وضعیت جاری مدیریت دانش سازمانی مدیران مدارس(ارائه یک الگو با رویکرد نظریه داده بنیاد)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد تربت حیدریه، تربت حیدریه، ایران

2 استادیار مدیریت آموزشی، واحد دره شهر، دانشگاه آزاد اسلامی، دره شهر، ایران (نویسنده مسئول)

3 دانشیار مطالعات برنامه درسی، دانشگاه آزاد اسلامی، واحد تربت حیدریه، تربت حیدریه، ایران.

4 استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد تربت حیدریه، تربت حیدریه، ایران.

چکیده

هدف: هدف پژوهش حاضر بررسی وضع موجود مدیریت دانش سازمانی مدیران مدارس متوسطه است.

روش پژوهش: این پژوهش با رویکرد کیفی و با روش داده‌ بنیاد انجام گرفت. حوزه پژوهش شامل کلیه کارگزاران دخیل در مدیریت مدارس هستند که از طریق نمونه‌گیری هدفمند از نوع ملاک ‌محور انتخاب شدند. به منظور تجزیه و تحلیل داده‌ها از روش کدگذاری باز، محوری و گزینشی استفاده شد. برای تأمین روایی و پایایی از معیارهای لینکن و کوبا استفاده شد.

یافته‌ها: یافته‌ها پژوهش نشان‌دهنده‌ی نوزده مفهوم محوری و هشت مقوله منتخب است که در قالب مدل پارادیمی شامل عدم آگاهی نسبت به ضرورت و چارچوب های اجرایی مدیریت دانش در مدرسه به عنوان مقوله‏ی محوری و شرایط علی (عدم توجه به شبکه سازی در راستای مدیریت دانش، ضعف رهبری در فعالیت های درون مدرسه ای، عدم تجهیز مدارس به ابزارهای مدیریت دانش)، عوامل زمینه‌ای (عوامل محیطی، مدیریتی و منابع)، شرایط مداخله‌‌ای تسهیل‌گر(خصوصیات فردی، پشتیبانی و حمایت سازمانی و الزامات فرایندی مدیریت دانش)، شرایط مداخله‌گر محدودکننده(موانع ساختاری، موانع آموزشی و مدیریتی، موانع فرهنگی)، راهبردها (بهبود فرهنگ سازمانی و جو مدرسه ای، تلفیق آموزش و پژوهش، توجه به توسعه فردی مدیران و معلمان) و پیامد (عدم توازن در چرخه مدیریت دانش مدارس و غفلت از ساخت و اشتراک دانش در مدارس) سازمان یافت.

نتیجه‌گیری: با توجه به یافته‌ها می‌توان نتیجه گرفت که برای اجرای مدیریت دانش در سازمان عوامل فردی، سازمانی و مدیریت مؤثر بوده و باید این عوامل در کنار هم مورد توجه قرار گیرد.

واژه‌های کلیدی: مدیریت دانش، مدیران، مدارس متوسطه، داده بنیاد

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The current state of organizational knowledge management of school principals (providing a model with the foundation's data theory approach)

نویسندگان [English]

  • Mohammd Naghavi 1
  • Omid vandad 2
  • Hossein momenimahmouei 3
  • Mehdi Zirak 4
1 PHD student of educational management, Islamic Azad University, Torbat Heydarieh branch, Torbat Heydarieh, Iran
2 Assistant Professor of Educational Management, Dareh Shahr Branch, Islamic Azad University, Dareh Shahr, Iran (corresponding author)
3 Associate Professor of Curriculum Studies, Islamic Azad University, Torbat Heydarieh branch, Torbat Heydarieh, Iran.
4 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Torbat Heydarieh branch, Torbat Heydarieh, Iran.
چکیده [English]

Background and Objective: Paying attention to organizational knowledge management is one of the most important approaches to the development of human capital of the organization in recent years. This is of increasing importance in educational organizations considering their mission. Therefore, the purpose of this research is to investigate the current status of organizational knowledge management of secondary school principals.
research methodology: This research was conducted with a qualitative approach and a data-based method. The statistical population of the research includes all agents involved in the management of schools, who were selected through criterion-oriented purposeful sampling. The data was obtained through semi-structured interviews with nine secondary school principals, ten secondary school teachers and eight human resources experts of the education departments. In order to analyze the data, open, axial and selective coding method was used. MAXQDa10 software was used for data coding. To ensure validity and reliability, Lincoln and Cuba criteria including validity, transferability, reliability and verifiability have been used.
Findings: The findings of the research show nineteen core concepts and eight selected categories, which in the form of a paradigm model include lack of awareness of the necessity and executive frameworks of knowledge management in schools as a core category and causal conditions (lack of attention) Networking in line with knowledge management, weak leadership in intra-school activities, lack of equipping schools with knowledge management tools), contextual factors (environmental, managerial and resource factors), facilitating intervention conditions (individual characteristics) organizational support and knowledge management process requirements), limiting intervening conditions (structural barriers, educational and managerial barriers, cultural barriers), strategies (improving organizational culture and school atmosphere, integrating education and research, paying attention to the individual development of managers and teachers) and the consequence (imbalance in the knowledge management cycle of schools and neglecting the creation and sharing of knowledge in schools) was organized.
Conclusion: According to the findings, it can be concluded that for the implementation of knowledge management in the organization, individual, organizational and management factors are effective and these factors should be considered together.

کلیدواژه‌ها [English]

  • Knowledge management
  • managers
  • secondary schools
  • data foundation

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رهبری آموزشی کاربردی
دوره 6، شماره 1
فروردین 1404
صفحه 192-211

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  • تاریخ دریافت: 24 دی 1402
  • تاریخ بازنگری: 14 اردیبهشت 1403
  • تاریخ پذیرش: 04 خرداد 1403

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