شناسایی و تبیین الگوی عوامل مؤثر بر تاب‌آوری مدارس در دوره ابتدایی: یک مطالعه کیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش‌آموخته دکتری، مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

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

چکیده

مقدمه و هدف: پژوهش حاضر با هدف شناسایی و تبیین الگوی عوامل مؤثر بر تاب‌آوری مدارس در دوره ابتدایی انجام شد.
روش‌شناسی پژوهش: این مطالعه از نظر هدف، کاربردی و از نظر روش اجرا، کیفی با رویکرد تحلیل مضمون است. میدان پژوهش شامل خبرگان دانشگاهی و مدیران و معلمان نمونه استان آذربایجان‌غربی است که با استفاده از روش نمونه‌گیری هدفمند ۱۷ نفر بر اساس اصل اشباع نظری به عنوان نمونه آماری انتخاب شدند. داده‌های پژوهش از طریق مصاحبه نیمه ساختاریافته با خبرگان جمع‌آوری شد. اطلاعات جمع‌آوری شده با استفاده از روش تحلیل مضمون در نرم افزار MAXQDA2020 تجزیه و تحلیل شدند. جهت بررسی میزان پایایی متون کدگذاری شده از دو روش پایایی بازآزمون و پایایی بین دوکدگذار استفاده شده است.
یافته‌ها: یافته‌های تحقیق نشان داد که الگوی عوامل مؤثر بر شکل‌گیری تاب‌آوری مدارس در دوره ابتدایی از هشت مضمون فراگیر عوامل زیرساختی (ایمنی سازه و امکانات و تجهیزات)، عوامل ساختاری (ساختار پویا و ساختار توانمندساز)، عوامل مدیریتی (رهبری تاب‌آورانه، شایستگی‌های مدیریتی و برنامه‌ریزی راهبردی)، عوامل فرهنگی (فضای روانی ایمن، فرهنگ یادگیری و جو مثبت)، عوامل پداگوژیکی (برنامه درسی منعطف و فعالیت‌های فوق برنامه)، عاملیت معلمان (مدیریت کلاس، تدریس اثربخش، رفتار سازمانی مثبت و توسعه حرفه‌ای)، تاب‌آوری دانش‌آموزان (ویژگی‌های تاب‌آورانه و مهارت‌های اجتماعی) و حمایت ذینفعان (پشتیبانی نهادهای اجتماعی، حمایت‌های مالی و مشارکت خانواده) تشکیل می‌شود.
بحث و نتیجه‌گیری: بر اساس یافته‌های پژوهش حاضر می‌توان نتیجه گرفت که تاب‌آوری در مدارس ابتدایی یک پدیده‌ی چندبُعدی و نظام‌مند است که از تعامل پویا و هدفمند بین مولفه‌های درونی و بیرونی نشأت می‌گیرد. توجه متعادل به ابعاد و مؤلفه‌های شناسایی‌شده در این پژوهش، نه تنها می‌تواند به پایداری و تاب‌آوری مدارس در برابر بحران‌ها بینجامد، بلکه زمینه‌ساز ارتقای مستمر کیفیت آموزشی و تقویت نقش اجتماعی مدرسه به عنوان یک نهاد پیشران در فرآیند توسعه پایدار خواهد شد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Identifying and Explaining the Pattern of Factors Affecting School Resilience in Elementary Schools: A Qualitative Study

نویسندگان [English]

  • Mehdi Abdolahzadeh 1
  • Adel Zahed Babelan 2
  • Mahdi Moeinikia 2
  • Ali khalegkhah 2
1 PhD student, Educational Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 Professor., Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
چکیده [English]

Background and Objective: The present study was conducted with the aim of identifying and explaining the pattern of factors affecting the resilience of schools in primary schools.
research methodology: This study is applied in terms of purpose and qualitative in terms of implementation method, with a thematic analysis approach. The research field included of the study includes academic experts and sample managers and teachers of West Azerbaijan province,, who were selected as a statistical sample using a purposive sampling method of 17 people based on the principle of theoretical saturation. Research data were collected through semi-structured interviews with experts. The collected information was analyzed using the thematic analysis method in MAXQDA2020 software. To evaluate the reliability of the coded texts, both test-retest reliability and inter-coder reliability methods were employed.
Findings: The research findings showed that the model of factors affecting the formation of school resilience in the primary school are composed of eight comprehensive themes: infrastructure factors (structural safety and facilities and equipment), structural factors (dynamic structure and enabling structure), management factors (resilient leadership, management competencies and strategic planning), cultural factors (safe psychological space, learning culture and positive atmosphere), pedagogical factors (flexible curriculum and extracurricular activities), teacher agency (classroom management, effective teaching, positive organizational behavior and professional development), student resilience (resilient characteristics and social skills) and stakeholder support (support from social institutions, financial support and family participation).
Conclusion: Based on the findings of the present study, it can be concluded that resilience in elementary schools is a multidimensional and systematic phenomenon that stems from the dynamic and purposeful interaction between internal and external components.

کلیدواژه‌ها [English]

  • Resilience
  • Primary Schools
  • Thematic Analysis
  • Pattern Design
Adel Odeh, A. H., Ammar, A., & Tareq, A. O. (2021). The mediation role of the organizational memory in the relationship between knowledge capturing and learning organization. Cogent Business & Management, 8(1), 1924933. DOI: 10.1080/23311975.2021.1924933
Afzali, L. , Hejazi, E. , Gholamal Lavasani, M. , Ejei, J. & afrooz, G. A. (2019). The Viewpoints of Teachers, Parents, School Counselors and Students Towards Resilient School: A Qualitative Study. Journal of Applied Psychological Research10(2), 19-33. doi: 10.22059/japr.2019.72653. [In Persian]  doi: 10.22059/japr.2019.72653
Aghazadeh, A. (2016). Educational Problems in Iran. Tehran.  Samt Publications. [In Persian]
Attride-Stirling, J. (2001). Thematic networks: An analytic tool for qualitative research. Qualitative research, 1 ( 3 ), 385 -405.
Azizi, A., Salimi, J., & Mustafa Kakeresh, W. (2024). A New Paradigm in The Success of School Leadership through Family-School Partnership Strategies. Journal of Applied Educational Leadership, 5(3), 212 -233. doi: 10.22098/ael.2024.15685.1464
Babaei, A. (2023). Identification and ranking of factors affecting organizational resilience in teachers and principals of primary schools in Tehran's 15th district in post-corona conditions. Master's thesis in the field of educational management. Shahid Rajaee Teacher Training University. [In Persian]
Beckmann, L., & Klein, E. D. (2022). Resilience in the context of multiple adverse circumstances? Leadership capacity and teachers’ practice during COVID-19 at schools serving disadvantaged communities. School Leadership & Management43(2), 145–166. https://doi.org/10.1080/13632434.2022.2137727.
Bouwer, A. (2017). Building Resilient Schools. Describes the concept of resilience, and offers a framework for translating this into the school culture, environment and relationships. Axis Education Summit and BRIDGE partnership resource.
Cooper, C.L., Liu, Y., Shlomo, Y., & Tarba, S.Y. (2014). Resilience, HRM Practices and Impact on Organizational Performance and Employee Well-being. Int. J. Hum. Resour. Manag, 25, 2466–2471. DOI: 10.1080/09585192.2014.926688
Dehroye, S., Hafezian, M., & Laal haghani, M. (2024). The impact of animation on learning and analysis power of primary school students from the teachers' point of view. MEO, 13 (1), 47-74.
URL: http://journalieaa.ir/article-1-646-fa.html. [In Persian]
De Klerk, W., le Grange, J. J. P., de Klerk, M., & Pretorius, J. (2020). Guidelines for promoting organisational resilience in South African schools. Journal of Psychology in Africa30(4), 362–368. https://doi.org/10.1080/14330237.2020.1796023.
Dwiningrum, S.  I. A., Ratri,  S. Y., Rukiyati, Setyaningrum, A., Sholikhah, E., Sitompul, N., & Utami, A. A. N. (2022). Embracing digital literacy through school resilience.  Jurnal Kependidikan, 7(1), 1- 14. https://doi.org/10.21831/jk.v7i1.54642.
Hannah, S.T., & Lester, P.B.A. (2009). Multilevel approach to building and leading learning organizations. The Leadership Quarterly, 20, 34–48. https://doi.org/10.1016/j.leaqua.2008.11.003.
Khalegkhah, A., Abedinia, A., & Janahmadi, Sh. (2025). Modeling the effect of educational leadership on teachers' self-leadership with the mediation of professional development. Journal of Applied Educational Leadership, 6(3), 152-170. Persian [https://doi.org/10.22098/ael.2023.11517.1159]
Ile saadatmand, A., & veysi, G. (2018) .The study of the process and components that affect the development of educational objectives of primary education in Iran, Germany and Malaysia. Social Science Quarterly ,42(12), 337-356. [In Persian] https://sanad.iau.ir/Journal/ssq/Article/1034662.
Ledesma, J. (2014). Conceptual Frameworks and Research Models on Resilience in Leadership. Published: Sage. DOI: 10.1177/2158244014545464
Lengnick-Hall, C. A., Beck, T. E. & Lengnick-Hall, M. L. (2011). Developing A Capacity for Organizational Resilience Through Strategic Human Resource Management. Human Resource Management Review. 21(3), 243-255. https://doi.org/10.1016/j.hrmr.2010.07.001
Linnenluecke, M. & Griffiths, A. (2010). Beyond Adaptation: Resilience For Business In Light Of Climate Change and Weather Extremes. Business Society. 49(3), 477-511. DOI: 10.1177/0007650310368814
Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Ma, N., Li, Z., Chang, Z., & Chen, T. (2020). School Resilience - A New Way of School Safety Management. (ICESED). DOI:10.2991/icesed-19.2020.79.
Ma, Zh., Xiao, L., & Yin, J. (2018). Toward a dynamic model of organizational resilience. In NBRI. 9 (3), 246–263. DOI: 10.1108/NBRI-07-2017-0041.
Martínez-Lozano, V., Macías-Gómez-Estern, B., & Lalueza, J. L. (2023). Community Resilience Processes in Schools with Roma Students during COVID-19: Two Case Studies in Spain. Sustainability15(13), 10502. https://doi.org/10.3390/su151310502.
McMahon, B. (2015). Seeing Strengths in a Rural School: Educators' Conceptions of Individual and Environmental Resilience Factors. The Journal for Critical Education Policy Studies, 13, 238-267. https://www.jceps.com/wp-content/uploads/2015/07/13-1-11.pdf
Mikhaylova, A., Zvyagintsev, R., Pinskaya, M., & Anderson, L. (2021). Differences in School Effectiveness Between Resilient and Struggling Russian Schools. Higher School of Economics, 60/EDU/2021. http://dx.doi.org/10.2139/ssrn.3873871.
Milheiro da Silva, A., & Marques da Silva, S. (2022). Resilient Schools: Indicators from Literature and Border Schools’ Projects. Cadernos de Pesquisa. 52. DOI: 10.1590/198053148438_en.
Mirzaei, S., Mohammadinia, L., Nasiriani, K., & Dehghani Tafti, A. (2019). Review Paper: Schools’ Resilience Components in Accidents and Disasters: A Systematic Review Protocol. In: Health in Emergencies & Disasters Quarterly ,5 (1), 13–18. DOI: 10.32598/hdq.5.1.291.1
Moll Riquelme, I., Bagur Pons, S., Rosselló Ramon, M.R. (2022). Resilience: Conceptualization and Keys to Its Promotion in Educational Centers. Children, 9, 1183. https://doi.org/10.3390/ children9081183.
Morote, R., Anyan, F., Las Hayas, C., Gabrielli, S., Zwiefka, A., Gudmundsdóttir, D.G., Ledertoug, M., Ólafsdóttir, A.S., Izco-Basurko, I., Fullaondo, A., Mazur, I., Królicka-Deręgowska, A., Knoop, H.H., & Hjemdal, O. (2020). Development and validation of the theory-driven School Resilience Scale for Adults: Preliminary results. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105589.
Nakum, V.K., Ahamed, M.S., Isetani, S., Chatterjee, R., Shaw, R., & Soma, H. (2022). Developing a framework on school resilience for risk-informed decision-making. Progress in Disaster Science. DOI:10.1016/j.pdisas.2022.100237.
Namdari pejhman, M. , Hasanzadeh Barani Kord, S., & Ghanbari, S. (2018). Comparison of the Effectiveness of the Board and Ordinary Schools in Hamadan Province Based on the Combined Model of Parsons-Sanjari. Journal of Management and Planning in Educational System11(2), 77-104. https://mpes.sbu.ac.ir/article_98467_1a0657e192fe77f17a92c97c1bfa5a0c.pdf
Pal, A., Tsusaka, T. W., Nguyen, T. P. L., & Ahmad, M. M. (2023). Assessment of vulnerability and resilience of school education to climate-induced hazards: a review. Development Studies Research10(1). 2202826. DOI: 10.1080/21665095.2023.2202826
Parajuli, R.R., Agarwal, J., Xanthou, M., Sextos, A.G. (2020). Resilience of educational communities in developing countries: a multi-disciplinary approach, 17th World Conference of Earthquake Engineering, Sendai, Japan.
Prada, M. J. (2007). Schools as resilient organizations: Supporting the mathematical resilience of latino eighth graders. Unpublished doctoral dissertation, University of California, Berkeley, U. S. A.
Rafiyan, M., Rezaei, M. R., Askari, A., & Parhizgar, A. (2011). Clarifying the concept of resilience and its indexing in social disaster management, Journal of Space Planning and Design, 15 (4), 19-41. [In Persian] https://hsmsp.modares.ac.ir/article_14257_a8e70c922b1f1b78e11b47f3bd9368cc.pdf
Schelvis, R. M. C., Zwetsloot, G. I. J. M., Bos, E. H., & Wiezer, N. M. (2014). Exploring teacher and school resilience as a new perspective to solve persistent problems in the educational sector. Teachers and Teaching: Theory and Practice, 20(5), 622–637. https://doi.org/10.1080/13540602.2014.937962.
Stemler, S. (2001). An Overview of content analysis, Practical Assessment, Research & Evaluation, 7(17), 137-146.
Stephenson, A. (2010). Benchmarking the Resilience of Organisations. a Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Civil and Natural Resources Engineering Department, University of Canterbury. http://dx.doi.org/10.26021/2859
Timberlake, M. (2020). Recognizing ableism in educational initiatives: Reading between the lines. Research in Educational Policy and Management (REPAM), 2(1), 84-100. https://doi.org/10.46303/repam.02.01.5.
Unicef . (2015). Education and Resilience: Nine Priority Paths for Making Schools Safer and Societies More Cohesive. UNICEF East Asia and Pacific Regional Office. Published by Learning for Peace.
Vinogradov, V., Shatunova, O., & Sheymardanov, Sh. (2022). Do Resilient Schools Exist? Chances for Quality Education for Children from Dysfunctional Families, Journal of Social Studies Education Research,13 (1), 52-74.
Whitney, S. D., Maras, M. A., & Schisler, L. J. (2012). Resilient schools: Connections between districts and schools. Middle Grades Research Journal, 7(3), 35-50.
Widowati, E., Sutomo, A.H, & Istiono, W. (2021). Are Elementary Schools Ready for Disaster Preparedness and Safety? E3S Web of Conferences. 317(3):01087. DOI:10.1051/e3sconf/202131701087.
Xu, M., Xu, Q., Wei, S., & Cong, L. (2024). The role of organizational resilience in social, economic, environmental and human sustainability: evidence form Chinese FMCG sector. Technological and Economic Development of Economy30(3), 733–752. https://doi.org/10.3846/tede.2024.20476
Yousefi, A., Zahed, A., & Yousefi, E. (2024). Investigating the Relationship between Principals' Instructional Leadership and School Culture (Case Study: Ardabil High School). Journal of Applied Educational Leadership, 5(3), 65-79. [https://doi.org/10.22098/ael.2023.9297.1058]
Yurdunkulu, A & Terzi, C, (2022). Development of Organizational Resilience Scale: Validity and Reliability Study, Anatolian Journal of Educational Leadership and Instruction. 10 (2). 133-150.
Zolli, A., & Healy, A. M.(2012). Resilience: Why Things Bounce Back. Hachette UK.