شناسایی راهبردهای به اشتراک گذاری تجارب مدیریتی در مدارس ابتدایی به شیوه پدیدارشناسی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 3، دوره 14، شماره 5 - شماره پیاپی 63، آذر و دی 1402، صفحه 48-34   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.29519.5894

نویسندگان

مریم محمدی¹؛ نادرقلی قورچیان^{* 2}؛ فرهاد شفیع پورمطلق³؛ محمد صاحب الزمانی⁴

¹دانش آموخته دکترای رشته مدیریت آموزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

²استاد تمام گروه مدیریت آموزشی، واحد علوم و تحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران

³دانشیار گروه مدیریت آموزشی، واحد محلات،دانشگاه آزاد اسلامی، محلات، ایران.

⁴استاد گروه مدیریت دانشکده بهداشت علوم پزشکی تهران دانشگاه آزاد اسلامی، تهران، ایران.

تاریخ دریافت: 03 اسفند 1400،  تاریخ بازنگری: 18 خرداد 1401،  تاریخ پذیرش: 30 مرداد 1401 

چکیده

مقدمه و هدف: با توجه به اینکه الگویی بومی برای به اشتراک گذاری تجارب مدیریتی برای مدیران مدارس دوره ابتدایی در دسترس نیست و این در حالی است که این دسته از مدیران بطور جدی برای ارتقای سطح تجارب مدیریتی خود به چنین الگویی نیازمندند. از این رو، هدف تحقیق حاضر شناسایی راهبردهای به اشتراک گذاری تجارب مدیریت در مدارس ابتدایی بوده است.

روش شناسی پژوهش: روش تحقیق کیفی-پدیدارشناسی بوده است. محیط پژوهش شامل کلیه مدیران مدارس ابتدایی بالای 25 سال سابقه بود که به شیوه نمونه گیری هدفمند تا حد اشباع نمونه گیری تا 29 نفر ادامه یافت. برای حمع آوری داده های مورد نیاز از مصاحبه عمیق استفاده شد. تحلیل داده ها به شیوه کُدگذاری، باز، محوری و انتخابی صورت پذیرفته است.

یافته‌ها: بطور کلی یافته های تحقیق نشان داد،253 کُد باز،10 کُد انتخابی(امنیت شغلی، اعتماد سازمانی، انگیزه شغلی، مدیریت دانش، بازنگری در ارزشیابی، تعهد سازمانی، درگیری شغلی، جوّ سازمانی باز، همکاری های گروهی، یادگیری سازمانی) و 29 کُد محوری(یادگیری مدلهای مدیریتی، یادگیری فرانیدها، یادگیری روشهای نوین، همکاری برای بهبود، همکاری برای جستجوی منابع، همکاری برای یکپارچه سازی، انگیزه رشد و پیشرفت مدرسه، انگیزه فردی، انگیزه اجتماعی، ارزشیابی مشارکت مدیران، ارزشیابی رهبری یادگیری، ارزشیابی فرایند مدرسه داری، ذخیره سازی دانش، سازماندهی دانش، تسهیم دانش، اعتماد به سازمان، اعتماد به همکاران، اعتماد به شغل، تعهد هنجاری، تعهد عاطفی، تعهد مستمر، ارتباط آزادانه با یکدیگر، غیر رسمی بودن، تفویض اختیار، کمال طلبی، الهام گرفتن از محیط، ایجاد ثبات شغلی، اعتبار سازی شغلی، آرامش شغلی) در رابطه با راهبردهای به اشتراک گذاری تجربیات مدیران مدارس استخراج گردید.

بحث و نتیجه‌گیری: مدیریت مدارس ابتدایی مهمترین دوره آموزشی برای کودکان است و لذا نیازمند برطرف سازی نقاط ضعف آنها از سویی و و رشد، پیشرفت و ارتقای آنها از سویی دیگر است.اشتراک گذاری تجربیات مدیران مدارس ابتدایی از راهبردهای مهمی است که موجب بهبود کیفیت مدارس ابتدایی از جوانب محتلف می شود.

کلیدواژه‌ها

به اشتراک گذاری تجارب؛ مدیران مدارس؛ دوره ابتدایی

عنوان مقاله [English]

Identify strategies for sharing managerial experiences In elementary schools in a phenomenological way

نویسندگان [English]

maryam mohammadi¹؛ Nader Gholi Ghorchian²؛ Farhad Shafipour Motlagh³؛ Mohammad Saheb Alzamani⁴

¹PhD student in Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran

²Professor, Department of Educational Management, Tehran Science and Research Branch, Islamic Azad University, Tehran, Iran

³Associate Professor, Department of Educational Management, Mahallat Branch, Islamic Azad University, Mahallat, Iran

⁴Mohammad Sahebalzamani Professor, Department of Management, Fauclty of Health, Tehran Medical Sciences Islamic Azad University, Tehran, Iran

چکیده [English]

Introduction: Considering that a native model for sharing managerial experiences is not available for primary school principals, however, this group of principals seriously need such a model to improve the level of their managerial experiences. Therefore, the aim of the present study was to identify strategies for sharing management experiences in primary schools.

research methodology: The research method was qualitative-phenomenological. The research environment included all primary school principals over 25 years of experience, which was continued by purposeful sampling method until the saturation of sampling up to 29 people. In-depth interviews were used to gather the required data. Data analysis is coded, open, axial and selective.

Findings: In general, the research findings showed 253 open codes, 10 selected codes (job security, organizational trust, job motivation, knowledge management, evaluation review, organizational commitment, job conflict, open organizational atmosphere, group cooperation, Organizational learning) and 29 core codes (learning management models, learning learns, learning new methods, collaborating for improvement, collaborating to find resources, collaborating for integration, motivation for school growth and development, individual motivation, social motivation, evaluating principal participation, evaluation Learning leadership, school process evaluation, knowledge storage, knowledge organization, knowledge sharing, trust in the organization, trust in colleagues, trust in the job, normative commitment, emotional commitment, continuous commitment, free communication with each other, informality, delegation Perfectionism, inspiration from the environment, job stability, job accreditation, job comfort) were extracted in relation to strategies for sharing the experiences of school principals.

Conclusion: Primary school management is the most important educational course for children and therefore needs to address their weaknesses on the one hand and their growth, development and promotion on the other hand. Sharing the experiences of primary school principals is one of the important strategies that Improving the quality of primary schools is multifaceted.

کلیدواژه‌ها [English]

Sharing experience, school principals, elementary school

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