بازاندیشی موانع مشارکت مردمی در حکمرانی نهاد مدرسه برمبنای تحلیل نهادی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 2، دوره 15، شماره 2 - شماره پیاپی 66، خرداد و تیر 1403، صفحه 21-35   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2024.30865.6187

نویسندگان

منیر تجلی^{* 1}؛ احمد سعیدی²؛ علیرضا چیت سازیان³

¹دانش‌ آموخته دکتری مدیریت آموزشی دانشگاه امام صادق (ع) پردیس خواهران، تهران، ایران.

²استادیار اقتصاد و مدیریت مالی آموزش عالی، گروه پژوهش‌های آماری و فناوری اطلاعات، موسسه پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران.

³استادیار گروه بازرگانی دانشکده علوم مالی، مدیریت و کارآفرینی، دانشگاه کاشان، کاشان، ایران

تاریخ دریافت: 28 مرداد 1401،  تاریخ بازنگری: 20 بهمن 1401،  تاریخ پذیرش: 10 تیر 1402 

چکیده

مقدمه و هدف: امروزه مشارکت در آموزش و پرورش به عنوان راه حلی جهت برخورداری از فرصت­های برابر آموزشی است. همچنین محلی برای بروز استعدادها و افزایش توانمندی افراد است. لذا هدف از انجام این پژوهش بررسی موانع مشارکت در تامین منابع نهاد مدرسه است.
روش شناسی پژوهش: این پژوهش از نوع کیفی است که روش انجام آن در بخش اول تحلیل محتوای کمی پژوهش­های پیشین است که بر اساس جستجو در پایگاه­های اطلاعاتی تمام 30 تحقیق با موضوع موانع مشارکت در آموزش و پرورش که در قالب مقاله در طی سال­های 1375-1399به چاپ رسیده بودند؛ انتخاب شدند. و در بخش دوم تحلیل شبکه مضامین مستخرج از مصاحبه نیمه ساختاریافته با مدیران آموزشی و مدیران مدارس شهر تهران است که با روش نمونه­ گیری هدفمند از نوع متوالی مدیران انتخاب و حجم آن باتوجه به اشباع اطلاعات تعیین شد.  
یافته­ ها: یافته­ های تحقیق نشان داد که اگر چه پژوهش­های پیشین مهم­ترین مانع را عوامل فرهنگی – اجتماعی کادر مدرسه  تشخیص داه بودند، ولی نتایج حاصل از تحلیل مصاحبه ­ها نشان داد که گستره­ی این موانع در سه سطح نگرش­ها، رفتارها و زیرساخت­های نهادی – قوانین تنطیمی – و در میان بازیگران بیشتری قابل دسته بندی است که نشان از پیچیدگی و عمق ریشه­ای بعضی موانع دارد. هم چنین یافته های تحقیق نشان داد که از جمله موانع مشارکت، می­توان به حرفه­ گرایی بیش از حد، تمرکزگرایی، پولی کردن آموزش، عدم شفافیت، عدم اعتماد به مردم و نرخ بالای تغییرات برنامه­ ها از سوی سیاست گذاران؛ طرح واره نفتی والدین، سهم خواهی آنان، عدم رعایت اخلاق، وجود فشار اجتماعی و از سوی مدیر و کادر آموزشی داشتن تعریف ناصحیح از مشارکت، عدم پاسخگویی به والدین، عدم انگیزه آنان و هم شکلی بین مدارس اشاره نمود.
بحث و نتیجه ­گیری: با توجه به یافته ­های پژوهش حاضر لازم است مدرسه به عنوان نهاد اجتماعی در کنش متقابل با سایر نهادها درنظر گرفته شود و برای بهبود مشارکت در حکمرانی مدرسه، نیاز به تغییرات نهادی در این حوزه است.

کلیدواژه‌ها

موانع مشارکت مردمی؛ تامین منابع مدرسه؛ حکمرانی مردم بنیان

عنوان مقاله [English]

Rethinking the barriers of public participation in school governance based on institutional analysis

نویسندگان [English]

Monir Tajalli¹؛ Ahmad saidi²؛ Alireza Chitsazian³

¹PhD in Educational Adminstration, Imam sadiq university, Tehran, Iran.

²Assistant Prof in Department of Statistical Researches and Information Technology, Higher Education Research and Planning Institute, Tehran, Iran.

³Assistant Prof in Department of Business, Faculty of Financial Sciences, Management and Entrepreneurship, Kashan University, Kashan, Iran

چکیده [English]

Introduction: Today, participation in education is a solution for having equal educational opportunities. It is also a place for showing talents and increasing the capabilities of people. So the purpose of this Study is to investigate the barriers to participation in providing school resources.research methodology:This research is a qualitative research and the method of the first part is quantitative content analysis of previous researches, which is based on the search in the databases of all 30 researches with topic of barriers to participation in education that have been published in the form of articles over the years.in 1375-1399 were published; were chosen. And in the second part of the research is used analysis network of themes are extracted from semi-structured interviews with educational managers and school managers in Tehran city, which were selected by the purposeful sampling method and used consecutive type and its volume was determined according to information saturation.Findings:The findings of the research showed that although the previous studies identified the cultural-social factors of the school staff as the most important obstacle, but the results of the analysis of the interviews showed that the scope of these obstacles is in three levels of attitudes, behaviors and institutional infrastructure - laws - and it can be categorized among more actors, which shows the complexity and deep root of some obstacles. Also, the findings of the research showed that among the barriers to participation are excessive professionalism, centralization, monetization of education, lack of transparency, lack of trust in people, and the high rate of program changes by policy makers; The oil schema of parents, their desire for participation, non-compliance with ethics, social pressure and incorrect definition of participation by the principal and teaching staff, lack of accountability to parents, their lack of motivation and isomorphy between schools pointed out.Conclusion: It is necessary to consider the school as a social institution and to improve participation in school governance, there is a need for institutional changes in this field.

کلیدواژه‌ها [English]

Barriers to public participation, providing school resources, People-based governance

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