A., Gholamzadeh, R., Qanavati, M. (2012), Structural path modeling in management, Tehran, Negah Danesh, first edition.
2. Alimohammadi, G., jabbary, N., niazazari, K. (2019). Professional empowerment of teachers in the future perspective along with a model. Educational Innovations, 18(1), 7-32. .(In Persian)
3. Bacheler, M. (2015). Professional development of continuing higher education unit leaders: A need for a competency-based approach. The Journal of Continuing Higher Education, 63(3), 152-164.
4. Bush, T. (2013). Instructional leadership and leadership for learning: Global and South African perspectives. Education As Change, 17(1), 5–20.
5. Brown, C., Militello, M. (2016). Principal’s perceptions of effective professional development in schools. Journal of Educational Administration 54(6):703-726
6. Coelli, M., Green, D. A. (2012). Leadership effects: School principals and student outcomes. Economics of Education Review, 31(1), 92–109.
7. Daniels, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational research review, 27, 110-125.
8. Ghanbari, S., Mohammadi, B. (2017). Professional Development Model of High School Administrators: A qualitative research. Jsa, 4(2), 123-143.(In Persian)
9. Gallozzi, J. (2011). The Correlation Between Professional Learning Communities & Collective Efficacy & the Resulting Impact on Student Growth Data. Electronic Theses and Dissertations. 222. https://digitalcommons.du.edu/etd/222
10. Guskey, T. R., & Huberman, M. (1995). Professional development in education: New paradigms and practices. Teachers College Press, New York.
11. Hitt, J. Ringle, C. M. & Sinkovis, R. R. (2016). The use of partial least squares path modeling in international marketing. Advances in International Marketing, 20(1), 277-319.
12. Herrmann, M., Clark, M., James-Burdumy, S., Tuttle, C., Kautz, T., Knechtel, V., & Deke, J. (2019). The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002. National Center for Education Evaluation and Regional Assistance.
13. Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and teacher education, 6(3), 227-241.
14. Ibara, E. C. (2014). Professional development of principals: A path to effective secondary school administration in Nigeria. Africa Education Review, 11(4), 674-689.
15. Jaffary, H., Abolghsemi, M., ghahramani, M., khorasani, A. (2018). Model of Elementary Teachers Professional Development (Case study: Special Schools for Mentally Retarded Students in Tehran). Psychology of Exceptional Individuals, 7(25), 75-95. doi: 10.22054/jpe.2017.22681.1581.(In Persian)
16. Joyce, B., & Calhoun, E. (2010). Models of professional development: A celebration of educators. Corwin Press.
17. Kanokorn, S, Pongtorn P. & Ngang T, (2014), Professional development of school principals, Social and Behavioral Sciences, 116, 77-81.
18. Knapper, C., & Cropley, A. J. (2000). Lifelong learning in higher education. Psychology Press.
19. Khaluvandi, F., Abbaspour, A. (2013). Designing a Model for Optimizing talent Management Process: A Case Study in Pars Oil and Gas Company. Management Researches, 6(19),103-128. doi: 10.22111/jmr.2013.1261.(In Persian)
20. Khosravi, M. A. (2012) A Study of the Relationship between Professional Growth, Burnout and Job Satisfaction in Primary and Secondary School Teachers in Eastern Cities of Golestan Province, M.Sc .(In Persian)
21. Korpi, H. (2018). Changing landscape in professional development: narrative research from the physiotherapy students' perspective. JYU dissertations, (25).
22. LeFloch, K. C., Garcia, A., & Barbour, C. (2016). Want to improve low-performing schools? Focus on the adults. Washington, DC: Education Policy Center at American Institutes for Research. Retrieved from http://www.air.org/sites/default/files/downloads/ report/School-Improvement-Brief-March-2016.pdf
23. Manna, P. (2015). Developing excellent school principals to advance teaching and learning: Considerations for state policy. New York, NY: The Wallace Foundation. Retrieved from http://www.wallacefoundation.org/knowledge-center/Pages/Developing-Excellent- School-Principals.aspx
24. Militello, M., Fusarelli, B., Alsbury, T., & Warren, T. P. (2013). How professional standards guide practice for school principals. International journal of educational management. International Journal of Educational Management, 27(1): 74-90
25. Ng, S.-w., & Chan, T.-m. K. (2014). Continuing professional development for middle leaders in primary schools in Hong Kong. Journal of Educational Administration, 52(6), 869-886.
26. Pashiardis, P., & Brauckmann, S. (2009). Professional development needs of school principals. Commonwealth Education Partnerships, 3, 120-24.
27. Reston, V. A, (2015), National Policy Board for Educational Administration, Professional Standards for Educational Leaders, American Association of Colleges of Teacher Education.
28. Wong, T. Y., & Liu, P. (2018). Hong Kong Principal Professional Development: Context, Challenges, and Opportunities. Chinese Education & Society, 51(5), 359-371.
29. Young, M. D. (2020). Professional Standards for Educational Leadership. In Oxford Research Encyclopedia of Educati.
30. Developing and Validating a Professional Development Model for High-school Principals: A Case Study of Principals of Schools in North Khorasan Province