مرور سیستماتیک نقش رهبری آموزشی در پیشرفت تحصیلی دانش‌آموزان: یک مطالعه فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه معارف اسلامی و علوم تربیتی، پردیس خواهران دانشگاه امام صادق علیه‌السلام. تهران. ایران

2 معارف اسلامی و علوم تربیتی. پردیس خواهران. دانشگاه امام صادق علیه‌السلام. تهران. ایران

3 معارف اسلامی و علوم تربیتی. پردیس خواهران. دانشگاه امام صادق علیه السلام. تهران. ایران

10.22098/ael.2023.13764.1350

چکیده

مقدمه و هدف: رهبری در سازمان‌های آموزشی به علت تأثیر آموزش و پرورش در پیشرفت جوامع، از اهمیت ویژه‌ای برخوردار است. تراکم پژوهش‌ها دربارة نقش‌آفرینی رهبری مدرسه در اثربخشی مراکز تربیتی، موجب پدید آمدن ادبیات و پیشینه‌ای غنی برای توضیح اهمیت و نقش رهبری در مدارس شده است، اما با بررسی ادبیات موجود در این حوزه، به علت پراکندگی و تنوع یافته‌های مطالعات گذشته پیرامون نقش رهبری آموزشی، نمی‌توان به نتایج منسجمی که به‌طور مشخص چگونگی نقش رهبری آموزشی در پیشرفت تحصیلی را تبیین نماید، دست یافت. بنابراین هدف پژوهش حاضر، مرور پژوهش‌ها در این حوزه و دستیابی به چگونگی نقش‌آفرینی رهبری آموزشی در پیشرفت تحصیلی دانش‌آموزان است.
روش‌شناسی پژوهش: پژوهش پیش‌رو با روش فراترکیب با استفاده از الگوی سندلوسکی و باروس انجام گرفته است. جامعة پژوهشی این تحقیق، شامل همة مطالعاتی است که در بازه زمانی 2000-2022 به رابطة رهبری آموزشی و نتایج تحصیلی دانش‌آموزان پرداخته‌اند. این مطالعات با جستجو در پایگاه‌های اطلاعات علمی خارجی و داخلی به دست آمدند و از میان آن‌ها 44 منبع، با روش نمونه‌گیری هدفمند به عنوان نمونة پژوهش انتخاب شدند.
یافته‌ها: تجزیه و تحلیل ادبیات بررسی شده در نوشتار حاضر، به شناسایی سه مضمون فراگیر در چگونگی نقش‌آفرینی رهبری آموزشی در پیشرفت تحصیلی دانش‌آموزان منجر شد که عبارتند از: سبک رهبری (با چهار مضمون سازنده و بیست و یک مضمون پایه)، نقش مستقیم (با سه مضمون سازنده و سی و پنج مضمون پایه) و نقش غیرمستقیم رهبری آموزشی (با چهار مضمون سازنده و پنجاه و هفت مضمون پایه). بنابراین مطابق با یافته‌های پژوهش، چهار سبک رهبری که عبارتند از رهبری یکپارچه، رهبری آموزشی توزیع‌شده، رهبری اقتضایی و رهبری رفتاری می‌توانند به ارتقاء اثربخشی رهبر آموزشی در پیشرفت تحصیلی دانش‌آموزان کمک کنند. همچنین یافته‌ها حاکی از تأثیر مستقیم رهبری آموزشی از طریق ویژگی‌های شخصی رهبر، مهارت‌ها و اقدامات؛ و تأثیرغیرمستقیم رهبری آموزشی از طریق بهبود شرایط مدرسه، بهبود شرایط کلاس درس، ارتقاء اثربخشی معلمان و تعامل با شرکای اجتماعی است.
بحث و نتیجه‌گیری: بر اساس نتایج پژوهش، می‌توان گفت، رهبری آموزشی از طریق به‌کارگیری سبک‌های‌ رهبری مؤثر، به صورت مستقیم از طریق ویژگی‌ها، مهارت‌ها و اقدامات؛ و به‌صورت غیرمستقیم از طریق تأثیر بر شرایط مدرسه، شرایط کلاس درس، معلمان و تعامل با شرکای اجتماعی در پیشرفت تحصیلی دانش‌آموزان نقش‌آفرینی می‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A systematic review of the role of educational leadership in the academic progress of students: a Meta-synthesis Study

نویسندگان [English]

  • Fatemeh Soghra Shafiee 1
  • Nikoo Dialame 2
  • Mohaddece Shabani 3
1 Islamic & Educational, Woman`s Campus Imam Sadiq University. Tehran .Iran
2 Islamic & Educational. Woman's Campus. Imam Sadiq University. Tehran. Iran
3 Islamic & Educational. Woman`s Campus. Imam Sadiq University. Tehran. Iran
چکیده [English]

Background and Objective: The purpose of the present study was to explain the role of educational leadership in the achievement of students. Due to the dispersion and diversity of the findings of past studies about the role of educational leadership, the focus of this article is on the combination and integration of the results of previous studies in this field and it has been done with a meta-synthesis method.
Research methodology: This research was conducted with meta-synthesis method and its research statistical population includes all studies that have dealt with the relationship between educational leadership and students' achievement in the years 2000-2022. These studies were obtained by searching in foreign and domestic scientific databases, and among them 44 sources were selected as the research sample with the purposive sampling method.
Findings: The findings of this literature review show that four leadership styles, which are integrated leadership, distributed educational leadership, contingent leadership, and behavioral leadership can help improve the effectiveness of the educational leader in the learning of students. Also, the findings show the direct effect of educational leadership through the leader's personal characteristics, skills and actions; and the indirect effect of educational leadership is through improving school conditions, improving classroom conditions, improving teacher effectiveness, and interacting with social partners.
Conclusion: Therefore, based on the results of this research, educational leadership affects the students’ achievement both directly and indirectly through the use of leadership styles.

کلیدواژه‌ها [English]

  • educational leadership"
  • academic achievement"
  • systematic review"
  • "
  • a Meta-synthesis Study"
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