نظام آموزش و پرورش و خلاء ده ساله یک الگوی عملیاتی برای ارزیابی عملکرد مدارس هیات امنایی کشور از منظر سیستم مدیریت مدرسه‌محور

نوع مقاله : علمی - پژوهشی

نویسندگان

1 استادیار گروه مدیریت آمورشی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران.

2 استاد علوم تربیتی دانشگاه سمنان، سمنان، ایران.

چکیده

هدف: امروزه، تغییرات تکنولوژیکی، تأثیر به سزایی بر تمامی اجزای تشکیل‌دهنده ساختار آموزشی بر جای نهاده است.، به‌گونه‌ای که آموزش و پرورش را ناگزیر از اتخاذ سیاست‌های جدید، ازجمله اجرای سیستم مدرسه محوری در مدارس هیأت امنایی کرده است، که به‌عنوان ضرورتی اجتناب‌ناپذیر در نظام آموزشی مطرح است که اجرای کامل و عاجل آن در نظام آموزشی سبب برون‌رفت از مشکلات کنونی آموزشی خواهد بود. پژوهش حاضر با هدف، ارائه یک الگوی عملیاتی برای ارزیابی عملکرد مدارس هیأت امنایی کشور با توجه به خلاء ده ساله در نظام آموزش و پرورش کشورمان از منظر سیستم مدیریت مدرسه‌محور انجام شد.
مواد و روش‌ها: محقق از لحاظ کیفی موضوع پژوهش را با استفاده از رویکرد داده بنیادی به‌منظور شناسایی شاخص‌ها و مؤلفه‌های سیستم مدیریت مدرسه‌محور جهت ارزیابی عملکرد مدارس هیأت امنایی کشور مورد بررسی قرار داده است. جامعه آماری این پژوهش شامل فهرستی 20 نفره از سیاست‌گذاران و برنامه‌ریزان وزارت آموزش و پرورش به‌ویژه سازمان مشارکت‌های مردمی، اعضاء هیأت علمی دانشگاه‌های معتبر و مدیران و معلمان مدارس هیأت امنایی بوده است که در نهایت از میان این افراد، 12 نفر تحت عنوان اعضای کمیته دلفی برای انجام مصاحبه پاسخ مثبت دادند و مصاحبه با آنان آغاز شد. در این پژوهش از مصاحبه نیمه سازمان یافته استفاده گردید.
بحث و نتیجه‌گیری: براساس نتایج حاصل از تجزیه و تحلیل داده‌های کیفی حاصل از مصاحبه‌ها با مشارکت‌کنندگان در پژوهش (اعضاء کمیته دلفی)، کدگذاری باز، محوری، گزینشی و هم‌چنین تحلیل محتوای متن مصاحبه‌ها و در عین حال مطابقت آن‌ها با مبانی نظری، مقوله‌ها، عوامل اصلی و فرعی سیستم مدیریت مدرسه‌محور مؤثر در ارزیابی عملکرد مدارس هیأت امنایی، 12 مقوله و عامل اصلی به ترتیب مشارکت، تعهد سازمانی، انعطاف‌پذیری، تفویض اختیار، استقلال، پاسخگویی، مسئولیت‌پذیری، تمرکززدایی، رسالت، توانمندسازی، ساختار مجدد، و فرهنگ سازمانی و 38 عامل فرعی مورد شناسایی قرار گرفتند. مجموع نتایج نشان داد که پیاده‌سازی و اجرای سیستم مدیریت مدرسه برای ارزیابی عملکرد مدارس هیأت امنایی کشور در حد متوسط می‌باشد. مدل حاصل از این پژوهش، ابزاری را مهیا می‌سازد که می‌تواند به‌طور عملی و ملموس به ارزیابی عملکرد مدارس هیأت امنایی در حیطه ویژگی‌های اختصاصی و فرعی مدل جهانی مدیریت مدرسه‌محور پرداخته و شتاب به سمت عدم تمرکززدایی را سرعت ببخشد. لازم است آموزش و پرورش در یک برنامه‌ریزی بلندمدت (حداقل پنج ساله) ضمن فراهم کردن زمینه‌های لازم و مد نظر قرار دادن الگوی پژوهش حاضر، به تدریج نسبت به استقرار سیستم مدیریت مدرسه‌محوری در مدارس هیأت امنایی اقدام نمایند.

کلیدواژه‌ها

عنوان مقاله [English]

The education system and a ten-year lack of an operational model for evaluating the performance of the board of trustee's schools from the perspective of school-based management system

نویسندگان [English]

  • Saeid Moradi 1
  • Ali Akbar Aminbeidokhti 2
1 Assistanat Professor, Educational Management, Islamic Azad University, Islamshahr Baranch, Islamshahr, Iran
2 Professor Education, Semnan University, Semnan, Iran
چکیده [English]

Objective: Today technological changes have had a significant impact on the constituent elements of the educational structure in a way that the educational system has inevitably been forced to adopt new approaches such as the implementation of school-based system in board of trustee’s schools. As an unavoidable requirement, it is believed that this system holds the key to solving a myriad of current educational problems. The basic aim of this research was to present an operational model for evaluating the performance of the board of trustee’s schools with regard to a ten-year lack in Iran’s education system from the perspective of school-based management system.
Materials and Methods: In terms of quality, the researcher has investigated the research subject, using the grounded theory, to identify the criteria and indicators of school-based management system so as to evaluate the performance of the board of trustee’s schools. The statistical community of research consisted of 20 planners and policy makers of the Ministry of Education especially public participation, faculty members from prestigious universities as well as managers and teachers of the board of trustee’s schools. Out of this pool, twelve members were finally selected to be interviewed under the title of the Delphi committee members. In this research, semi-structured interviews were used.
Discussion and Conclusion: The findings which were obtained from the analysis of qualitative data in-depth interviews with the participants ( Delphi committee members), and open, axial and selected coding as well as content analysis of the interviews showed that 12 categories and main factors, as participation, organizational commitment, flexibility, autonomy, devolution, accountability, responsibility, decentralization, mission, empowerment, restructuring and organizational culture, respectively  and 38 sub-factors were also identified. The research results demonstrate that the implementation of the school management system for evaluating the performance of the board of trustee's schools is at an intermediate and mediocre level. This study provides a model through which it can practically and concretely evaluate the performance and functions of these schools. In addition, this assessment can expedite the anti-decentralization process following a universal model of school-based management. In addition to paving the way and taking the current research model into account, it is essential that, in a long-term effort (at least 5 years) the preconditions become provided and implementation of the school-based management gradually take place in such schools.

کلیدواژه‌ها [English]

  • school-based management
  • board of trustees schools
  • the education system
  • evaluation of performance

مراجع

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