ارائه الگوی بومی رهبری مثبت‌گرا برای مدیران مدارس ابتدایی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 1، دوره 14، شماره 5 - شماره پیاپی 63، آذر و دی 1402، صفحه 19-1   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.28989.5802

نویسندگان

معصومه کوهساری¹؛ عبدالرحیم نوه ابراهیم^{* 2}؛ حسن رضا زین ابادی²؛ حسین عیاسیان²

¹دانشجوی رشته مدیریت آموزشی، دانشگاه خوارزمی-تهران

²هیئت علمی دانشکده مدیریت دانشگاه خوارزمی

تاریخ دریافت: 19 مهر 1400،  تاریخ بازنگری: 21 آذر 1400،  تاریخ پذیرش: 21 دی 1400 

چکیده

چکیده

مقدمه و هدف: اخیراً مفهوم رهبری مثبت‌گرا برای مدیران مدارس به‌عنوان رویکردی نوین در ادبیات مربوط به رهبری مدرسه مورد توجه قرار گرفته است. هدف پژوهش حاضر، ارائه الگوی بومی رهبری مثبت‌گرا برای مدیران مدارس ابتدایی بود.

روش‌شناسی: این پژوهش با رویکرد مطالعه کیفی و روش نظریه داده بنیاد انجام شد. جامعه این پژوهش شامل کلیه مدیران نمونه استان تهران بود. با استفاده از روش نمونه‌گیری هدفمند از نوع معیار (برخورداری از خصایص رهبری مثبت‌گرا و تجربه) و با لحاظ اشباع داده‌ها، 24 مدیر نمونه استان تهران در دوره تحصیلی مقطع ابتدایی (مدارس دخترانه) در شش منطقه (3، 4، 5، 11، 13 و 16) به‌عنوان مشارکت‌کنندگان شناسایی شدند که بیش از 10 سال نیز سابقه کار داشتند. از طریق مصاحبه‌های عمیق، داده‌های گردآوری‌شده حاصل از میدان پژوهش با رویکرد نظام‌مند (کدگذاری باز، محوری و انتخابی) تجزیه‌وتحلیل گردید. جهت اعتباریابی درونی الگوی بومی طراحی شده و تعیین مناسبت آن، از شیوه دلفی استفاده شد. نتایج مبتنی بر شاخص روایی محتوا (cvi) و مناسبت کلی (s-cvi) نشان داد مناسبت الگوی پیشنهادی برابر با 96/0 است که از حداقل مناسبت مطلوب (79/0) بالاتر بود.

یافته‌ها و نتایج: الگوی بومی در قالب ابعاد ده‌گانه‌ی بینش الهی و متافیزیک، اصول و اخلاق، عواطف، مهارت‌ها، رفتارها، توسعه‌ی روابط، نتایج برای کارکنان، فرهنگ، جوسازمانی و بهره‌وری شناسایی گردید. خلأهای پژوهشی رهبری مثبت‌گرا در کشور و به‌ویژه در سطح ساختارهای آموزشی همچون مدارس بسیار مشهود است. پردازش این سازه در بافت و زمینه‌های مختلف می‌تواند به غنای آن کمک شایانی نماید.

کلیدواژه‌ها

رهبری مثبت‌گرا؛ رویکرد کیفی؛ نظریه داده بنیاد؛ مدیران مدارس ابتدایی

عنوان مقاله [English]

Providing an indigenous model of positive leadership for primary school principals

نویسندگان [English]

Masoumeh Kouhsari¹؛ abdolrahim navehebrahim²؛ Hassanreza Zeinabadi²؛ Hossein Abbasian²

¹PhD student in the Department of Educational Administration at Kharazmi University, Tehran, Iran

²Dept. of Educational Administration Faculty of Management University of Kharazmi, Tehran Iran

چکیده [English]

Abstract

Introduction and purpose: Recently, the concept of positive leadership for school principals has been considered as a new approach in the school leadership literature. The purpose of the present study was to provide an indigenous model of positive leadership for primary school principals.

Methodology: This research was conducted with a qualitative study approach and grounded theory method. The population of this study included all successful principals in Tehran province. Using purposeful and criteria sampling method and in terms of data saturation, 24 sample principals of Tehran province (girls' schools) in six educational districts (3, 4, 5, 11, 13 and 16) were identified as participants who had more than 10 years of experience. Through in-depth interviews, the collected data were analyzed with a systematic approach (open, axial and selective coding). The Delphi method was used to validate the results. The results based on content validity index (cvi) and overall appropriateness (s-cvi) showed that the appropriateness of the proposed model is 0.96, which was higher than the minimum appropriate appropriateness (0.79).

Findings and conclusion: The indigenous model was identified in terms of the ten dimensions of divine insight and metaphysics, principles and ethics, positive leadership affection, positive leadership skills, positive leadership behaviors, leader-member relationships, outcomes for staff, organizational culture, organizational climate, and productivity. The research gaps of positive leadership in the country and especially at the level of educational structures such as schools are very evident. This investigation provides credence to scientific criticism concerning the absence of empirical positive school leadership theories. Processing of this structure in different contexts can greatly contribute to its richness.

کلیدواژه‌ها [English]

Positive Leadership, Qualitative approach, Grounded theory, Elementary school principals

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