ادراک تجربه زیسته مدیران مدارس از فرایند توسعه حرفه ای

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 7، دوره 13، شماره 5 - شماره پیاپی 57، آذر و دی 1401، صفحه 107-96   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2022.29213.5847

نویسندگان

نرگس صفدری¹؛ داود قرونه^{* 2}؛ مرتضی کرمی³

¹دانش‌ آموخته کارشناسی ارشد آموزش و بهسازی منابع انسانی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد ایران

²استادیار گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد ایران

³دانشیار گروه مطالعات برنامه درسی و آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد ایران

تاریخ دریافت: 26 مهر 1400،  تاریخ بازنگری: 27 بهمن 1400،  تاریخ پذیرش: 14 اسفند 1400 

چکیده

مقدمه و هدف: کیفیت عملکرد مدیران و رهبران آموزشی از مهم‌ترین ارکان بهبود آموزش است و نقش مهمی در توسعه نظام آموزشی دارد. ارتقای اثربخشی مدارس تا حدود زیادی در گروه توسعه حرفه‌ای مدیران است. هدف این پژوهش مطالعه تجربه زیسته مدیران مدارس از فرایند توسعه‌ حرفه‌ای به منظور ارائه راهکارهایی برای بهبود آن بوده است.
روش شناسی پژوهش: روش پژوهش بر حسب هدف کاربردی و بر اساس شیوه گردآوری داده‌ها، کیفی و از نوع پدیدارشناسی بود. مشارکت‌کنندگان در پژوهش به روش نمونه‌گیری هدفمند و به شیوه انتخاب موارد مطلوب انتخاب شدند که شامل 22 نفر از مدیران نمونه مدارس مشهد بود. به منظور گردآوری داده‌ها از روش مصاحبه نیمه ساختاریافته استفاده شد و روش سه‌سویه‌سازی برای اعتباربخشی به یافته‌ها مورد استفاده قرار گرفت. تحلیل داده‌ها با استفاده از روش کدگذاری باز و محوری انجام شد.
یافته‌ها: نتایج پژوهش نشان داد که بر اساس تجربه زیسته مدیران موفق، فرآیند توسعه آنها در سه بعد اصلی اتفاق افتاده است: 1) مهارت‌ها، 2) دانش و معلومات و 3) ویژگی‌های شخصیتی. همچنین، روش‌های توسعه حرفه‌ای مدیران مدارس نیز شامل روش‌های فردی (الگو گرفتن، تبادل نظر با همکاران، گروه‌های حرفه‌ای مجازی، مطالعه انفرادی، و خودارزیابی) و روش‌های سازمانی (تجربه‌گردانی، کارورزی، جلسات مدیران و کلاس‌های ضمن خدمت) بوده است.
بحث و نتیجه‌گیری: راهکارهایی که برای بهبود فرایند توسعه حرفه‌ای مدیران مدارس از دیدگاه آنها شناسایی شد در چهار دسته اصلی قرار می‌گیرد: 1) بهبود طراحی و برنامه‌ریزی فرصت‌های توسعه حرفه‌ای، 2) حمایت از فعالیت‌های توسعه، 3) ارزشیابی صحیح فرآیند توسعه و 4) تشویق فعالیت‌های توسعه مدیران.

کلیدواژه‌ها

توسعه حرفه ای؛ رهبری آموزشی؛ مدیران مدارس

عنوان مقاله [English]

Perceptions of lived experiences of school principals of their professional development Process

نویسندگان [English]

Narges Safdari¹؛ Davood Ghorooneh²؛ Morteza Karami³

¹Master of Human Resources Development, Ferdowsi University of Mashhad, Mashhad, Iran.

²Assistant Professor, Department of Educational Administration and Human Resource Development, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

³Associate Professor, Department of Curricullum Studies and Instruction, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

چکیده [English]

Introduction: The purpose of this study was to study the lived experience of school principals of the professional development process in order to provide solutions to improve it in Tabadakan district of ​​Mashhad.
research methodology: The research method was qualitative and phenomenological. Participants in the study were selected using purposive sampling method and the method of selecting the desired items, which included 22 sample principals of schools in Tabadakan district of Mashhad. In order to collect data, semi-structured interview method was used. Data analysis was performed using open and axial coding method.
Findings: The results of the study showed that based on the lived experience of successful managers, their development process have occurred in three main dimensions: 1) skills, 2) knowledge and information and 3) personality traits. Also, methods of professional development of school principals include individual methods (modeling, searching the Internet, exchanging opinions with colleagues, forming groups in cyberspace, reading different books, and daily evaluation and monitoring) and organizational methods Experience, internship, travel, board meetings and in-service classes).
Conclusion: The strategies identified to improve the process of professional development of school principals from their perspective fall into four main categories: 1) improving the design and planning of professional development opportunities, 2) supporting development activities, 3) proper evaluation of the development process, and 4 Encourage managers' development activities.

کلیدواژه‌ها [English]

Professional Development, Educational Leadership, School Principals

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