مطالعه پدیدار شناسانه تجارب دشوار مدیران مدارس

نوع مقاله : مقاله پژوهشی

نویسندگان

• محمد رزمیان ¹
• صادق ملکی آوارسین ²
• جهانگیر یاری حاج عطالو ³

¹ دانش‌ آموخته دکتری مدیریت آموزشی، واحد تبریز، دانشگاه آزاد اسلامی تبریز، ایران

² دانشیار مدیریت آموزشی، واحد تبریز، دانشگاه آزاد اسلامی تبریز، ایران

³ استادیار مدیریت آموزشی، واحد تبریز، دانشگاه آزاد اسلامی تبریز، ایران

10.30495/jedu.2023.28614.5756

چکیده

مقدمه و هدف: پژوهش حاضر با رویکردی کیفی به مطالعه پدیدار شناسانه تجارب دشوار مدیران مدارس ابتدایی در شهر ارومیه پرداخته است.
روش شناسی پژوهش: روش مورد استفاده به شکل پدیدار‌شناسی توصیفی انجام شد. با نمونه گیری هدفمند بیست نفر داوطلب انتخاب شدند، که با انجام مصاحبه داده ها در نفر هفدهم به اشباع رسیدند. محقق برای تحلیل داده‌ها از روش تحلیل مضمون بهره برد.
یافته­ ها: در نتیجه 88 مورد از تجارب دشوار مدیران مدارس ابتدایی شناسایی و در حوزه های دانش‌آموزی، اولیاء دانش‌آموزان، همکاران آموزشی، مدیریت مدرسه، ادارات و مناطق آموزشی، بالا دستی و تصمیم گیرندگان طبقه بندی شدند. در جهت پاسخگویی به اهداف پژوهش از تحلیل سلسله مراتبی، آزمون فریدمن، آزمون تی استفاده شد. نتایج حاصل شده نشان داد حوزه دانش آموزی با ضریب 318/0 بیشترین اولویت و حوزه بالا دستی با ضریب 078/0کمترین اولویت را دارند. همچنین شاخص "وابسته بودن بسیاری از طرح ها به افراد خاص و مسکوت ماندن آنها پس از تغییر سمت صاحب ایده "جزو تجاربی با بیشترین اولویت و شاخص" تعدد بخشنامه ها و طرح ها برای اجرا در سطح مدارس" جزو تجارب دارای کمترین اولویت بودند. در این  پژوهش وضعیت تمامی شاخص ها به غیر از چند شاخص مانند عدم‌انگیزه و بی‌تفاوتی معلمان به فرآیند آموزش و پرورش از مطلوب بیشتری برخوردار بودند.
بحث و نتیجه­ گیری: در پایان نتایج و یافته های این پژوهش بر ضرورت توجه به تجارب دشوار مدیران مدارس و کوشش در جهت رفع چالش‌های مدیران مدارس، همچنین اهمیت مستند‌ سازی و بهره‌گیری از تجارب مدیران مدارس را مورد تاکید قرار دادند.
 

کلیدواژه‌ها

• مدیران مدارس مدرسه
• تجارب دشوار
• چالش‌های مدیران مدارس
• مدرسه

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عنوان مقاله [English]

Phenomenological study of difficult experiences of school principals

نویسندگان [English]

• Mohammad Razmian ¹
• sadegh maleki avarsin ²
• jahangir yari haj atalo ³

¹ PhD candidate in Educational Management, Tabriz Branch, Islamic Azad University, Tabriz, Iran

² Associate Professor of Educational Management, Tabriz Branch, Islamic Azad University, Tabriz, Iran

³ Assistant Professor of Educational Management, Tabriz Branch, Islamic Azad University, Tabriz, IranAzad University, Tabriz, Iran

چکیده [English]

Introduction: The present research has studied the difficult experiences of primary school principals in Urmia with a qualitative approach.
research methodology: The method used was descriptive phenomenology. The researcher used thematic analysis method to analyze the data, thus identifying 88 difficult experiences of primary school principals and in the areas of students, parents, educators, school management, offices and educational districts, upstream and class decision makers. Were classified. In order to meet the objectives of the research, hierarchical analysis, Friedman test and t-test were used. The results showed that the student domain with a coefficient of 0.318 has the highest priority and the upstream domain with a coefficient of 0.078 has the lowest priority. Also, the index of "dependence of many projects on specific people and their silence after changing the position of the owner of the idea" was among the experiences with the highest priority and the index of "multiple circulars and plans for implementation at the school level" were among the experiences with the lowest priority. In this study, the status of all indicators except a few indicators such as lack of motivation and apathic of teachers to the education process were more favorable.
Findings: The results and findings of this study emphasized the need to pay attention to the difficult experiences of school principals and try to meet the challenges of school principals, as well as the importance of documenting and benefiting from the experiences of school principals.
 

کلیدواژه‌ها [English]

• School principals
• Difficult experiences
• Principals' challenges
• School

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