الگوی رهبری یادگیری‌محور در مدارس ابتدایی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران.

2 دانشجوی دکتری مدیریت آموزشی دانشگاه بوعلی سینا، همدان

10.22098/ael.2023.13073.1291

چکیده

مقدمه و هدف: در سال‌های اخیر، رهبری یادگیری‌محور مورد استقبال اندیشمندان و پژوهشگران تعلیم و تربیت قرار گرفته است. هدف از پژوهش حاضر، تبیین ابعاد، مؤلفه‌ها و نشانگرهای رهبری یادگیری محور در مدارس ابتدایی ایران بوده است.
روش‌شناسی پژوهش: پژوهش حاضر مبتنی بر پارادایم تفسیری است و از نظر ماهیت، هدف، رویکرد، و روش به ترتیب اکتشافی، کاربردی، استقرایی و کیفی است. همچنین راهبرد مورد استفاده، تحلیل تماتیک بوده است. مشارکت‌کنندگان در این پژوهش، 10 نفر از معلمان مدارس ابتدایی در سطح کشور بودند که با استفاده از رویکرد نمونه‌گیری هدفمند و روش نمونه‌گیری گلوله برفی انتخاب شدند. ابزار گردآوری اطلاعات مصاحبه نیمه‌ساختاریافته بود که قابلیت اعتماد آن‌ها بر مبنای معیارهای چهارگانه باورپذیری، اطمینان‌پذیری، تأییدپذیری و انتقال‌پذیری تأیید شد. اکتشاف مفاهیم اولیه، مضامین فرعی و مضامین اصلی، از طریق تحلیل تماتیک و با استفاده از کدگذاری باز، مقایسه مستمر داده‌ها، و یادداشت‌برداری تحقق پیدا کرد.
یافته‌ها: نتایج این پژوهش دستیابی به الگوی رهبری یادگیری‌محور مشتمل بر 60 نشانگر، 20 تم فرعی و 9 تم اصلی بود. تم‌های اصلی بیانگر رهبری یادگیری‌محور عبارت از توسعه چشم‌انداز یادگیری، نظارت و راهنمایی تحولی، حمایت از توسعه حرفه‌ای معلم، توسعه اجتماعات حرفه‌ای یادگیری، حمایت از توسعه فعالیت‌های پداگوژیکی، الگوی یاددهی یادگیری، ایجاد جو تعامل خانه و مدرسه مبتنی بر یادگیری، تأمین منابع مورد نیاز یادگیری، و عطف توجه به دانش‌آموزان دارای مشکلات یادگیری بودند.
بحث و نتیجه‌گیری: نتایج نتایج این پژوهش می‌تواند مسیر حرکت از معنای سنتی رهبری آموزشی به برداشت نوین از آن را تسهیل گرداند. 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Model of Learning-Centered Leadership in Iran's Elementary Schools

نویسندگان [English]

  • khalil zandi 1
  • siamak sadeghi 2
1 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran.
2 PHD student in Educational Management , Bu Ali sina university, Hamedan,
چکیده [English]

Background and Objective: In recent years, learning-centered leadership has been welcomed by educational thinkers and researchers. The purpose of this research was to determine the dimensions, components and indicators of learning-centered leadership in elementary schools of Iran.
research methodology: The method of research was thematic analysis. The participants in this research were 10 elementary school teachers across the country who selected using the purposeful sampling approach and the snowball sampling method. Data collection tool was a semi-structured interview and its Trustworthiness confirmed based on the four criteria of Credibility, Dependability, Confirmability and Transformability.
Findings: The results of research were designing a model for learning-centered leadership consisting of 60 indicators, 20 sub-themes and 9 main themes. The main themes included: development of a learning vision, developmental supervision, supporting of teacher professional development, development of professional learning communities, supporting pedagogical activities, learning-teaching modeling, creating a home-school interaction atmosphere based on learning, providing learning resources, and special attention to students with learning difficulties.
Conclusion: The results of this research can facilitate the movement from the traditional meaning of educational leadership to its new understanding.

کلیدواژه‌ها [English]

  • learning-centered leadership
  • learning vision
  • learning

مراجع

Alazmi A A, & Hammad W. (2021). Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency. Educational Management Administration & Leadership, 0(0): 1-20. [https://doi.org/10.1177/17411432211038007] 
Alhasnawi V K, Malekzadeh G, Maharati Y, & Farahi M M. (2022). Enumerating the components of ethical educational leadership and examining its impact on the social responsibility of faculty members in Iraqi universities. Journal Iranian political sociology, 5 (8): 2004-2052. [https://doi.org/10.30510/PSI.2022.316730.2692] (In Persian)
Asghari A A, Imani M N, & Safari M. (2021). Evaluating and Ranking the Components of Educational Leadership based on the Teachings of Islam. Jundishapur Education Development Journal, 12 (0): 314-326. [https://doi.org/10.22118/edc.2021.263538.1658] (In Persian)
Bellibas M S, Gümüş S, & Kılınç A C. (2020). Principals supporting teacher leadership: The effects of learning-centered leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55 (2): 200-216. [https://doi.org/10.1111/ejed.12387]
Cravens X C. (2014). The cross-cultural validity of the Learning-Centered Leadership framework and its assessment instrument for principals. Journal of Educational
Administration, 52 (1): 2-36. [https://doi.org/10.1108/JEA-09-2012-0102]
Farnsworth S J, Hallam P R, & Hilton S C. (2019). Principal Learning-Centered Leadership and Faculty Trust in the Principal. NASSP Bulletin, 103 (3): 209-228. [https://doi.org/10.1177/0192636519871624]
Ghasemi Y, & Hashemi A. (2020). Doing a Research by Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching (Case Study: Music usage of M.A. Students at Ilam University). Ilam Culture, 20 (64 & 65): 7-33. [https://www.farhangeilam.ir/article_106790.html?lang=fa] (In Persian)
Gheshmi Meimand A, Pourkiani M, & Rahmati M M. (2019). Thematic Analysis of the Culture of Sport in Iran. Sport Development and Management, 8 (2): 118-128. [https://doi.org/10.22124/JSMD.2019.3723] (In Persian)
Kulophas D, & Hallinger P. (2020). Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration, 58 (6): 605-627. [https://doi.org/10.1108/JEA-12-2019-0222]
Liu S, Hallinger P, & Feng D. (2016 a). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59:79-91. [http://dx.doi.org/10.1016/j.tate.2016.05.023]
Liu S, Hallinger P, & Feng D. (2016 b). Learning-centered leadership and teacher learning in China: does trust matter? Journal of Educational Administration, 54 (6): 661-662. [https://doi.org/10.1108/JEA-02-2016-0015]
Murphy J, Elliott S N, Goldring E, & Porter A C. (2006). Leadership for learning: A Conceptual Foundation. Report prepared for the Wallace Foundation Grant on Leadership Assessment, Vanderbilt University. [https://www.researchgate.net/publication/234590886]
Murphy J, Elliott SN, Goldring E, & Porter A C. (2007). Leadership for learning: a research-based model and taxonomy of behaviors. School Leadership and Management, 27 (2): 179-201. [https://doi.org/10.1080/13632430701237420]
 Özdemir N, Gün F, & Yirmibes A. (2021). Learning–centered leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement. Educational Management Administration & Leadership, 0 (0): 1-21.  [https://doi.org/10.1177/17411432211034167]
Portin B S, Russell F A, Russell C, & Knapp M S. (2013). Leading Learning-Focused Teacher Leadership in Urban High Schools. Journal of School Leadership, 23 (2): 220-252. [https://doi.org/10.1177/105268461302300202]
Rajabzade R, Lesani M, & Motahharinejad H. (2016). The relationship between teachers’ perceptions towards instructional leadership behaviors of their principals and teachers’ attitudes towards change and their effectiveness. Research on Educational Leadership and Management, 2 (5): 149-176. [https://doi.org/10.22054/jrlat.2017.2622.1063] (In Persian)
Shahrabi Frahani M, Khosravi Babadi A, & Khorshdi A. (2021). Identifying the Educational Leadership Pattern of School Administrators (Case study: The First Primary School in Tehran). Journal of Management and Planning in Educational Systems, 33 (2): 265-298. [https://doi.org/10.52547/MPES.13.2.265] (In Persian)
Shen J, Ma X, Mansberger N, Wu H, Palmer L, Poppink S, & Reeves P. (2021). The relationship between growth in principal leadership and growth in school performance: The teacher perspective. Studies in Educational Evaluation, 70: 1-9. [https://doi.org/10.1016/j.stueduc.2021.101023]
Wright J G. (2020). Learning Centered Leadership: Exploring How Distinguished
Learning-Centered Principals Apply Key Processes of Learning Centered Leadership. A Dissertation for the degrees of Doctor of Education, Brigham Young University. [https://scholarsarchive.byu.edu/etd/8429]
Yousefi A, Zahed bablan, A, & Moeinikia M. (2021). Investigating the Psychometric Properties of principals' instrucional Management Rating Scale (PIMRS-22). School Administration, 9 (1): 337-358. [https://jsa.uok.ac.ir/article_61859.html] (In Persian)
رهبری آموزشی کاربردی
دوره 5، شماره 2
تیر 1403
صفحه 1-16

فایل ها

سابقه مقاله

  • تاریخ دریافت: 21 خرداد 1402
  • تاریخ بازنگری: 29 مرداد 1402
  • تاریخ پذیرش: 21 شهریور 1402

هم رسانی

ارجاع به این مقاله

آمار