تحلیل علّی - معلولی توسعه حرفه‌ای مدیران آموزش و پرورش منطقه 4 تهران

اقوامی پناه, ناهید; اولادیان, معصومه; کسمائی, ابوالقاسم

doi:10.22098/ael.2024.14460.1408

تحلیل علّی - معلولی توسعه حرفه‌ای مدیران آموزش و پرورش منطقه 4 تهران

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ دانشجوی دکتری رشته مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد دماوند، دماوند، ایران

² استادیار، دانشگاه آزاد اسلامی، واحد دماوند (تهران)، گروه علوم تربیتی تهران، ایران

10.22098/ael.2024.14460.1408

چکیده

مقدمه و هدف: پیشرفت‌های علوم و فناوری، مهارت‌ها و قابلیت‌های مدیران سازمان‌ها را به چالش می‌کشد و برای مواجهه با این تغییرات سریع، قابلیت‌های مدیران باید بر اساس یک برنامه جدید و سازمان یافته مجدداً ساختاردهی شود. هدف پژوهش حاضر تحلیل علّی - معلولی توسعه حرفه‌ای مدیران آموزش و پرورش منطقه 4 تهران است.

روش‌شناسی پژوهش: این پژوهش از لحاظ هدف، کاربردی و از لحاظ رویکرد آمیخته است. خبرگان جامعۀ آماری در هر دو مرحله شامل خبرگان دانشگاهی و متخصصان توسعه حرفه‌ای مدیران، بودند. نمونه پژوهش به صورت هدفمند و با استفاده از سطح اشباع نظری تعداد 22 نفر انتخاب شدند. ابزار گردآوری داده‌ها در بخش کیفی، مصاحبه نیمه ساختار یافته بود. مصاحبه تا رسیدن اطلاعات به حد اشباع نظری ادامه پیدا کرد. تجزیه و تحلیل داده‌ها به روش کدگذاری دومرحله‌ای صورت گرفت. در بخش کمی نیز از روش دیمتل استفاده شد. پرسشنامه دیمتل در اختیار 22 نفر از خبرگان قرار گرفت و میزان تاثیر عوامل مشخص گردید.

یافته‌ها: بر اساس نتایج تجزیه و تحلیل یافته‌های کیفی، تعداد 165 کد باز از میان مفاهیم موجود در مصاحبه‌ها شناسایی شد که در قالب 30 مقوله دسته بندی شدند. نهایتا 7 مقوله اصلی بدست آمدند. و نتایج دیمتل فازی نشان داد که در پژوهش حاضر عوامل فردی، ذینفعان و مدیریت منابع انسانی بعنوان عوامل علّی مدل و عوامل آموزشی، برنامه ریزی و فناوری در آموزش عوامل معلولی مدل بودند.

بحث و نتیجه‌گیری: نتایج نشان داد که توسعه حرفه‌ای مدیران برای بهبود نظام آموزش و پروش ضروری است.

کلیدواژه‌ها

موضوعات

مدیریت آموزشی

عنوان مقاله [English]

Cause-Effect Analysis of the Professional Development of Education Managers in the 4th district of Tehran

نویسندگان [English]

Nahid Aghvami Panah, ¹
masome oladiyan ²
Abulqasem Kasmai, ²

¹ PhD student in the field of educational management, Islamic Azad University, Damavand Branch, Damavand, Iran

² Assistant Professor, Islamic Azad University, Damavand branch (Tehran), Department of Educational Sciences, Tehran, Iran

چکیده [English]

Background and Objective: science and technology Advances challenge managers’ skills and capabilities, and to face these rapid changes, the capabilities of managers must be restructured based on a new and organized program. The aim of the current research is analyzing the cause-effect of the professional development of education managers in the 4th district of Tehran.
research methodology: This research is applied in terms of purpose and mixed in terms of approach. In the qualitative part, the factors affecting the professional development of education managers extracted using thematic analysis method. In the quantitative part, the DEMATEL method used to analyze the cause and effect of the identified factors. The experts of the statistical community in both stages included academic experts and specialists in the professional development of managers. The research sample selected in a purposeful way and using the theoretical saturation level, the number of 22 people. The data collection tool in the qualitative part was a semi-structured interview. The interview continued until the theoretical saturation reached. Data analysis done by two-step coding method. DEMATEL method also used in the quantitative part. DEMATEL's questionnaire given to 22 experts and the impact of the factors determined
Findings: Based on the results of the analysis of qualitative findings, 165 open codes were identified among the concepts in the interviews, which were categorized into 30 categories. Finally, 7 main categories were obtained. And the results of the Fuzzy DEMATEL showed that in the current research, individual factors, stakeholders and human resource management were the causal factors of the model, and educational factors, planning and technology in the education of the disabled factors of the model.
Conclusion: The results showed that the professional development of managers to improve the education system is influenced by the characteristics and quality of human capital. Therefore, it is suggested that the education policy makers develop the professional development of managers through human resource management and human capital development programs

کلیدواژه‌ها [English]

Professional Development
Education Managers
DEMATEL

مراجع

Angelides, P. (2012). Forms of leadership that promote inclusive education in Cypriot schools. Educational Management Administration & Leadership, 40(1), 21-36. [DOI: 10.1177/1741143211420614]

Asmolov, A., & Guseltseva, M. (2019). Education as a space of opportunities: from human capital to human potential. Available at SSRN 3782537. 10.15405/epsbs.2019.07. [DOI: 10.15405/epsbs.2019.07.6]

Bacheler, M. (2015). Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Aroach, The Journal of Continuing Higher Education, 63(3), 152-164. [DOI: 0.1080/07377363.2015.1085799]

Bates, A. T., & Sangra, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. John Wiley & Sons. [https://books.google.com/books?hl=en&lr=&id=iwtAzEXGyYgC&oi=fnd&pg=]

Biernacki, P., & Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. Sociological methods & research, 10(2), 141-163. [DOI: 10.1177/004912418101000205]

Boudreaux, M. K. (2015). An examination of principals’ perceptions of professional development in an urban school district. Journal of Education & Social Policy, 2 (4), 27-36. [https://www.researchgate.net/publication/302939641]

Bredeson, P. V. (2002). The architecture of professional development: Materials, messages and meaning. International journal of educational research, 37(8), 661-675. [DOI: 10.1016/S0883-0355(03)00064-8]

Brown, C., & Militello, M. (2016). Principal’s perceptions of effective professional development in schools. Journal of educational administration, 54(6), 703-726. [DOI: 10.1108/JEA-09-2014-0109]

Crow, G., Lumby, J., & Pashiardis, P. (2009). Introduction: why an international handbook on the preparation and development of school leaders? In International handbook on the preparation and development of school leaders (pp. 1-17). Routledge. [DOI: 10.4324/9780203872239-1]

Dudin, M. N., Vysotskaya, N. V., Frolova, Е. Е., Pukhart, A. A., & Galkina, M. V. (2017). Improving professional competence of the staff as a strategic factor for sustainable development of companies. Journal of Business and Retail Management Research, 12(1). [https://jbrmr.com/cdn/article_file/content_33389_17-10-04-22-02-37.pdf]

Farkhondehzadeh, A., Robat karim, M. R., Roshanfekr, M., Azizi, J., & Legha Hatami, F. (2013). Total quality management (TQM) in Iranian primary school’s teachers. European Online Journal of Natural and Social Sciences, 2(3), 634-640. [https://european-science.com/eojnss_proc/article/view/3737] (In Persian)

Forzani, F. M. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of teacher education, 65(4), 357-368. [DOI: 10.1177/0022487114533800] (In Persian)

Gurr, D., & Drysdale, L. (2016). Practicing successful and effective school leadership: Australian and Pacific perspectives. Successful school leadership: international perspectives. London, Oxford, New York, New Delhi, Sydney: Bloomsbury, 139-153. [DOI: 10.1080/13632434.2011.606273]

Hasanzadekafshgar kalei, F., Ali Esmaili, A., & Fallah, V. (2020). Presenting a Professional Development Model of Managers with Future Research Approach within Mazandaran Province Schools. Educational Development of Judishapur, 11(1), 86-96. [DOI: 10.22118/edc.2019.199409.1137] (In Persian)

Hirsh, S. (2009). A new definition. Journal of Education for Sustainable Development, 30(4), 10-16. . [https://learningforward.org/wp-content/uploads/2009/08/jsd304.pdf#page=7]

HOSSEINI, SEYED MAHMOOD, Ghourchian, Nader Gholi, & JAFARI, PARIVASH. (2021). A Model for the Professional Development of Managers. RESOURCE MANAGEMENT IN POLICE, 9(3 ), 289-316. [ SID. https://sid.ir/paper/964295/en] (In Persian)

Kamarei, A., Khorshidi, A., Hamidifar, F., Mahmoodi, A. H., & Shariatmadari, M. (2021). Professional development pattern of School principals in Technical and Vocational Schools (using the emerging foundation data theorizing approach). Technology of Education Journal (TEJ), 15(3), 531-544. [https://www.sid.ir/fa/VEWSSID/J_pdf/37814005909.pdf] (In Persian)

Sebastian, J., Camburn, E. M., & Spillane, J. P. (2018). Portraits of principal practice: Time allocation and school principal work. Educational administration quarterly, 54(1), 47-84. [DOI: 10.1177/0013161X17720978]

Shcherbakova, T., Misirov, D., Kirik, V., & Loseva, I. (2019). Professional development of education managers in modern reality: psychological resources and risks. In SHS Web of Conferences (Vol. 70, p. 05008). EDP Sciences. [DOI: 10.1051/shsconf/20197005008]

Sugrue, C., & Sugrue, C. (2015). Principal Professional Learning: Sources of Sustenance? Unmasking School Leadership: A Longitudinal Life History of School Leaders, 93-120. [DOI: 10.1007/978-94-017-9433-6_5]

Wesselink, R., Blok, V., van Leur, S., Lans, T., and Dentoni, D. (2015). Individual competencies for managers engaged in corporate sustainable management practices. Journal of Cleaner Production, 106(1), pp. 497–506. [DOI: 10.1016/j.jclepro.2014.10.093]