بررسی رابطه بین رهبری آموزشی مدیران و فرهنگ مدرسه (مورد مطالعه: مدارس دوره اول متوسطه استان اردبیل)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 استاد مدیریت آموزشی، دانشکدة علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

3 دانشکده علوم تربیتی و روانشناسی

10.22098/ael.2023.9297.1058

چکیده

مقدمه و هدف: هدف پژوهش حاضر، بررسی رابطه­ی بین رهبری آموزشی مدیران و فرهنگ مدرسه بود. روش پژوهش برحسب نحوه­ی گردآوری داده­ها، توصیفی از نوع همبستگی و مبتنی بر مدل­سازی معادلات ساختاری بود..
روش‌شناسی پژوهش: جامعه­ی آماری پژوهش، کلیه­ی معلمان مدارس دولتی دوره­ی اول متوسطه­ی استان اردبیل در سال تحصیلی 98-1397 به حجم 3064 نفر (1684 مرد و 1380 زن) بود. حجم نمونه بر حسب جدول تعیین حجم نمونه کرجسی و مورگان 346 نفر برآورد شد که این تعداد با در نظر گرفتن افت آزمودنی­ها به 418 نفر (230 مرد و 188 زن) افزایش یافت. نمونه­ی آماری پژوهش با استفاده از روش نمونه­گیری تصادفی طبقه­ای نسبتی انتخاب شد. داده­ها از طریق پرسشنامه­ی رتبه­بندی رهبری آموزشی مدیر هالینگر با روایی همگرا 66/0 و پایایی مرکب 90/0 و پرسشنامه­ی فرهنگ مدرسه گرونرت و والنتاین با روایی همگرا 62/0 و پایایی مرکب 90/0 به روش حضوری جمع­آوری شد.
یافته‌ها: داده­های پژوهش با روش مدل­ معادلات ساختاری و توسط نرم­افزار AMOS24 و Smart PLS3 تجزیه و تحلیل شد. نتایج این پژوهش نشان داد که رهبری آموزشی مدیران بر فرهنگ مدرسه تأثیر مثبت و مستقیم دارد (84/0=β).
بحث و نتیجه‌گیری: رهبری مدرسه برای توسعه­ی فرهنگ مدرسه لازم است؛ براین اساس، مدیران مدارس با یادگیری مهارت‏های ویژه­ی رهبری می‏توانند به فرهنگ مدرسه‏ای مثبت دست پیدا کنند. در همین زمینه، وزارت آموزش‌وپرورش ابتدا باید اقدامات اساسی را برای توسعة مهارت‏های رهبری و سپس توسعه­ی فرهنگ مثبت در مدارس به کار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Relationship between Principals' Instructional Leadership and School Culture (Case Study: Ardabil High School)

نویسندگان [English]

  • َAli Yousefi 1
  • Adel zahed Bablan 2
  • Ehsan Yousefi 3
1
2 Professor of Educational administrational, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
3 Department of Educational Sciences
چکیده [English]

Background and Objective: The purpose of this study was to investigate the relationship between Principals' Instructional Leadership and school culture.
research methodology: The research method was descriptive-correlational and based on structural equation modeling in terms of data collection. The statistical population of the study was all public school teachers in the first secondary school of Ardabil province in the academic year 2018-2019 with a volume of 3064 people (1684 males and 1380 females). The sample size was estimated at 346 people according to Krejcie and Morgan sample size determination table, which increased to 418 people (236 men and 182 women) considering the drop in subjects. The statistical sample of the study was selected using stratified random sampling method. Data were collected through questionnaire of Principal Instructional Management Rating Scale Hallinger (2013) with (AVE=0.66 & CR=0.90)  and questionnaire of School Culture of Grunert and Valentine (1998) with (AVE=0.62 & CR=0.90). The research data were analyzed by structural equation modeling method and AMOS24 & Smart PLS3 softwares.
Findings: The results showed that there is a significant positive relationship between the variables of educational leadership of principals and school culture. According to the results of this study, the educational leadership of the principal has a direct impact on school culture.
Conclusion: School leadership is essential for developing school culture. Accordingly, school principals can create a positive school culture by learning and applying specific leadership skills. In this regard, the Ministry of Education should first focus on enhancing leadership skills and then work on fostering a positive culture in schools nationwide.

کلیدواژه‌ها [English]

  • Principals'
  • Instructional Leadership
  • school culture
  • teachers

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رهبری آموزشی کاربردی
دوره 5، شماره 3
مهر 1403
صفحه 65-79

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  • تاریخ دریافت: 06 مرداد 1400
  • تاریخ بازنگری: 25 فروردین 1402
  • تاریخ پذیرش: 18 اسفند 1400

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