واکاوی عوامل ساختاری مؤثر بر اجرای نوآوری «طرح جهش و کیفیت عدالت آموزشی» در شهر اهواز

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 دانشگاه شهید چمران اهواز، اهواز، ایران

3 دانشیار گروه علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران

4 استادیار گروه علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران

10.22098/ael.2025.17960.1618

چکیده

مقدمه و هدف : هدف این تحقیق واکاوی عوامل ساختاری مؤثر بر اجرای طرح جهش و کیفیت عدالت آموزشی در شهر اهواز است.
روش‌شناسی پژوهش: به منظور دستیابی به هدف مطالعه، پژوهش کیفی با رویکرد تفسیری بنیادی با 10 مصاحبه‏ی عمیق با مدیران مدارس دوره ابتدایی شهر اهواز در سال تحصیلی 1403-1402 به روش نمونه‏گیری هدفمند صورت گرفت و از یک فرایند مصاحبه نیمه ساختارمند براساس پروتکل مشخص، استفاده شد.
یافته‌ها: عناصر ساختاری این طرح نوآورانه در چهار عامل نقش و تعامل بازیگران درونی و بیرونی، عوامل نهادی و زیرساختی استخراج شدند. بر اساس یافته‏های به‌دست‌آمده از مصاحبه‏ها، نقش و تعامل بازیگران درونی، در سه‌طبقه «تعامل اثربخش مدیر مدرسه، معاونان و معلمان»، «تأکید بر تقویت روحیه کارگروهی» و «تعامل اثربخش مدرسه با اولیا دانش‏آموزان» استخراج شد. نقش و تعامل بازیگران بیرونی، در شش طبقه «مراکز مشاوره و اختلالات»، «برنامه درسی پنهان» و «تعامل مدیران مدارس با آموزش عالی و سایر مراکز علمی استان»، «جلسات قطب‏های آموزشی»، «ارتباط مؤثر مدیر مدرسه با بخش تکنولوژی، سرگروه‏های آموزشی و معاونت آموزشی استان» و «ارتباط با حوزه علمیه» استخراج شد. عوامل زیرساختی در پنج طبقه «کمبود بودجه و زمان»، «توانمندی مدیر»، «تخصصی و حرفه‏ای بودن آموزش دانش‏آموزان دارای اختلالات یادگیری »، «ناآگاهی از اهداف طرح‏ها» و «اعتدال در مستندسازی» استخراج شد. در نهایت عوامل نهادی مؤثر بر اجرای این طرح در سه‌طبقه «فرهنگ‏سازی»، «ناکارآمدی طرح رتبه‏بندی معلمان» و «انعطاف‏پذیری و پاسخگویی کمتر مدارس غیرانتفاعی و عملکرد نوآورانه» استخراج شدند.
بحث و نتیجه‌گیری: به طور کلی، می‌توان نتیجه گرفت که اجرای اثربخش نوآوری آموزشی مورد مطالعه، صرفاً یک امر فنی نیست بلکه پدیده‌ای پیچیده، چندبعدی و وابسته به بافت است که در گرو تعامل پویای چهار عامل ساختاری به هم پیوسته است: عامل نظام‌مند بازیگران درونی و بیرونی، تقویت عوامل نهادی، و توسعه زیرساخت‌های ضروری. غفلت از هر یک از این عوامل، می‌تواند اجرای طرح را با چالش مواجه سازد. بنابراین، پیشنهاد می‌شود سیاست‌گذاران آموزشی، برنامه‌ریزی خود را بر پایه تقویت این چهار حوزه متمرکز کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Analysis of structural factors affecting the implementation of the innovation "Leap and Quality of Educational Justice Plan" in the city of Ahvaz

نویسندگان [English]

  • اچرش اچرش 1
  • mehralizadeh yadollah 2
  • Hamid farhadirad 3
  • Hojatalloh darafsh 4
1 دانشجوی دکتری مدیریت آموزشی، دانشگاه شهید چمران اهواز، اهواز، ایران
2 university of shahidchamran ahvaz, ahvaz, iran
3 دانشیار گروه علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران
4 استادیار گروه علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران
چکیده [English]

Background and Objective: The aim of this research is to examine the structural factors influencing the implementation of the leap project and the quality of educational justice in Ahvaz.
research methodology: To achieve the aim of the study, a qualitative research with a fundamental interpretive approach was conducted through 10 in-depth interviews with elementary school principals in Ahvaz during the 2024-2023 academic year, using purposive sampling. A semi-structured interview process based on a specific protocol was employed.
Findings: The structural elements of this innovative plan were identified in four key factors: the roles and interactions of internal and external actors, institutional factors, and infrastructural factors. Based on the findings from the interviews, the roles and interactions of internal actors were categorized into three groups: “effective interaction among the school principal, deputies, and teachers”, “emphasis on fostering a spirit of teamwork”, and “effective interaction between the school and students' parents.” The roles and interactions of external actors included six categories: “counseling and disorder centers”, “hidden curriculum”, “interaction between school administrators and higher education institutions and other academic centers in the province”, “educational cluster meetings”, “effective communication between the school principal and the technology department, educational group leaders, and provincial education office”, and “connection with the seminary.” Infrastructure factors were categorized into five groups: “lack of budget and time,” “principal’s capability,” “specialized and professional education for students with learning disorders,” “lack of awareness of the project objectives,” and “moderation in documentation.” Finally, institutional factors influencing the implementation of this plan were identified in three categories: “cultivation of culture,” “inefficiency of the teacher ranking plan,” and “lower flexibility and responsiveness of non-profit schools and innovative performance.”
Conclusion: Overall, it can be concluded that the effective implementation of the educational innovation under study is not merely a technical issue but a complex, multidimensional, and context-dependent phenomenon that depends on the dynamic interaction of four interconnected structural factors: the systematic role of internal and external actors, strengthening institutional factors, and the development of necessary infrastructures. Neglecting any of these factors can pose challenges to the plan’s implementation. Therefore, it is recommended that educational policymakers focus their planning on strengthening these four areas.

کلیدواژه‌ها [English]

  • Innovation
  • internal and external actors
  • interactions
  • institutions
  • infrastructure

مراجع

Aghazadeh, Ahmad (2006). Comparative Education. Fourteenth Edition. Tehran: SAMT Publications.[in Persian] https://samta.samt.ac.ir/product/9291/english-for-the-students-of-comparative-education-primary-and-preschool-education
Asiedu, Mercy Asaa & Kwaku Doe, Jesse. (2022). Conceptualization of Absorptive Capacity Dimensions in Higher Education Institutions: A Qualitative View. Education Journal.11(6), 326-336. doi: 10.11648/j.edu.20221106.13.
Bell, P., et al. (2023). Designing Research-Based Learning Environments in Schools. Springer. https://link.springer.com/article/10.1007/s42322-023-00142-4
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.    https://doi.org/10.1191/1478088706qp063oa
Bryk, A. S., et al. (2022). Improvement in Action: Advancing Quality in America's Schools. Harvard Education Press. https://www.amazon.com/Improvement-Action-Advancing-Continuous-Education/dp/1682534995
Dandalt, E., & Brutus, S. (2020). Teacher performance appraisal regulation: A policy case analysis. NASSP
Bulletin, 104(1), 20-33. https://doi.org/10.1177/0192636520911197
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://docs.edtechhub.org/lib/3EICVTPU
Datnow, A., & Park, V. (2023). Data-Driven Leadership. Jossey-Bass. https://www.amazon.com/Data-Driven-Leadership-Jossey-Bass-Library-Education/dp/0470594799
Dweck, C. S. (2019). The Choice to Make a Difference: Persistence and Motivation. Psychological Review. DOI: 10.1177/1745691618804180
Evans, J. (1988). (Ed), Teachers, teaching and control in physical education. London : The Falmer Press. https://doi.org/10.4324/9780203058893
Fundamental document of Iranian education.(2011). Supreme Council of Cultural Revolution. [in Persian] http://en.oerp.ir/sites/en.oerp.ir/files/sandtahavol.pdf
Ghorbani, Ali; Moghaddam, Matineh; and Harandi, Azin. (2020). Investigating the Impact of Quantum Management Skills on Employees' Innovative Performance Considering the Role of Knowledge Absorptive Capacity and Knowledge Sharing. Public Organizations Management, 8(1), pp. 155-168.[in Persian]  https://doi.org/10.30473/ipom.2020.50177.3917
Gough, I. (2008). European welfare state: Explanations and lessons for developing contries. In D.A. Anis & H. Arjan – de(Eds.). Inclusive state : Social policy and structural inequalities (39-72). Washington D.C. : The World Bank. https://researchportal.bath.ac.uk/en/publications/european-welfare-states-explanations-and-lessons-for-developing-c
Hattie, J. (2018). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. https://inspirasifoundation.org/wp-content/uploads/2020/05/John-Hattie-Visible-Learning_-A-synthesis-of-over-800-meta-analyses-relating-to-achievement-2008.pdf
Hejazi, Asad, and Nazarpoori, Amirhoshang. (2018). Analysis of the Impact of Organizational Supportive Factors on Organizational Innovation Capabilities. Organizational Culture Management, 16(4), pp. 851-870.[in Persian] 10.22059/jomc.2019.244381.1007365
Henderson, A. T., & Mapp, K. L. (2022). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. National Center for Family and Community Connections with Schools. www.sedl.org
Hollingsworth, J. R. (2000); "Doing institutional analysis: implications for the study of innovations", Review of International Political Economy, 7(4), pp. 595–644. DOI:10.1080/096922900750034563
Jeynes, W. H. (2023). Parental Involvement and Academic Success. Routledge. https://www.amazon.com/Parental-Involvement-Academic-Success-William/dp/0415990548

Kamali, F., Yamani, N., Changiz, T., & Zoubin, F. (2018). Factors influencing the results of faculty evaluation in Isfahan University of Medical Sciences. J Educ Health Promot, 7, 13-20.[in Persian] DOI: 10.4103/jehp.jehp_107_17

Marriam, S. B. (2009). Qualitative Research; A guide to Design and Implementation. London: Jossy-Bass.
 
Mohammadi. Mohsen & Razavi. Hamid. (2020). Reward Systems in Iranian Schools: Challenges and Solutions. School Psychology Journal, 8(2). 112-130.[in Persian] https://doi.org/10.1016/J.SBSPRO.2010.07.010
Mohammadpour, Ahmad. (2010). Forgetting the Philosophical and Practical Foundations of Mixed Methods Research in Social and Behavioral Sciences. Tehran: Sociologists Publishers.[in Persian] https://scholar.google.com/citations?view_op=view_citation&hl=en&user=8pklQnIAAAAJ&cstart=20&pagesize=80&citation_for_view=8pklQnIAAAAJ:q3oQSFYPqjQC
Mokhtarzadeh, Nima, and Rashidi Astaneh, Matin. (2016). Investigating the Effect of Technological Sense-Making and Organizational Capability on Innovation Performance with Emphasis on the Mediating Role of Absorptive Capacity. Journal of Technology Development Management, 3(5), pp. 9-39.[in Persian] 10.22104/jtdm.2017.1819.1628
Mommeni. Farshad & Alizadeh. Parisa. (2013). "Analysis of the Barriers to the Effectiveness of Innovation Policy-Making in Iran from an Institutional Perspective. Iranian Journal of Applied Economic Studies, (2)8, 73-89.[in Persian]  20.1001.1.23222530.1392.2.8.6.9
 
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. Thousand Oaks, CA: Sage Publications. doi/10.1177/1035719X0300300213
Parnian, Zahedin. (2021). An analysis of the implementation of social policy-making in education during the five national development plans after the Islamic Revolution, 1989 to 2015 (Case study: Public education in Khuzestan Province). PhD dissertation in Educational Management, Shahid Chamran University of Ahvaz, Ahvaz, Iran.[in Persian]
Pasha, Gholamali; Khatir Pasha, Kiomars; and Yousefi Saadabadi, Reza. (2022). A Review of Innovation Management with the Mediating Role of Learning Culture in Medical Sciences Education. Clinical Excellence, 12(1), pp. 1-13.[in Persian] http://ce.mazums.ac.ir/article-1-703-en.html
 

Paufler, N. A., King, K. M., & Zhu, P. (2020). Promoting professional growth in new teacher evaluation systems: Practitioners’ lived experiences in changing policy contexts. Studies in Educational Evaluation. DOI:10.1016/j.stueduc.2020.100873

Rahimee. Saeed, Mohammadi. Ali & Hosseini. Fatemeh. (2022). Examining the Effectiveness of Monthly Parent Meetings on the Academic Progress of Primary School Students, Educational Psychology Journal, (3)14, 45-62.[in Persian]
Rezvani. Saeed & Sajadi. Mahmood. (2022). Systematic Analysis of Educational Evaluation Results in School Councils. Journal of Educational Studies, (4)12, 89-110.[in Persian] https://jipa.ut.ac.ir/author.index?vol=0&vl=All%20Volumes%20&lang=en
Romyani. Yones. (2013). "Examining the Internal Efficiency of Lower Secondary Schools in Ahvaz County during the Fourth Development Plan. Journal of Educational Sciences, Shahid Chamran University of Ahvaz, 6(2).[in Persian]
Stam, E.; Nooteboom, B. (2011); Entrepreneurship, innovation and institutions. Handbook of Research on Innovation and Entrepreneurship: 421.
Shirzad, Samaneh; Salehi, Mohammad; and Khatir Pasha, Kiomars. (2018). Identifying and Ranking the Dimensions of Innovation Management in the Islamic Azad Universities of Mazandaran Province. Islamic Lifestyle with a Focus on Health, 3(1), pp. 76-85.[in Persian] https://www.islamiilife.com/article_187893.html?lang=en
Tan, A. L., & Wong, H. M. (2022). Student Research Centers as Innovation Hubs. Journal of Educational Research. DOI:10.14261/postit/0AC5BB0E-3951-48E2-B00D49D5194985A7
Tourani, Heydar; Aghaei, Amir; and Manteghi, Morteza. (2012). Global Experiences in Educational Innovations from the Perspective of Methods of Production, Adoption, and Implementation of Innovations in Iranian General Education. Educational Innovations Quarterly, 11(43), pp. 7-41. .[in Persian]  https://noavaryedu.oerp.ir/article_78980.html
Tourani, Heydar; Aghaei, Amir; and Molaeinezhad, Azam. (2017). Barriers to Supporting Innovations and Presenting a Suitable Model for Establishing an Innovation System in Education. Educational Innovations Quarterly, 63(16), pp. 47-74.[in Persian] https://noavaryedu.oerp.ir/article_79125.html
 
Wieczorek, A. J.; Hekkert, M. P. (2012); Systemic instruments for systemic innovation problems: A framework for policy makers and innovation scholars, Science and Public Policy, 39, 1, 74-87. DOI:10.1093/scipol/scr008
Yarmohamadian. MohammadHossein & Rezaee, Ali. (2021). "The Role of Educational Leaders in Improving the Quality of Teachers' Instruction: A Qualitative Study. Journal of Educational Sciences, Shahid Chamran University of Ahvaz, 1(28), 112-134. .[in Persian] 10.22098/AEL.2025.16 222.1498
Zareei. Mohammad & Noorozi. Reza. (2022). Motivational Programs for School Principals: A Qualitative Study. Journal of Leadership and Educational Management, 15(1), 78-95.[in Persian]

فایل ها

سابقه مقاله

  • تاریخ دریافت: 19 مرداد 1404
  • تاریخ بازنگری: 15 شهریور 1404
  • تاریخ پذیرش: 17 شهریور 1404

هم رسانی

ارجاع به این مقاله

آمار