مفهوم‌سازی حکمرانی خوب در آموزش‌و‌پرورش عمومی ایران با رویکرد پدیدارشناسی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 9، دوره 11، شماره 41، اردیبهشت 1399، صفحه 191-208   

نوع مقاله: مقاله پژوهشی

نویسندگان

علی خلخالی^{* 1}؛ جعفر نصیر ناتری²؛ زهره شکیبایی²؛ جواد سلیمانپور²؛ اسماعیل کاظم پور³

¹گروه مدیریت آموزشی، واحدتنکابن، دانشگاه آزاداسلامی، تنکابن، ایران.

²گروه مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران

³هیات علمی/ دانشگاه آزاد اسلامی واحد تنکابن

تاریخ دریافت: 14 مهر 1397،  تاریخ بازنگری: 01 خرداد 1398،  تاریخ پذیرش: 30 اردیبهشت 1399 

چکیده

هدف پژوهش حاضر، بررسی بسترهای مفهومی تحقق حکمرانی خوب در آموزش‌و‌پرورش عمومی ایران بود. این مطالعه به روش کیفی، با رویکرد پدیدارشناسی انجام شد. در این پژوهش تعداد 30 تن از صاحب‌نظران و خبرگان نظام آموزش عمومی که دارای تالیف‌های معتبر در حوزه حکمرانی خوب بودند، از طریق نمونه‌گیری هدفمند از نوع گلوله برفی تا مرز اشباع نظری، انتخاب شدند و در معرض مصاحبه نیمه ساختاریافته قرار‌گرفتند.  همچنین داده‌های حاصل از بازخوانی مصاحبه‌ها، با استفاده از روش تحلیل مضمون تجزیه‌و‌تحلیل و کدگذاری شدند. همچنین جهت استحکام پایایی تحقیق از قابلیت وابستگی، باور پذیری و تایید پذیری استفاده شد. برمبنای کدگذاری‌ باز مصاحبه‌ها، در مرحله مقدماتی 87 مولفه بازشناسی شدند. لیکن در نهایت 35 سازه در قالب 3 تم اصلی (مقدمات و پیدایش 14 مورد، فرایند و اجرا 12 مورد و پیامد و نتیجه 9 مورد) به عنوان بخشی از ساختارهای مفهومی جهت تحقق حکمرانی خوب در جوامع آموزشی تم یابی شدند. تحلیل‌های ارائه شده در این پژوهش نشان می‌دهد که این مفاهیم استخراجی در شرایط تغییرات گسترده درونی و بیرونی از ظرفیت لازم برای استقرار حاکمیت خوب در آموزش عمومی ایران برخوردارند. همچنین تحقق حکمرانی خوب در نظام آموزش عمومی کشور در قالب سازه‌های شش‌گانه نتیجه‌گرایی، اثربخشی نقش‌ها و وظائف، ارتقای ارزش‌ها، شفاف‌سازی، ظرفیت‌سازی و پاسخگویی قابل مفهوم‌سازی است.

کلیدواژه‌ها

حکمرانی خوب؛ آموزش عمومی؛ پدیدارشناسی؛ بسترهای مفهومی

عنوان مقاله [English]

Conceptualization of Good Governance in Iran's Public Education System by Phenomenological Approach

نویسندگان [English]

Ali Khalkhali¹؛ Jafar NasirNateri²؛ Zohreh Shakibaei²؛ Javad Solimanpoor²؛ Ssmaeil Kazempour³

¹Department of Educational Management, Tonekabon Branch, Islamic Azad University Tonekabon, Iran

²Department of Educational Management, Tonekabon Branch, Islamic Azad University Tonekabon, Iran

³Esmaeil. Kazempour (Ph.D) Associate Professor in Curriculum Studies, Department of Education, Tonekabon Branch, I.A.U, Tonekabon, IRAN

چکیده [English]

The purpose of this study was to examine the conceptual framework for the realization of good governance in Iran's general education and education. This qualitative study was conducted with a phenomenological approach. In this research, 30 experts in the field of public education, which had good authoritative papers in the field of good governance, were selected through targeted snowball sampling to theoretical saturation boundary and were subjected to semi-structured interviews. The data from interviews were also analyzed and coded using the analysis method. The dependability, reliability and verifiability were also used to determine the reliability of the research. Based on the open coding of the interviews, 87 component were identified in the preliminary stage. Finally, 35 concepts in the form of 3 main themes (pre-emergence 14 cases, process and implementation of 12 cases, and the outcome and 9 results) were identified as part of conceptual structures for achieving good governance in educational societies. The analysis presented in this study shows that these extractive concepts are in the conditions of extensive internal and external changes of the capacity to establish good governance in Iran's general education. Also, the realization of good governance in the public education system of the country is conceptualizing based on the six constructs as, the effectiveness of roles and tasks; promotion of values, transparency, capacity building and responsiveness.

کلیدواژه‌ها [English]

good governance, Public Education, Conceptual Analysis

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