طراحی الگوی کوچینگ مدیران مدارس ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا، گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، واحد دماوند، دانشگاه آزاد اسلامی، دماوند، ایران.

2 استادیار، گروه علمی حکمرانی آموزشی و سرمایه انسانی، واحد یادگار امام خمینی(ره) شهر ری، دانشگاه آزاد اسلامی، تهران، ایران.

3 دانشیار، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.

چکیده

مقدمه و هدف:  مدیران مدارس ابتدایی در محیط آموزشی پیچیده با چالش‌های متعددی از جمله مدیریت تغییرات، ارتقای کیفیت تدریس و حمایت از توسعه حرفه‌ای معلمان مواجه هستند. این مطالعه با هدف طراحی الگوی کوچینگ برای مدیران مدارس ابتدایی انجام شد.
روش‌شناسی پژوهش: این پژوهش از نظر هدف، کاربردی و از نظر شیوه گردآوری داده‌ها، آمیخته (کیفی-کمی) بود. در بخش کیفی، با استفاده از مصاحبه‌های نیمه ساختاریافته با ۱۲ مدیر مدرسه ابتدایی در تهران و ۶ خبره حوزه کوچینگ، داده‌ها گردآوری و با روش کدگذاری باز، محوری و انتخابی تحلیل شد. در بخش کمی، جامعه آماری شامل کلیه مدیران مدارس ابتدایی شهر تهران بود که با استفاده از فرمول کوکران، ۳۲۴ نفر به عنوان نمونه انتخاب شدند. ابزار پژوهش در این بخش، پرسشنامه‌ای محقق‌ساخته با ۴۹ گویه بر اساس مقیاس لیکرت پنج‌درجه‌ای بود.
یافته‌ها: تحلیل داده‌های کیفی منجر به شناسایی ۴۵ مفهوم، ۱۵ مقوله فرعی و ۴ مقوله اصلی شد. نتایج کمی نیز نشان داد که کلیه شاخص‌های برازش مدل در حد مطلوبی قرار دارند (R² بین ۸۸٫۷٪ تا ۹۲٫۵٪) و فرایند کوچینگ آموزشی به عنوان متغیر میانجی، نقش معناداری در تأثیرگذاری عوامل زمینه‌ای و ساختاری بر پیامدهای کوچینگ دارد.
بحث و نتیجه‌گیری: یافته‌ها نشان داد که کوچینگ می‌تواند به عنوان چارچوبی عملیاتی برای ارتقای مهارت‌های مدیریتی و رهبری مدیران مدارس ابتدایی عمل کند و نقش مهمی در بهبود کیفیت آموزشی و نتایج یادگیری دانش‌آموزان ایفا نماید.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Designing a Coaching Model for Primary School Principals

نویسندگان [English]

  • Masoumeh Shariat 1
  • Leila Safai Fakhri 2
  • Mohamad Naghi Imani 3
1 PhD student, Department of Educational Management, Faculty of Psychology and Educational Sciences, Damavand Branch, Islamic Azad University, Damavand, Iran.
2 Assistant Professor, Department of Educational Governance and Human Capital, Yadegar Imam Khomeini (RA) Branch, Shahr-e Ray, Islamic Azad University, Tehran, Iran.
3 Associate Professor, Department of Educational Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.
چکیده [English]

Background and Objective: Elementary school principals operate in a complex educational environment and face numerous challenges, including managing change, improving teaching quality, and supporting teachers' professional development. This study was conducted with the aim of designing a coaching model for elementary school principals.
Research Methodology: In terms of purpose, this study was applied research, and regarding data collection, it employed a mixed-methods (qualitative-quantitative) approach. In the qualitative phase, data were collected through semi-structured interviews with 12 elementary school principals in Tehran and 6 coaching experts. The data were analyzed using open, axial, and selective coding methods. In the quantitative phase, the statistical population consisted of all elementary school principals in Tehran. Using Cochran's formula, 324 individuals were selected as the sample. The research instrument in this phase was a researcher-made questionnaire comprising 49 items based on a five-point Likert scale.
Findings: The analysis of qualitative data led to the identification of 45 concepts, 15 sub-categories, and 4 main categories. The quantitative results also indicated that all model fit indices were at desirable levels (R² between 88.7% and 92.5%), and the educational coaching process, as a mediating variable, played a significant role in the impact of contextual and structural factors on coaching outcomes.
Conclusion: The findings revealed that coaching can serve as an operational framework for enhancing the managerial and leadership skills of elementary school principals and plays a significant role in improving educational quality and student learning outcomes.

کلیدواژه‌ها [English]

  • Coaching
  • Elementary School Principals
  • Educational Leadership
  • Professional Development

مراجع

References
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رهبری آموزشی کاربردی
دوره 7، شماره 1
اردیبهشت 1405
صفحه 165-189

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سابقه مقاله

  • تاریخ دریافت: 25 شهریور 1404
  • تاریخ بازنگری: 01 آذر 1404
  • تاریخ پذیرش: 08 آذر 1404

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