نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانش آموخته رشته مدیریت آموزشی دانشگاه شهید چمران اهواز
2 عضو هیأت علمی دانشگاه شهید چمران اهواز
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Abstract
Introduction: Schools, as the implementers of educational policies in each country, are social organizations that embody the relationship between the government and the education system. On one hand, modern schools are expected to operate in accordance with knowledge-based societies. However, centralized school administration is often seen as a major obstacle in achieving this mission. In light of new perspectives, self-governance has emerged as a potential solution to align schools with knowledge-based societies. Consequently, the primary aim of this study was to investigate the correlation between the elements of school self-governance and the establishment of a school that is aligned with a knowledge-based society.
research methodology: In this descriptive study, a random sample of 315 teachers was selected from a population of 1,376 teachers in the city of Abadan using stratified sampling. The selection process took into account the six different forms of Iranian public/privet schools. The samples were chosen proportionally from each category to ensure representation. Two questionnaires, developed by the researchers, were utilized to collect data. One questionnaire assessed the level of school self-managing, while the other measured the level of alignment with a knowledge-based society. The data were analyzed using descriptive statistics, Z-test, correlation analysis, and multiple regression analysis.
Findings: The findings of this study revealed a significant correlation between the elements of the Self-Managing School (including Autonomy, Control, and Vision) and the seven Gestalts of knowledge-based Society schools. The scores pertaining to the structure of the Self-Managing School exhibited variations depending on the type and management approach, yet these variances did not demonstrate statistical significance. Additionally, no significant distinctions were observed among different types of schools with regard to their alignment with a knowledge-based society.
Conclusion: To adapt schools to the requirements of the 21st century, it is necessary to make fundamental changes. These changes include granting independence to schools and their managers, modifying methods of school control, and fostering an open vision for schools. Ignoring these components will result in disharmony within the school and hinder its alignment with a knowledge-based society.
کلیدواژهها [English]
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