تعیین سلسله مراتب معیارهای شایستگی مدیران مدارس مبتنی بر روش دلفی فازی در آموزش و پرورش استان اصفهان

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 8، دوره 11، شماره 41، اردیبهشت 1399، صفحه 159-190   

نوع مقاله: مقاله پژوهشی

نویسندگان

ناصر عصاری¹؛ سید علی سیادت^{* 2}؛ یاسمین عابدینی²؛ سید امیر حسن منجمی³

¹دانشگاه اصفهان

²عضو هیات علمی دانشکده علوم تربیتی دانشگاه اصفهان

³عضو هیات علمی دانشکده مهندسی کامپیوتر (گروه هوش مصنوعی) دانشگاه اصفهان

تاریخ دریافت: 11 مهر 1397،  تاریخ بازنگری: 10 آذر 1397،  تاریخ پذیرش: 30 اردیبهشت 1399 

چکیده

هدف از پژوهش حاضر به عنوان بخشی از رساله دکتری، تبیین معیارهای شایستگی برای مدیران مدارس مبتنی بر روش دلفی فازی است. این پژوهش از نوع پژوهش‌ها ترکیبی به شمار می‌رود و طرح پژوهش از نوع اکتشافی است. همچنین از نظر هدف و ماهیت، کاربردی است. برای این منظور ابتدا با مطالعه عمیق ادبیات موضوع، معیارهای اولیه شایستگی استخراج و مدل اولیه تدوین گردید. 25 نفر (20مرد و 5 زن) از استادان و خبرگان مدیریت آموزشی در دانشگاه‌های سراسر کشور با روش نمونه‌گیری شبکه متخصصان انتخاب و برای اصلاح یا تعدیل معیارها و زیرمعیارهای مدل اولیه با آن‌ها مصاحبه نیمه‌ساختار یافته انجام گرفته و بر اساس نتایج تحلیل مصاحبه پیش‌مدل اصلاح و زیرمعیارها تعیین شدند. پرسش‌نامه شایستگی با طیف لیکرت تهیه و در نمونه ای به حجم 368 نفر از مدیران مدارس اجرا و روایی آن با نرم‌افزار AMOS با استفاده از روش تحلیل عاملی تاییدی و پایائی با محاسبه آلفای کرونباخ (96/0) تایید گردید. بر پایه پیش‌مدل اصلاح شده و با هدف غربال‌گری ثانویه و تطبیق زیرمعیارها با جامعه آماری پرسش‌نامه دلفی فازی تدوین و در نمونه ای با حجم 51 نفر از خبرگان آموزش و پرورش استان اصفهان اجرا و نتایج پرسش‌نامه با تکنیک دلفی و رویکرد فازی تحلیل و مدل نهائی تدوین گردید. نتیجه نهایی پژوهش در قالب یک ساختار سلسله‌مراتبی مربوط به معیارهای شایستگی شامل معیارهای اصلی، فردی، شغلی و سازمانی و همچنین 12 معیار فرعی و 74 زیرمعیار تدوین گردید.

کلیدواژه‌ها

شایستگی‌های مدیریتی؛ مدیریت مدرسه؛ ‌ شایستگی‌های فردی؛ شایستگی‌های شغلی و شایستگی‌های سازمانی

عنوان مقاله [English]

Explaining and Determining the Hierarchy of School Principals Managerial Competency Criterions in the Isfahan Education Organization Based on Fuzzy Delphi Method

نویسندگان [English]

naser assari¹؛ S.Ali Siadat²؛ Yasamin Abedini²؛ S.Amir Hasan Monadjemi³

¹esfahan education

²He is now working as professor at the Department of education, University of Isfahan, Isfahan, Iran

³He is now working as an associate professor at the Department of Computer Engineering, University of Isfahan, Isfahan, Iran.

چکیده [English]

The aim of this study, as part of the PhD thesis, is to explain the school head's competency criteria based on Fuzzy Delphi method. This research is a mixed research type and the research project is exploratory type. It is also applicable in terms of purpose and nature. First, educational management literature was studied in depth and then the primary competency criteria were extracted. Twenty-five people (20 males and 5 females) comprising professors and educational management experts from universities across the country were selected by the Network Sampling method and semi-structured interviews were conducted to modify or moderate the pre-model. A sample of 368 school administrators were selected and competency questionnaire was provided to them. Its validity was determined by using a confirmatory factor analysis with AMOS software and reliability by calculating the Cronbach's alpha(0.96). Based on the modified pre-model, with the aim of secondary screening and the implementation of sub-criteria, a Fuzzy Delphi questionnaire was developed. A sample of 51 school principals was selected based on the targeted sampling method and the questionnaire was provided to them. The results of the questionnaire, using the Delphi technique and fuzzy approach, were analyzed and a hierarchical structure related to the competency criteria, including, individual, occupational and organizational core criteria, as well as 12 sub-criteria and 74 sub-criteria were determined.

کلیدواژه‌ها [English]

Management competencies, School Principals, Individual Competencies؛ Job Competencies and Organizational Competencies

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