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

مراجع

Aghajani, T.; Shoghi, B. (2013). Investigating the Impact of Leadership Leadership Style on Investigating Employees' Creativity: Metal Industries of Kaveh Industrial City. Quarterly of Development Management. No. 17. 51-43. (In Persian)
Al-Safran, E., Brown, D., & Wiseman, A. (2013). The effect of principal's leadership style on school environment and outcome. Research in Higher Education Journal, 22, 1.
Amjad Zaberast, M.; Gholami, Kh.; Nemati, S. (2015). The Impact of Managers Distribution Leadership Style on the Effectiveness of Schools by Teachers' Motivation and Their Academic Optimism at the Secondary School Level of Sanandaj: Providing a Model. Quarterly Journal of Research in Virtual and Instructional Learning, Second Year, No. 7, 26-8. (In Persian)
Asgari, N.; Zarepour Nasirabadi, F.; Razaghi, R. (2014). The role of transformational leadership in the development of organizational learning. Quarterly Journal of Human Resource Management Research at Imam Hossein University of Medical Sciences, 2008, No. 2, 122-99. (In Persian)
 Aydin, A. Sarier, Y. & Uysal, S. (2013). The Effect of School Principals' Leadership Styles on Teachers' Organizational Commitment and Job Satisfaction. Educational Sciences: Theory and Practice, 13(2), 806-811.
Bazargan Harandi, A. (2015). Combined research method: A superior approach to management studies. Management Knowledge, vol. 21, No. 81, pp. 36-19. (In Persian)
Beck, L. G. & Murphy, J. (1993). Preparing Ethical Leaders: Overviewing Current Efforts and Analyzing Forces That Have Shaped Them. Paper presented at the Annual Meeting of the University Council for Educational Administration (Houston, TX, October 29-31, 1993) http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED364936
Behnam, A. (2011). The Relationship between Leadership Styles and Organizational Intelligence of Managers with Educational Progress of Students of Secondary Schools in Saravan. Master's Degree in Educational Management at Islamic Azad University, Marvdasht Branch. (In Persian)
Bennett, N. & Anderson, L. (Eds). (2003). rethinking educational leadership: challenging the conventions. Sage.
Bennett, N. Crawford, M. Levačić, R. Glover, D. and Earley, P. (2000). The reality of school development planning in the effective primary school: technicist or guiding plan?’ School Leadership and Management, 20 (3): 333–51.
Brown, M. E. Treviño, L. K. & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117-134.
Bush, T. & Bell, L. (Eds). (2002). the principles and practice of educational management. Sage.
Bush, T. & Glover, D. (2003). School leadership: Concepts and evidence. National College for School Leadership. http://dera.ioe.ac.uk/id/eprint/4904
Bush, T. & Glover, D. (2014). School leadership models: what do we know? School Leadership & Management, 34(5), 553-571.
Bush, T. (2007). Educational leadership and management: theory, policy and practice. South African Journal of Education, 27(3), 391-406.
Bush, T. (2008). Leadership and management development in education. Sage.
Bush, T. (2013). Instructional leadership and leadership for learning: global and South African perspectives. Education as Change, 17(sup1), S5-S20.
Bush, Tony (2012). Leadership theories and educational management. Translation by Mohammad Hassani, Maryam Samari and Narges Sokoti. Orumieh: Urmia University.
Caldwell, B. J. (1992). The principal as leader of the self-managing school in Australia. Journal of Educational Administration, 30(3).
Day, C. Hopkins, D. Harris, A. & Ahtaridou, E. (2009). The impact of school leadership on pupil outcomes. Research Report DCSF-RR108, National College for school leadership.
Fiore D. (2004) Introduction to educational administration: Standards, theories and practices. Newbury Park: Corwin Press.
Garakhani, H.; Eliasi; H.; Foladi Heidarloo; N. (2013). The Relationship between Leadership Styles of Educational Complexes Managers with Creativity of Teachers in Education in Kohkilouyeh and Boyerahmad Province. Sport management and motor behavior research. Tenth year, issue 20, 62-55. (In Persian)
Garza, Jr, E. Drysdale, L. Gurr, D. Jacobson, S. & Merchant, B. (2014). Leadership for school success: lessons from effective principals. International Journal of Educational Management, 28(7), 798-811.
Ghafouri, F., Ganjevi, F. Ashraf, Peasant, A., Hosseini, S. M. (2009). The Relationship between Leadership Leadership Style and the Creativity of Educational Teachers. Sport Managment. No. 2, 234-215. (In Persian)
Ghanbari, C.; Eskandari, A. (2013). The Relationship between Leadership Styles and the Learning Organization in Elementary Schools. Quarterly Journal of New Approach in Educational Management. Islamic Azad University of Marvdasht Branch. Year 5, No. 4, 94-65. (In Persian)
Ghoraghili, S., Ashrafi, S. (2014). Educational Leadership and Transformational Leadership: Decaying Pattern, Peaking Pattern, Marvdasht Conference. (In Persian)
Glen, P. (2003). Leading geeks: How to manage and lead the people who deliver technology (Vol. 11). John Wiley & Sons.
Greenfield, T. B. (1973). Organizations as social inventions: Rethinking assumptions about change. The Journal of Applied Behavioral Science, 9(5), 551-574.
Gumus, S. & Akcaoglu, M. (2013). Instructional leadership in Turkish primary schools: An analysis of teachers’ perceptions and current policy. Educational Management Administration & Leadership, 41(3), 289-302.
 Hallinger, P. & Wang, W. C. (2015). Assessing instructional leadership with the principal instructional management rating scale. Springer.
Hallinger, P., & Heck, R. H. (2004). Exploring the principal's contribution to school effectiveness. Educational Management, 9(2), 215.
Hansen, A. Byrne, Z. & Kiersch, C. (2014). How interpersonal leadership relates to employee engagement. Journal of Managerial Psychology, 29(8), 953-972.
Harris, A. (2006). Opening up the ‘black box’of leadership practice: Taking a distributed leadership perspective. International Studies in Educational Administration, 34(2), 37-45.
Hassanpour, A., Abbasi, T., Norouzi, M. (2009). The role of transformational leadership in employee empowerment. Moderator of Humanities-Management Researches in Iran, Volume 15, Number 1. 180-160. (In Persian)
Heydarzadegan, A., Kazemi, Y., Sanate Zadeh, F. (2012). Relationship of self-restraint, creativity and leadership styles. Journal of Educational Psychology Studies, No. 16, 54-39. (In Persian)
Hosseini Nasab, S. .; Farnia, M. A.; Mowlana, T. (2012). The Relationship between Leadership Styles (Based on Likert's Theory) of School Directors and Job Satisfaction of High School Teachers of Parsabad City in the Years 89-88. Quarterly of Educational Sciences, Vol. 5, No. 20, 32-13. (In Persian)
Hoy, W. K. & Miskel. C. G. (2008). Educational administration theory, research and practice. Eighth Edition, Mc Graw-Hill.
Kaparou, M. & Bush, T. (2015). Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools. School Leadership & Management, 35(3), 321-345.
Karimi, F.; Shesh Pari, L. (2012). Relationship between Transition Leadership, Interactivity and Non-Interaction with Conflict Management of High School Principals in Isfahan. Journal of Educational Sciences. Fifth year, No. 17, 111-95. (In Persian)
Khalkhali (2016). Explaining the status of organizational learning of schools based on the dimensions of leadership style of managers. Two School Management Quarterly. Forth year. The first number. 45-28(In Persian)
Khourshid, S.; Pashazadeh, A. (2014). The Effect of Transformational Leadership Style on Organizational Learning Capabilities Considering the Role of Mediator of Organizational Intelligence. Transformation Management Research Center, Year 6, No. 11, 28-2. (In Persian)
Kouzes, J. M. & Posner, B. Z. (2002). The Leadership Practices Inventory: Theory and Evidence behind the Five Practices of Exemplary Leaders; [Online]. www.leadershipchallenge.com/ researc. Appendix0512BP
Krüger, M. L. Witziers, B. & Sleegers, P. (2007). The impact of school leadership on school level factors: Validation of a causal model. School Effectiveness and School Improvement, 18(1), 1-20.
Kurd, H. (2011). Investigating the Relationship between Transitional and Exchange Leadership Styles with Organizational Commitment of Teachers in Middle Schools in Kermanshah. Master's Degree in Management Education. Tarbiat University of Shahid Rajaee. Faculty of Humanities and Physical Education. (In Persian)
Lambert L. (1988). Building leadership in schools. LA: ASCD.
Leithwood, K. Jantzi, D. & Steinbach, R. (1999). Changing leadership for changing times. McGraw-Hill Education (UK).
Lekka, C., & Healey, N. (2012). A review of the literature on effective leadership behaviours for safety. Report for The Health and Safety Executive prepared by the Health and Safety Laboratory, Report no. RR952.
Maayer Hagege Fard, A., Yousefi, S.; Mirzadeh, A. (2010). Leadership style and its implications in the framework of a fully-fledged leadership model. Policymaking Human Development Bulletin, Seventh Year, No. 28. 27-12. (In Persian)
Manaseh, A. M. (2016). Instructional Leadership: The Role of Heads of Schools in Managing the Instructional Programme. International Journal of Educational Leadership and Management, 4(1), 30-47.McGraw-Hill Education (UK).
Miles, M. T. (2002). The relative impact of principal instructional and transformational leadership on school culture. Unpublished doctoral dissertation, University of Missouri-Columbia, USA.
Miller, T. W. & Miller, J. M. (2001). Educational leadership in the new millennium: a vision for 2020. International Journal of Leadership in Education, 4(2), 181-189.
Mirkamali, M., Chopani, H. (2011). The Relationship between Transformational Leadership and the Inclination to Innovate an Enterprise in an Insurance Company. Insurance Newsletter, vol. 26, No. 23, 181-155. (In Persian)
Mirkamali, S. M.; Damavandi, M., Ibrahim; Essential, Esmat (2015). The Relationship between Managerial Leadership Styles and Organizational Learning in Schools. New Thoughts of Faculty of Education Sciences and Psychology, Alzahra University. Volume 11, Number 3. 68-48. (In Persian)
Mohali, A. (2003). Transformational Leadership Pattern Design in Iranian Administrative Organizations, Management Knowledge, No. 62, 100-77. (In Persian)
Padash, F.; Golparvar, M. (2010). The relationship of ethical leadership with internal motivation for employee innovation and creativity. Journal of Ethics in Science and Technology, Vol. 5, No. 1 & 2, 110-103. (In Persian)
Peretomode, O. (2012). Situational and contingency theories of leadership: Are they the same. IOSR Journal of Business and Management, 4(3), 13-17.
Qaltash, A., Salehi, M., Zarei, F., Mohammad Jani, S., Sadoughi, Z. Soltan (2013). The Relationship between Leadership Leadership Styles and Organizational Citizenship Behaviors in Secondary School Teachers. Quarterly Journal of Management and Educational Management of Islamic Azad University, Garmsar Branch. Eighth, No. 4, 110-101. (In Persian)
Rajabzadeh, R., Lisani, M. (2014). The Relationship between Teachers' Perceptions of Educational Leadership Behaviors and Their Attitudes toward Organizational Change in Secondary Secondary Schools in Fasa. Quarterly Journal of Educational Management, Islamic Azad University, Garmsar Branch. Eighth, No. 4, 82-59. (In Persian)
Rasouli, S., Nikp, I., Farahbakhsh, S. (2017). The Impact of Distributor Leadership Leadership on Organizational Commitment of Teachers by Mediating Organizational Self-esteem in Primary Schools in Khorramabad. Management and Planning in Educational Systems Volume 10, Issue 1, Successive 18, 132-103. (In Persian)
Robinson, C. B. (2015). Instructional leadership for high school principals. California State University, Long Beach.
 Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational administration quarterly, 44(5), 635-674.
Saleh Nia, M. (2012). The Effect of Ethical Leadership on Organizational Ethics. Journal of Ethics in Science and Technology. Seventh Year, No. 2. 13-1. (In Persian)
 Sergiovanni, T. J. (1984). Leadership and excellence in schooling. Educational leadership, 41(5), 4-13.
Seyyed Qara'ini, Kh.; Seyed Abbaszadeh, M. M. (2008). The Relationship between Leadership Styles of Managers and Burnout among Urmia High School Teachers in the Years 86-85. Quarterly Journal of Education, No. 97. 132-110. (In Persian)
Shamsai, F.; Davoudabadi, Z.; Sadeghi, A. (2015). Study of personality traits and their leadership style. Quarterly Journal of Nursing Management. Forth year. Fourth course Number one.17-9. (In Persian)
Shariatmadari, M. (2009). The Relationship between Organizational Health and the Effectiveness of Managers of Education Management Schools in Tehran. Journal of Educational Sciences. Year 2, No. 6, 151-119. (In Persian)
Shirzad Kebria, B.; Shabani Zanganeh, F. (2011). Investigating the relationship between leadership style of senior managers of educational districts of Tehran and the morale of government school guilds. Quarterly Journal of Research in Educational Management. Year 2, No. 4, 124-106. (In Persian)
Silins, H. Mulford, B (2002) Leadersh s, In Leithwood, K, & Hallinger, P (2002). Second International Handbook of Educational leadership and Administration. Norwell, M A: Kluwer Academic Publishers. PP 561-612.
Valentine, J. W. & Prater, M. (2011). Instructional, transformational, and managerial leadership and student achievement: High school principals make a difference. NASSP Bulletin, 0192636511404062.
Wahhabi, G. (2012). Study of the Ethical Leadership among Managers of Secondary Schools in Sanandaj. Master's Degree in Educational Sciences, Educational Management at Kurdistan University. (In Persian)
Witziers, B. Bosker, R. J. & Krüger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational administration quarterly, 39(3), 398-425.
Yukl, Gray (2003). Management and Leadership in Organizations, Translation, Mohammad Ergoli and Ghasem Ghanbari, Tehran: Imam Hossein University Press.
Zabihi, M. (2010). A Study on the Situation of Transitional Leadership Leadership among High School Boys in North Khorasan Province and Identifying Problems. Master's Degree in Educational Management at Ferdowsi University of Mashhad. (In Persian)
 

فایل ها

هم رسانی

ارجاع به این مقاله

آمار