شناسایی و ارائه الگوی شایستگی های حرفه ای راهبر آموزشی و تربیتی مدارس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 مدیریت آموزشی، دانشگاه فرهنگیان استان تهران، تهران، ایران

2 شاغل در آموزش و پرورش زنجان

10.22098/ael.2023.12922.1286

چکیده

مقدمه و هدف: پژوهش‌ حاضر با هدف شناسایی‌ و اعتبارسنجی‌ الگوی‌ شایستگی‌های‌ حرفه‌ای‌ راهبران آموزشی و تربیتی، به‌ لحاظ هدف کاربردی‌ و از منظر گردآوری‌ اطلاعات آمیخته‌ - اکتشافی‌ بود.
روش‌شناسی پژوهش: در در بخش‌ کیفی‌ با استفاده از روش نمونه‌گیری‌ غیر احتمالی هدفمند‌ 20 نفر از خبرگان حوزه آموزش ابتدایی از جمله، معاونین و کارشناسان آموزش ابتدایی، راهبران آموزشی و تربیتی، معلمان و مدیران مدارس چندپایه روستایی و اعضای هیات علمی دانشگاه فرهنگیان به‌عنوان مشارکت‌کنندگان انتخاب و در بخش‌ کمی‌ با استفاده از روش نمونه‌گیری‌ خوشه‌ای‌ 242 نفر از جامعه آماری معلمان، مدیران و راهبر آموزشی مدارس ابتدایی استان زنجان انتخاب شدند. ابزار گردآوری‌ اطلاعات در بخش‌ کیفی‌، مصاحبه‌ نیمه‌ ساختاریافته‌ و در بخش‌ کمی‌ پرسشنامه‌ محقق‌ ساخته‌ بود. تحلیل‌ یافته‌های‌ کیفی‌، از روش تحلیل محتوا و کدگذاری استفاده شد.   در بخش کمی‌ برای سنجش‌ اعتبار مدل‌ شایستگی‌، از پرسشنامه‌ ای محقق‌ ساخته‌ و روش تحلیل‌ عاملی‌ تأییدی‌ استفاده گردید. به ‌منظور بررسی‌ روایی‌ پرسشنامه‌ از روایی‌ صوری‌ و سازه و پایایی‌ آن با استفاده از ضریب‌ آلفای‌ کرونباخ مورد بررسی‌ قرار گرفت‌.
یافته‌ها: تحلیل‌ یافته‌های‌ پژوهش‌ منجر به‌ شناسایی‌ 40 مؤلفه‌ و 5 بُعد شایستگی برای راهبران آموزشی شامل‌؛ شایستگی های دانشی‌، مهارتی، توانایی، ویژگی‌ های فردی و نگرشی- انگیزشی‌ شد. نتایج‌ تحلیل‌ کمی‌ نیز نشان داد، مدل از برازش مناسبی‌ برخوردار است‌.
بحث و نتیجه‌گیری: یافته‌های این پژوهش دریچه‌های جدیدی برای ایجاد تغییرات مطلوب در بازنگری برنامه انتخاب و انتصاب راهبران آموزشی و تربیتی در مدارس می‌گشاید.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Identifying and presenting the model of professional competencies of educational and educational leaders of schools

نویسندگان [English]

  • asad hejazi 1
  • mahdi jafari 2
1 Educational Management, Farhangian University of Tehran Province, Tehran, Iran
2 teacher
چکیده [English]

Background and Objective: The current research was aimed at identifying and validating the model of professional competencies of educational leaders, in terms of practical purpose and from the perspective of gathering mixed-exploratory information.
research methodology: In the qualitative section, using a targeted non-probability sampling method, 20 experts in the field of primary education, including assistants and experts in primary education, educational leaders, teachers and managers of multi-level rural schools, and faculty members of Farhangian University, were selected as participants. Quantitative part using cluster sampling method, 242 people were selected from the statistical population of teachers, principals and educational leaders of primary schools in Zanjan province. The tool for collecting information in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire. Content analysis and coding methods were used to analyze the qualitative findings. In the quantitative part, a researcher-made questionnaire and confirmatory factor analysis method were used to measure the validity of the competency model. In order to check the validity of the questionnaire, its face and construct validity and reliability were investigated using Cronbach's alpha coefficient.
Findings: The analysis of research findings led to the identification of 40 components and 5 dimensions of competence for educational leaders including; Knowledge, skill, ability, individual and attitudinal-motivational competencies.
Conclusion: The findings of this research open new windows for making desirable changes in the review of the selection and appointment of educational leaders in schools.

کلیدواژه‌ها [English]

  • Professional competence
  • educational leader
  • primary schools
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