اعتباریابی الگوی مدرسه کانون تربیتی محله با پرسشنامه

صدرزاده, محبوبه; حسن مرادی, نرگس; صباغیان, زهرا

doi:10.30495/jedu.2023.30076.6012

انتقال سامانه مجلات به سامانه سند (سکوی نشر دانش)

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	اعتباریابی الگوی مدرسه کانون تربیتی محله با پرسشنامه
دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
مقاله 15، دوره 14، شماره 5 - شماره پیاپی 63، آذر و دی 1402، صفحه 246-231 اصل مقاله (1.27 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.30495/jedu.2023.30076.6012
نویسندگان
محبوبه صدرزاده^* ¹؛ نرگس حسن مرادی²؛ زهرا صباغیان³
¹مدیر مدرسه
²دانشیار گروه مدیریت آموزشی،دانشگاه آزاد واحد تهران شمال،تهران،ایران
³استاد تمام وقت گروه مدیریت آموزشی دانشگاه شهید بهشتی ودانشگاه آزاد واحد تهران شمال،تهران،ایران
تاریخ دریافت: 22 فروردین 1401، تاریخ بازنگری: 02 مرداد 1401، تاریخ پذیرش: 29 مرداد 1401
چکیده
مقدمه و هدف: امروزه، جایگاه مدرسه به عنوان یک نهاد تربیت رسمی، نسبت به گذشته دستخوش تغییر شده است. مدرسه امروز، فضایی باز و موجودی اجتماعی است که با جامعه و نهادهای مرتبط، ارتباطی دوسویه دارد .این مقاله از بخش کمی پایان نامه با عنوان ارائه واعتبارسنجی الگوی مدرسه کانون تربیتی محله استخراج شده است. مقاله مربوط به بخش کیفی(ارائه الگوی مدرسه کانون تربیتی محله) قبلا معرفی و ارائه گردیده است. روش شناسی پژوهش: این مطالعه، از نظر هدف کاربردی و از نوع طرح‌های تحقیق آمیخته اکتشافی است. در مرحله کیفی از روش نظریه زمینه ای استفاده گردید. برای جمع‌آوری داده‌ها، از مصاحبه نیمه ساختار یافته استفاده شد. بدین ترتیب، ابتدا با 24 نفر از کارشناسان وصاحبنظران خبره حوزه مدیریت آموزشی مصاحبه صورت گرفت و سپس، تجزیه و تحلیل داده‌ها در سه مرحله کدگذاری باز، محوری و انتخابی انجام شد. در نتیجه، الگوی مدرسه کانون تربیتی محله در شش مقوله شرایط علی، پدیده محوری (مدرسه کانون تربیتی محله)، شرایط واسطه‌ای، شرایط مداخله‌گر، راهبردهاو پیامدها، تدوین و ارائه گردید. در مرحله کمی، جهت اعتبار سنجی الگوی ارائه شده، از روش توصیفی-پیمایشی بهره گرفته شد. ابزار گردآوری داده‎ها در این مرحله، پرسشنامه محقق ساخته بود که با روش نمونه گیری تعمدی-قضاوتی تعداد 41 نفر از مدیران ،معلمان ومعاونین مدارس(خبره در کار اجرایی وآموزشی) در مناطق مختلف شهر تهران و همچنین اساتید دانشگاه‌ها ،انتخاب و پرسشنامه را تکمیل نمودند.برای بررسی روابط بین متغیرهای تحقیق از تکنیک تحلیل مسیر مدل‌سازی معادلات ساختاری با استفاده از نرم‌ افزار Smart PLS استفاده شد. یافته‌ها: نتایج پژوهش، حاکی از آن است که شرایط علی بر عوامل اصلی تاثیر مثبت و معناداری دارد. همچنین، عوامل اصلی و عوامل مداخله‌گر، به طور مثبت و معناداری بر راهبردها اثر گذار می باشند؛ اما، عوامل زمینه‌ای، هیچ اثر معناداری بر راهبردها ندارد. اما نتایج تأثیر مثبت و معنادار راهبردها بر پیامدها را تأیید کرد. بحث و نتیجه‌گیری: برای رسیدن به مدرسه به عنوان کانون تربیتی محله ،اهمیت دادن به جایگاه مدارس و لزوم مشارکت اولیا و نهادهای محلی در فرآیند تربیت، تلاش در جهت تغییر نگرش جامعه نسبت به نقش تربیتی مدارس از طریق رسانه، ضروری می باشد.
کلیدواژه‌ها
مدرسه؛ جامعه؛ مدرسه کانون تربیتی محله؛ مشارکت
عنوان مقاله [English]
Validation of Neighborhood Training School Pattern through Questionnaire
نویسندگان [English]
mahboobeh sadrzadeh¹؛ narges hasanmoradi²؛ zahra sabbaghian³
¹school admini strator
²Associate Professor of Education Management, Tehran Azad University, Tehran, Tehran
³Full -time professor of education management department of Shahid Beheshti University and Azad University of North Tehran, Tehran, Iran
چکیده [English]
Introduction: Today, the position of the school as a formal educational institution has changed compared to the past. Today’s schools are open spaces and social entities mutually related to community and relevant institutions,This article is extracted from the quantitative part of the dissertation titled “Developing and Validating the Model of School as the Neighborhood Educational Center”. The article related to the qualitative part (developing the model of the school as the neighborhood educational center) has already been introduced and presented. research methodology: This study is applied research concerning research objectives and an exploratory mixed project regarding its type. The qualitative step was according to the grounded theory method. Data were collected using semi-structured interviews with 24 experts and professionals in educational management, followed by data analysis in three stages of open, axial, and selective coding. As a result, the model of school as the neighborhood educational center was developed in six categories of causal conditions, axial phenomenon (school as the neighborhood educational center), mediating conditions, intervening conditions, strategies, and consequences. The quantitative step used the descriptive-survey method to validate the proposed model. The data collection tool at this step was a researcher-made questionnaire completed by 41 principals, teachers, and deputy principals (experts in executive and educational positions) in different regions of Tehran and also University professors, selected through purposive-judgmental sampling. The relationships between research variables were investigated by path analysis/structural equation modeling, using Smart PLS software. Findings: According to the results, causal conditions affected the main factors positively and significantly. Also, the main and intervening factors influenced strategies significantly and positively. However, underlying factors did not affect strategies significantly. The results also confirmed positive and significant effects of strategies on consequences. Conclusion: To change the schools into the neighborhood educational centers, it is necessary to consider the position of schools,, seek to change community attitudes towards the educational role of school through the media, appoint school principals based on meritocracy, review rules and regulations, emphasize school-centeredness, and increase school authority.
کلیدواژه‌ها [English]
school, community, neighborhood educational center school, participation

مراجع
Alipanah, M., Poorhosseini, A. & Mehrdad, H. (2021). Designing the Effectiveness Model of Education Managers in Lorestan Province (Case Study: Secondary School Managers), Journal of New Approaches in Educational Adminstration, (12), 28-40 [in Persian] Aslani, E. (2018). School Mining for School Principals, Pishgaman Research Center Publications, Tehran. [in Persian] -Baradaran Haghir, M., & Nairipour, Z.S. (2019). Saleh School is the center for the realization of good life, With emphasis on the local community, educational sciences from the perspective of Islam, seventh year. (12), 25-46[in Persian] Bayati, A., Ghasemizad, A., & Taheri, A. (2020). Identification the Factors Influencing Decentralized Decisions Made by Education Managers. Journal of New Approaches in Educational Adminstration, (12), 73-87[in Persian] blank, Martin. J. (2015). Villarreal lisa.where it all comes together How partnershipsconnect communities and schools, American Educator \| FALL Epstein, j. L. (2006). partnering with Families and communities Educational headership, 61(8)12-18 Gall, M., Borg, W., & Gall, J. (2016). Quantitative and qualitative research methods in educational sciences and psychology Shenas,Translated by Nasr, A, R. et al., Samat Publications, Tehran. Ghasemi, A. (2016). School principal at the level of the document of fundamental transformation of education National Conference on Transformation in Education General Department of Education of Ardabil Province [in Persian] Glanz, J. (2006). School-community leadership. California: SAGE Green, T. L. (2017). We Felt They Took the Heart Out of the Community Examining a Community-Based Response to Urban School Closure Education Policy Analysis Archives, 25(21), 1-30 Hadadi, F. (2016). The art of turning interests into resources. Seminar report School Management Growth, (14), Number 3.10-11[in Persian] Hakimzadeh, R. (2021). School and community participation, webinar of school principals, school Board of Trustees of Bint Al-Huda Sadr Tehran[in Persian] Hosainzadeh, M. (2014). Reverse Decentralization, International Journal of Information, Research, Education and Analysis, Enthusiasm for Change, Third Year, 17, 31. [in Persian] Jahangardi, K. (2021). School, the heart of the neighborhood, a platform for social education. Peyvand Magazine, 48,6-7[in Persian] Marzooghi, R., Jahani, J., Torkzadeh, J., & Amiri Taybi, M. (2017). Conceptual model of school-family and mosque interaction from the perspective of Islamic education, Basij Strategic Studies Quarterly, Year 21, 31, 79. [in Persian] McWilliams, J. A. (2017). The neighborhood school stigma School choice, stratification, and shame. Policy Futures inEducation. 15(2) 221-238. Mohammadi Pouya, S., Adib, Y., & Zarei, A. (2020). Appropriate strategies to increase the connection between home, school and community; A Reflection on Global Experiences, School Management Scientific Quarterly, Number 3, (8), 336-337. [in Persian] Khavari, A., Rafati, M., Sahib Ekhtiari, B., & Agha Mohammadi, M. (2016). Study of the principles of school-based management in the document of fundamental change in education, the first scientific conference on educational sciences and psychology of social and cultural harms in Iran, Hekmat Center. [In Persian] Najaf, H. (2020). Educational distance between school and society, Growth of Social Science Education, 23 (1)10-11[in Persian] Pesch, Lawrence P. (2014). Connecting Schoolsto Neighborhood Revitalization: The Caseofthe Maple Heightsneighborhood Association, Milwaukee, Wisconsin. May. Poodine, M., Hosain gholizadeh, R., & Mahram, B. (2018). School social responsibility, case study.New educational approaches, year thirteen, number 2, consecutive number) 28(95-120)[in Persian] Sabbaghian, Z. (2016). Literacy Methods for Adults. First Edition,Tehran University Publishing Center. [in Persian] Saki, R. (2009). Leadership in a learning-oriented school. First Edition, Tehran, Education Organization:106. [in Persian] Shabani, Z. (2014). Explaining the relationship between organizational health and the effectiveness of the activities of the Association of Parents and School Teachers. Family and research. (23): 73[in Persian] Shahri, A. (2018), Participation and Intervention of Families and Local Community in Educational Processes of School Students Using the Theoretical Model of "Overlapping Areas of Influence" Quarterly Journal of Education Management Organizations, No. 2, Fall and Winter97, 210-167[in persain] Shahsavari, T., Soleimanpour Omran, M., & Hafezian, M. (2021). Validation the model of learning and teaching schools in education, Journal of New Approaches in Educational Adminstration (12):48-66[in Persian].
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اعتباریابی الگوی مدرسه کانون تربیتی محله با پرسشنامه

Alipanah, M., Poorhosseini, A. & Mehrdad, H. (2021). Designing the Effectiveness Model of Education Managers in Lorestan Province (Case Study: Secondary School Managers), Journal of New Approaches in Educational Adminstration, (12), 28-40 [in Persian]

Aslani, E. (2018). School Mining for School Principals, Pishgaman Research Center Publications, Tehran. [in Persian]

-Baradaran Haghir, M., & Nairipour, Z.S. (2019). Saleh School is the center for the realization of good life, With emphasis on the local community, educational sciences from the perspective of Islam, seventh year. (12), 25-46[in Persian]

Bayati, A., Ghasemizad, A., & Taheri, A. (2020). Identification the Factors Influencing Decentralized Decisions Made by Education Managers. Journal of New Approaches in Educational Adminstration, (12), 73-87[in Persian]

blank, Martin. J. (2015). Villarreal lisa.where it all comes together How partnershipsconnect communities and schools, American Educator | FALL

Epstein, j. L. (2006). partnering with Families and communities Educational headership, 61(8)12-18

Gall, M., Borg, W., & Gall, J. (2016). Quantitative and qualitative research methods in educational sciences and psychology Shenas,Translated by Nasr, A, R. et al., Samat Publications, Tehran.

Ghasemi, A. (2016). School principal at the level of the document of fundamental transformation of education National Conference on Transformation in Education General Department of Education of Ardabil Province [in Persian]

Glanz, J. (2006). School-community leadership. California: SAGE

Green, T. L. (2017). We Felt They Took the Heart Out of the Community Examining a Community-Based Response to Urban School Closure Education Policy Analysis Archives, 25(21), 1-30

Hadadi, F. (2016). The art of turning interests into resources. Seminar report School Management Growth, (14), Number 3.10-11[in Persian]

Hakimzadeh, R. (2021). School and community participation, webinar of school principals, school Board of Trustees of Bint Al-Huda Sadr Tehran[in Persian]

Hosainzadeh, M. (2014). Reverse Decentralization, International Journal of Information, Research, Education and Analysis, Enthusiasm for Change, Third Year, 17, 31. [in Persian]

Jahangardi, K. (2021). School, the heart of the neighborhood, a platform for social education. Peyvand Magazine, 48,6-7[in Persian]

Marzooghi, R., Jahani, J., Torkzadeh, J., & Amiri Taybi, M. (2017). Conceptual model of school-family and mosque interaction from the perspective of Islamic education, Basij Strategic Studies Quarterly, Year 21, 31, 79. [in Persian]

McWilliams, J. A. (2017). The neighborhood school stigma School choice, stratification, and shame. Policy Futures inEducation. 15(2) 221-238.

Mohammadi Pouya, S., Adib, Y., & Zarei, A. (2020). Appropriate strategies to increase the connection between home, school and community; A Reflection on Global Experiences, School Management Scientific Quarterly, Number 3, (8), 336-337. [in Persian]

Najaf, H. (2020). Educational distance between school and society, Growth of Social Science Education, 23 (1)10-11[in Persian]

Pesch, Lawrence P. (2014). Connecting Schoolsto Neighborhood Revitalization: The Caseofthe Maple Heightsneighborhood Association, Milwaukee, Wisconsin. May.

Poodine, M., Hosain gholizadeh, R., & Mahram, B. (2018). School social responsibility, case study.New educational approaches, year thirteen, number 2, consecutive number) 28(95-120)[in Persian]

Sabbaghian, Z. (2016). Literacy Methods for Adults. First Edition,Tehran University Publishing Center. [in Persian]

Saki, R. (2009). Leadership in a learning-oriented school. First Edition, Tehran, Education Organization:106. [in Persian]

Shabani, Z. (2014). Explaining the relationship between organizational health and the effectiveness of the activities of the Association of Parents and School Teachers. Family and research. (23): 73[in Persian]

Shahri, A. (2018), Participation and Intervention of Families and Local Community in Educational Processes of School Students Using the Theoretical Model of "Overlapping Areas of Influence" Quarterly Journal of Education Management Organizations, No. 2, Fall and Winter97, 210-167[in persain]

Shahsavari, T., Soleimanpour Omran, M., & Hafezian, M. (2021). Validation the model of learning and teaching schools in education, Journal of New Approaches in Educational Adminstration (12):48-66[in Persian].