بن‌بست‌های توسعه میدان ناوابسته مدیران آموزشی: درس‌آموخته‌های یک پژوهش ژرفانگر

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 8، دوره 14، شماره 4 - شماره پیاپی 62، مهر و آبان 1402، صفحه 128-112   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.28810.5777

نویسندگان

محمد رضا آهنچیان^{* 1}؛ زهره خواجویی نژاد²

¹گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد، ایران

²گروه رهبری و مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید بهشتی، تهران

تاریخ دریافت: 17 بهمن 1400،  تاریخ بازنگری: 20 شهریور 1402،  تاریخ پذیرش: 12 اردیبهشت 1401 

چکیده

چکیده:

برای آموزش و توسعه مدیران، کوشش‌ها و هزینه‌های زیادی می‌شود اما به دلایل متعدد که یکی از آنها، بی توجهی به ویژگی-های فرهنگ یا زمینه فرهنگی سازمان است، این کوشش‌ها به نتایج مورد انتظار منجر نمی‌شود. پژوهش حاضر با هدف شناسایی میدان-آموخته‌های توسعه مدیران آموزشی در انطباق با ویژگی غالب فرهنگی در مدارس، با رویکرد کیفی انجام شد. میدان تحقیق، مدارس متوسطه شمال غرب و جنوب شهر تهران و مشارکت‌کنندگان 20 تن از مدیران و معلمان این مدارس بود که منبع اصلی دستیابی به یافته‌ها با استفاده از مصاحبه‌های عمیق بودند. تجزیه و تحلیل داده‌ها براساس کدگذاری سه گانه باز، محوری و انتخابی انجام و اعتبارسنجی شد. در مجموع ویژگی فرهنگ‌وابستۀ میدان‌ مطالعه در دو هیئت کلانِ «مشارکت‌جو» (دموکراتیک) و سلسله‌مراتبی یا «تفوق‌طلب» (بوروکراتیک) تشخیص داده شد. پس از تحلیل یافته‌ها از میدان آموخته‌های مبتنی بر محور پژوهش در میدانِ دارایِ غلبه‌ی دموکراتیک،20 تم، 46 مقوله و 102 مفهوم و در میدانِ دارایِ سلطه‌ی بوروکراتیک 12 تم، 27 مقوله و 70 مفهوم به‌دست آمد. یافته‌های کلی پژوهش نشان داد که: مدرسه بیش از پیش نیازمند فرهنگ یا زمینه مستعد برای گسترش نگاه دمکراتیک است که در آن، مشارکت با ذینفعان بیرونی دارای اهمیت فوق‌العاده اما در حالِ حاضر مغفول است، به طوری که دستاوردهای مفروضِ برآمده از آن می‌تواند ظرفیت‌های کم‌نظیری به جایگاه و عملِ مدیریت آموزشی بیفزاید. از سوی دیگر، میدانِ دارایِ غلبه‌ی نگاه بوروکراتیک، که در حد زیادی در میدان پژوهش رواج داشت، بستر تضعیف جایگاه مدیریت آموزشی را فراهم کرده است و به کاهش اعتماد بین معلمان، مدیران و دانش‌آموزان با هم و میان هم منجر شده است. غلبه زمینه دمکراتیک یا بوروکراتیک در برداشت و طرح توسعه مدیران آموزشی اثر دارد. یافته‌های بسیط این پژوهش در قالب درس‌آموخته‌هایی از هر یک از دو وضعیتی که در آن هیئت کلان مشارکت‌جو یا تفوق‌طلب در مدرسه وجود داشته است با تأکید بر اثری که بر توسعه مدیران آموزشی می‌گذارد تنظیم شده است.

واژگان کلیدی: توسعه مدیران، ، فرهنگ سازمانی؛ دمکراتیک/بوروکراتیک، سازمان‌های آموزشی.

کلیدواژه‌ها

توسعه مدیران"؛ فرهنگ سازمانی؛ دمکراتیک/بوروکراتیک"؛ "؛ سازمان‌های آموزشی"

عنوان مقاله [English]

Independent Field Development Kits of Educational Managers:Learned Lessons from In-Depth Research

نویسندگان [English]

Mohamad Reza Ahanchian¹؛ zohre khajoueinejad²

¹Faculty of Education and Psychology, Ferdowsi university of Mashhad

²Department of leadership and educational administration, the faculty of education and phycology, SBU University of Tehran

چکیده [English]

Abstract

There are many efforts for managers’ training and development, when these efforts did not achieved the goals for various reasons, one of their most crucial is not seeing the cultural context. The aim of this study was to identify the field-based learning development of educational administrators in accordance with the dominant cultural characteristics in schools, by applying a qualitative approach. The research field was the high schools in Tehran and the participants were 20 principals and teachers who considered as main source of findings through in-depth interviews. Data analysis performed based on triple open, axial and selective coding. In whole it was found that cultural characteristics of the field of study were identified in two major bodies: "participatory" (democratic) and hierarchical or "supremacist" (bureaucratic). After analyzing the findings from the field of research based on research, in the field of democratic domination, 20 themes, 46 categories and 102 concepts and in the field of bureaucratic domination, 12 themes, 27 categories and 70 concepts were recognized. The general findings showed that school is in need of a culture or context prone to the development of a democratic view in which partnership with external stakeholders is extremely important but is currently neglected, so that the supposed achievements of it can add unparalleled capacity to the position and practice of educational administration. On the other hand, the prevailing field of bureaucratic view, which was very prevalent in the field of research, has provided a platform for weakening the position of educational administration and has led to a decrease in trust between teachers, administrators and students and each other. The dominance of a democratic or bureaucratic context influence the perception and development plan of educational administrators. The marginal findings of study was formulated in the form of lessons learned from each of two situations in which there was a participatory or supremacist board in the school with an emphasis on the effect it has on the development of educational administrators.

Keywords: managers development, organizational culture; democratic/ bureaucratic, educational organizations.

کلیدواژه‌ها [English]

managers development", organizational culture, democratic/ bureaucratic", ", educational organizations"

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