واکاوی عملکرد حرفه‌ای راهبران آموزشی- تربیتی از منظر مدیر آموزگاران و معلمان مدارس ابتداییِ چند پایة روستایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار رشته مدیریت آموزشی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران

2 دانشجوی دکتری رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران.

3 دانشجوی دکتری رشته فلسفه تعلیم و تربیت، دانشکده علوم انسانی، دانشگاه شاهد تهران، تهران، ایران.

چکیده

چکیده
مقدمه و هدف: این پژوهش، با هدف توصیف و واکاوی عملکرد حرفه­ای راهبران آموزشی- تربیتی از منظر مدیرآموزگاران و معلمان مدارس چند پایة ابتدایی روستایی انجام شد.
روش­شناسی: با ابتنای بر پارادایم تفسیری و رویکرد کیفی، و با استفاده از روش تحلیل محتوای کیفی عرفی، از میان کل مدیرآموزگاران و معلمان  کلاس­های چند پایة دورة ابتدایی در مناطق آموزش و پرورش نظرکهریزی، چاراویماق و هشترود، تعداد 18 نفر با استفاده از نمونه­گیری هدفمند، به عنوان مشارکت کننده انتخاب شدند. برای جمع آوری داده­ها از مصاحبه نیمه ساختارمند استفاده شد. تجزیه و تحلیل داده­ها با استفاده از شیوة تحلیل ارتباطی و به صورت دستی انجام شد. راهبردهای اعتباربخشی به داده­ها با استفاده از روش­های بازنگری ناظرین، بازنگری مشارکت کنندگان، حضور طولانی مدت در بستر پژوهش و مثلث سازی محقق انجام شد.
 یافته­ها: دو خوشه عملکرد مثبت و عملکرد منفی به ترتیب با طبقات اصلی "کارکرد تسهیل گری"، "محدودیت­های ارتباطی"، و "برآورده نکردن انتظارات نقش"، به همراه طبقات فرعی و تم­های مربوط به دست آمد.
 نتیجه­گیری: نتایج نشان داد که عملکرد منفی راهبران چشمگیرتر از عملکرد مثبت آنان می­باشد؛ لذا می­توان گفت علی­رغم تغییر عنوان معلم راهنما به طرح راهبران آموزشی- تربیتی، این طرح  در عمل با  کاستی­هایی مواجه است. مطالعة دستاوردهای پژوهش می­تواند چراغ راهنمای اقدامات و اصلاحات مقتضی در حوزة نظارت و راهنمایی آموزشیِ مدارس ابتدایی چند پایه باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Analyzing the Professional Performance 0f Educational Leaders from the Perspective of Principal Teachers and Teachers of Rural Elementry Multi Grade Schools

نویسندگان [English]

  • hamdullah habibi 1
  • ahad azimi Aghbolaq 2
  • seyed hadi madani 3
1 Associate Professor of Educational Management, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
2 PhD student in Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.
3 PhD student in Philosophy of Education, Faculty of Humanities, Shahed University of Tehran, Tehran, Iran.
چکیده [English]

Introduction and aim: The aim of this study was to describe and analyze the professional performance of educational leaders from the perspective of Teachers principals and teachers of rural elementry multi grade schools,
Methods: using interpretive paradigm and qualitative approach, a conventional qualitative content analysis method was follwed. Out of the total number of principals and teachers of elementry multi grade schools in the areas of Nazar Kahrizi, Charoymagh, and Hashtrood, 18 were selected as participants through purposeful sampling as participants. A semi-structured interview was used to collect data. Data analysis was performed manually using communication analysis. Data accreditation strategies were performed using supervisory review methods, participatory review, long-term presence in the research context, and researcher triangulation.
Results: The two positive and negative performance clusters were obtained with the main category of "facilitation function", "communication constraints", and "non-fulfillment of role expectations", respectively, along with the sub- category and related themes.
Conclusion: The results showed that the negative performance of leaders is more significant than their positive performance; Therefore, it can be said that despite the change of the title of the guiding teachers to the plan of educational leaders, this plan has some shortcomings in practice. Studying the achievements of research can be a beacon for appropriate action and reform in the area multi grade elementry school supervision and guidance.

کلیدواژه‌ها [English]

  • Educational Leaders
  • Performance
  • Rural multi-grade classes
  • Guiding teacher
  • Supervision of Instruction
  • Analyzing
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