شناسایی و توصیف الگوی رهبری غالب و ویژگی‌های آن در مدارس دوره دوم متوسطه شهر بیرجند

نوع مقاله : علمی - پژوهشی

نویسندگان

1 کارشناسی ارشد مدیریت آموزشی دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد، خراسان رضوی، ایران.

2 دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد، خراسان رضوی، ایران

3 دانشیار گروه مطالعات برنامه درسی و آموزش دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد، خراسان رضوی، ایران.

چکیده

هدف: هدف اصلی این پژوهش، مطالعه الگوهای رهبری آموزشی در مدارس دوره دوم متوسطه براساس طبقه‌بندی تونی بوش با تأکید بر شناسایی الگوی رهبری غالب و توصیف ویژگی‌های آن می‌باشد.
مواد و روش‌ها: برای دست‌یابی به این هدف، از روش پژوهش آمیخته و طرح کمی–کیفی استفاده شد. نخست به‌منظور شناسایی الگوی رهبری غالب با استفاده از پرسشنامه محقق‌ساخته، داده‌های کمی مورد نیاز گردآوری شدند. کلیه مدیران و معلمان دوره دوم متوسطه شهر بیرجند جامعه آماری این پژوهش را تشکیل دادند که تعداد آن‌ها مشتمل بر 262 نفر می‌باشد. از این مجموع، 252 نفر به‌عنوان نمونه مورد مطالعه و به شیوه نمونه‌گیری در دسترس انتخاب شدند. بدین‌ترتیب در هر مدرسه مدیر و حداقل 4 نفر از معلمانی که دارای بیشترین سابقه همکاری با مدیر مربوط در آن مدرسه بودند، گروه مورد مطالعه را تشکیل دادند. سپس برای تشریح ویژگی‌های الگوی رهبری غالب در مدارس مورد مطالعه با استفاده از مصاحبه نیمه‌ساخت‌یافته با معلمان و مدیران داده‌های مورد نیاز گردآوری و تحلیل شدند. مطلعان کلیدی را کلیه مدیران و معلمان مدارسی تشکیل دادند که براساس نتایج تحلیل داده‌های کمی در مرحله نخست، بیشترین میانگین الگوی رهبری غالب (رهبری بین فردی) را به خود اختصاص داده بودند که تعداد آن‌ها برابر با 9 مدیر و 12 معلم می‌باشد. لذا از معیارهای مهم در انتخاب مطلعان کلیدی می‌توان به الگوی رهبری بین فردی به‌عنوان الگوی رهبری غالب و نیز حداقل دو سال سابقه همکاری با مدیر مربوطه اشاره نمود. به‌منظور تحلیل داده‌های کیفی از روش تحلیل تفسیری استفاده شد.
بحث و نتیجه‌گیری: براساس نتایج به‌دست‌آمده از تحلیل داده‌های کمی، الگوی رهبری بین فردی به‌عنوان الگوی رهبری آموزشی غالب در مدارس مورد مطالعه شناسایی شد. سپس، الگوی رهبری اخلاقی، الگوی رهبری تحولی، الگوی رهبری اقتضایی، الگوی رهبری آموزشی، الگوی رهبری مدیریتی، الگوی رهبری مشارکتی، الگوی رهبری پست‌مدرن و الگوی رهبری تبادلی در مراتب بعدی قرار گرفتند. در مرحله دوم، براساس نتایج به‌دست ‌آمده، ایفای نقش مدیریتی، حمایت دانش‌آموزان و معلمان، شخصیت مدیر، احترام به دیگران، دغدغه بهبود آموزش، مشارکت‌جویی از مهم‌ترین ویژگی‌های الگوی رهبری غالب در مدارس مورد مطالعه به شمار می‌آیند. الگوی رهبری بین فردی، الگویی است که بر روابط نزدیک رهبران با معلمان، دانش‌آموزان و دیگر ذی‌نفعان تمرکز دارد. به‌زعم وست برنهام (2001) و توهی و کوگلان (1997) رهبری بین فردی بر اهمیت همکاری و روابط بین فردی تأکید می‌کند. با استناد به یافته‌های این پژوهش مبنی بر اهمیت ویژه رهبری میان فردی در قلمرو رهبری آموزشی، لزوم توجه به مفهوم رهبری و شناخت الگوهای رهبری مدرسه/آموزشی بیش از همه در سرفصل آموزش‌های ضمن خدمت مدیران آموزشگاهی ضروری به نظر می‌رسد. هم‌چنین، با نظر به اهمیت روابط بین فردی، به نظر می‌رسد مسئولان امر با متناسب کردن ساختار تشکیلات آموزش و پرورش زمینه را برای تقویت مهارت‌های ارتباطی و انسانی، تغییر نگرش و باورهای درونی نه‌تنها مدیران بلکه کلیه کادر موجود در مدارس مهیا نمایند. علاوه براین، هرچند به نظر می رسد الگوی رهبری بین فردی و الگوهای مرتبط با آن مانند الگوی رهبری اخلاقی و الگوی رهبری تحولی که با اختلاف بسیار اندک بعد از الگوی رهبری غالب قرار گرفتند، در تسهیل و کیفیت بخشی به آموزش و یادگیری در مدارس به موجب ماهیت انسانی و اجتماعی بودن حائز اهمیت بسیاری می‌باشند، اما احساس نگرانی و خطر از آن جهت خواهد بود که الگوی رهبری آموزشی و الگوی رهبری مشارکتی به‌عنوان دو عنصر اصلی و سازنده فرآیند مدیریت و رهبری آموزشی در مراتب و اولویت‌های پایین‌تر قرار گیرند. لذا، توجه به این دو الگو در برنامه‌ریزی برای بهبود و توسعه رهبری آموزشی مدیران مدارس ضروری به نظر می‌رسد.

کلیدواژه‌ها


عنوان مقاله [English]

Identifying the dominant educational leadership model and describing its features in the high schools in Birjand

نویسندگان [English]

  • Somaye Zare 1
  • Rezvan Hosseingholizadeh 2
  • Behrouz Mahram 3
1 Master of Arts in Educational Management, Faculty of Education & Psychology, Ferdowsi University, Mashhad, Iran.
2 Associate Professor, Faculty of Education & Psychology, Ferdowsi University, Mashhad, Iran.
3 Associate Professor, Faculty of Education & Psychology, Ferdowsi University, Mashhad, Iran.
چکیده [English]

Objective: The main aim of this study is to identifying the dominant educational leadership model and describing its features of high schools in Birjand base on Tony Bush (2003, 2008, 2014)'s viewpoint,.
Materials and methods: mixed research method (QUAN-QUAL) was used. First, for recognizing the dominant leadership Models, the requisite quantitative data have been provided through the researcher-made questionnaire. The statistical population of the study consists of all principals and teachers in high schools of Birjand city including 262 persons. 252 of them were selected by available sampling method as participants of the study. Thus, in each school, the team comprised a principal and at least 4 teachers who had the most experience with the relevant principal at that school. Then, for describing the characteristics of the dominant leadership model in the schools studied, using semi-structured interviews with teachers and principals, data were gathered and analyzed. Key educators formed all school principals and teachers who, based on the results of quantitative data analysis in the first phase, had the highest average of the dominant leadership model (interpersonal leadership), with 9 principals and 12 teachers. Therefore, the key criteria for choosing key participants can be the interpersonal leadership model as the dominant leadership model and at least two years of experience with the relevant principal. For analyzing qualitative data, interpretive analysis method was used.
Result and Discussion: Analysis of the quantitative data showed that the interpersonal leadership was the dominant leadership model in the studied schools, and in turn, moral leadership, transformational leadership, contingent leadership, instructional leadership, managerial leadership, participative leadership, postmodern leadership and transactional leadership models were reported as the highest mean scores”. Based on these results in first stage, playing the managerial role, support of teachers and students, principal’s personality, respect to others, the concern of improving teaching and learning, and participation are the most important features of dominant leadership model in the studied high schools. An interpersonal leadership model is a model that focuses on the close relationships between leaders and teachers, students, and other stakeholders. According to West Burnham (2001) and Touhie and Kugalan (1997), interpersonal leadership emphasizes the importance of collaboration and interpersonal relationships.
According these results, interpersonal leadership was reported as the most influential type of school leadership. However, other aspects of school leadership also are important in the field of school leadership. Therefore, it is necessary for principals that to recognize the function of leadership and leadership models in school. Also, regarding the importance of interpersonal relationships, it seems that strengthening the communication and human skills especially between principal and teachers can be one out him most syllabuses in training programs. Interpersonal leadership can be viewed as prerequisite for other school leadership models such as moral leadership and the transformational leadership models but there is a sense of concern and risk that the instructional leadershipmodel as the main aspect of school leadership was reported with lower absolute level on these models of school leadership. Therefore, consideration of this model is so necessary for school improvement and effectiveness.

کلیدواژه‌ها [English]

  • educational leadership
  • educational leadership Models
  • interpersonal leadership
  • Second grade of high school
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