الگوی رهبری پایدار فرهنگی مدرسه با تأکید بر «فرهنگ مراقبت»

نوع مقاله : مقاله پژوهشی

نویسنده

گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران

10.22098/ael.2025.16205.1497

چکیده

مقدمه و هدف: دانش‌آموزان با پیشینه‌های فرهنگی متنوع، در جنبه‌های مختلف تحصیلی با موانع و چالش‌های ساختاری متعددی روبرو هستند. این چالش‌ها گاهی منجر به بی‌علاقگی و دلزدگی دانش‌آموزان از تحصیل و در نهایت ترک تحصیل می‌شود. پژوهش حاضر با هدف بررسی نقش و بازتاب الگوی فرهنگی پایدار از طریق “فرهنگ مراقبت” انجام شد.
روش‌شناسی پژوهش: پژوهش حاضر، از حیث هدف، کاربردی و از نظر رویکرد کیفی بود که با راهبرد گراندد تئوری ساخت‌گرایانه چارمز به اجرا درآمد. قلمرو تحقیق استان کردستان و مشارکت‌کنندگان بالقوه کلیه مدیران ابتدایی و مقاطع متوسطه اول و دوم  در سال تحصیلی 1404-1403 در شهر سنندج بودند که از بین آنها 15 نفر به‌صورت هدفمند (ناهمگن) انتخاب و با استفاده از یک پروتکل مصاحبه نیمه ساخت‌یافته دعوت به مشارکت شدند تا دیدگاه خود را در مورد «سبک رهبری پایدار فرهنگی» بیان کنند.
یافته‌ها: نتایج نشان داد که چهار شاخص کلیدی تحت عناوین خودآگاهی انتقادی، فروتنی فرهنگی، عدالت ترمیمی و مشارکت خانواده و مدرسه از رهبری پایدار فرهنگی در مدیریت مدرسه قابل احصاء بود. باوجود کثرت نظرات، استعمارزدایی رهبری، کنش متقابل فرهنگی، خوداندیشی، مراقبت هنری و شایستگی فرهنگی از دیگر مضامینی بودند که مدیران تحت شاخص‌های چهارگانه فوق‌الذکر بدان اشاره کردند.
بحث و نتیجه‌گیری: باوجود کوشش مدیران برای ارج نهادن به فرهنگ و زبان دانش آموزان پیاده‌سازی این سبک رهبری به‌شدت نیازمند تغییرات ساختاری در نگرش سیاست‌گذاران آموزشی است، این تغییرات ممکن است نمودهای مختلفی از جمله، باور به آموزش چندفرهنگی، کلیشه‌زدایی، اندیشة باز، خودانتقادی، تلاش برای مشارکت خانواده و مدرسه را در پی داشته باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Cultural sustaining Leadership Model of the School with Emphasis on "Culture of Care"

نویسنده [English]

  • Bahram Maleki
Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran
چکیده [English]

Background and Objective: Students from diverse cultural backgrounds face numerous structural barriers and challenges in various aspects of their studies. These challenges sometimes lead to students' apathy and boredom from studying and eventually dropping out of school. The aim of this study was to investigate the role and reflection of a sustainable cultural pattern through a "culture of care".
research methodology: This research was applied in terms of its objective and qualitative in terms of its approach, implemented with grounded theory strategy of Charmaz. The research field was Kurdistan Province, and the potential participants included all primary and secondary school administrators in the city of Sanandaj, in the academic year of 2024-2025, from which 15 were purposefully (heterogeneously) selected and invited to participate by a semi-structured interview protocol to express their views on sustainable cultural leadership.
Findings: The results indicated that four key indicators, namely critical self-awareness, cultural humility, restorative justice, and family-school partnership, could be identified as aspects of sustainable cultural leadership in school management. Despite the diversity of opinions, decolonizing leadership, cultural interaction, self-reflection, artistic care, and cultural competence were other themes mentioned by the administrators under the aforementioned four indicators.
Conclusion: Despite the efforts of administrators to value the culture and language of students, the implementation of this leadership style is significantly dependent on structural changes in the attitudes of educational policymakers. These changes may manifest in various forms, including a belief in multicultural education, de-stereotyping, open-mindedness, self-criticism, and efforts to foster family and school participation.

کلیدواژه‌ها [English]

  • cultural sustaining leadership
  • culture of care
  • justice
  • Self-awareness
  • participation

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