واکاوی مهارت‏ های مورد نیاز مدیران مدارس در دوران پساکرونا: یک مطالعه سنتزپژوهی

نوع مقاله : علمی - پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

هدف: هدف پژوهش حاضر، بررسی و تبین مهارت‏های مورد نیاز مدیران دوره آموزش عمومی در رهبری مدارس در دوران کرونا و پساکرونا با توجه به تحولات ایجاد شده در اثر این بحران است.
مواد و روش‏ها: این پژوهش از نظر هدف کاربردی و از نظر روش، کیفی از نوع سنتزپژوهی است. قلمرو پژوهش و اصلی‏ترین منابع گردآوری داده‏ها، پژوهش‏های متعددی است که در ارتباط با مهارت‏های مورد نیاز مدیران مدارس دوره عمومی در رهبری مدرسه مجازی در داخل و خارج از ایران انجام شده است. متناسب با ارتباط موضوعی و پس از رعایت ملاک‏های ورود و خروج تعداد 47 نمونه انتخاب شدند. در مراحل بعدی، کدگذاری و طبقه‏بندی اطلاعاتی انجام شد و حاصل ترکیب مقولات و نتایج تحلیل منجر به استخراج چارچوب مفهومی در ارتباط با مهارت‏های مورد نیاز مدیران مدارس دوره آموزش عمومی در رهبری مدارس گردید.
بحث و نتیجه‏گیری: به‌طور کلی، مهارت‏های مورد نیاز مدیران مدارس دوره آموزش عمومی در رهبری مدرسه مجازی در نه مقوله و 38 کد استخراج گردید. مقوله "مهارت‏های بین فردی و مشارکت" شامل هشت کد ارتباطات، همکاری مجازی، اهمیت به ارتباط با والدین و تنظیم دیدارهای مستمر و منظم، انعطاف‏پذیری، ذهن باز بودن، تعاملات کار با همتایان و افراد از رشته‏های دیگر و کارگروهی بود. مقوله‏ی "مهارت‏های شناختی و حل مسئله" به سه مهارت بحث و گفت و گو، تصمیم‏گیری و تفکر انتقادی تقسیم می‏شوند. مقوله‏ی"مهارت‏های خودتنظیمی"، شامل کدهای سازماندهی، توسعه حرفه‏ای، مدیریت زمان، برنامه‏ریزی و خود انضباطی بود. مقوله‏ی "مهارت‏های خلاقانه و نوآورانه" به سه کد انگیزه (درونی، بیرونی)، خلاقیت و شفافیت تقسیم می‏شود. مقوله‏ی "سازگاری با فناوری جدید"، به سه مهارت فناوری اطلاعات و ارتباطات، پذیرش استفاده از ابزارها، تجهیزات و فن‌آوری‌های مدرن و سواد رسانه‏ای جدید، تقسیم می‏شود. مقوله‏ی "صفات و ویژگی‏های فردی"، به هشت مهارت اعتمادسازی، حمایت از معلمان و دانش‏آموزان، مسئولیت، ایجاد امنیت روانی و اجتماعی، ریسک‌پذیری، نگرش مثبت، رفتار اخلاقی، مهربانی و دلسوزی، تقسیم می‏شود. "مهارت‏های رهبری"، به ترتیب شامل چهار مهارت ارزیابی عملکرد دیگران، نظارت، بازخورد دادن، و مدیریت تعارض‏ها از طریق دانش‏آموز محوری است."مهارت‏های شهروند جهانی" به دو مهارت درک و برخورداری از صلاحیت‏های چند فرهنگی و بین فرهنگی و درک نیازها، تنوع و تفاوت‏های فردی تقسیم می‏شود و "سبک‏های رهبری" به سبک تحولی، تعاملی و توزیعی دسته‎بندی شدند. به‌طور کلی، توجه و تقویت این مهارت‏ها در دوران پساکرونا می‏تواند در بهبود کیفیت یادگیری و پیشرفت تحصیلی دانش‌آموزان در دوره آموزش عمومی مؤثر باشد.

کلیدواژه‌ها

عنوان مقاله [English]

An Analysis of the Skills Required by School Principals in the Post-Corona Periods: A Synthesis Study

نویسندگان [English]

  • Ali Beiramipur 1
  • Sheyda Echresh 2
1 Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 Ph.D. Student of Educational Management, Department of Educational Science, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده [English]

Objectives: The purpose of this study is to investigate and explain the skills required of general education principals in the school leadership during the corona and post-corona periods due to the changes caused by this crisis.
Materials and Methods: This research is an applied one in terms of purpose and qualitative in terms of synthesis. The scope of research and the main sources of data collection are numerous studies that have been done in connection with the skills required by public school principals in leading a virtual school inside and outside Iran. Following the thematic relationship and after observing the entry and exit criteria, 47 samples were selected. In the next step, information coding and classification were performed and the result of combining the categories and the results of the analysis led to the extraction of a conceptual framework related to the skills required by school principals in general education courses in school leadership.
Discussion & Conclusions: Generally, the skills required by public school principals in virtual school leadership were extracted into nine categories and 38 codes. The category of "interpersonal skills and participation" includes eight codes of communication, virtual cooperation, the importance of communicating with parents and arranging regular and continuous meetings, flexibility, open-mindedness, working interactions with peers and people from other disciplines, and group working. The category of "cognitive and problem-solving skills" is divided into three skills: discussion, decision-making, and critical thinking. The category of "self-regulatory skills" included codes of organization, professional development, time management, planning, and self-discipline. The category of "creative and innovative skills" is divided into three codes of motivation (internal, external), creativity, and transparency. The category of "adaptation to new technology" is divided into three skills: information and communication technology, acceptance of the use of modern tools, equipment, and technologies, and new media literacy. The category of "individual traits" is divided into eight skills: building trust, supporting teachers and students, responsibility, creating psychological and social security, risk-taking, positive attitude, moral behavior, kindness, and compassion. "Leadership skills” include four skills of evaluating the performance of others, monitoring, giving feedback, and managing conflict through the student, respectively. "Global citizen skills" is divided into two skills: understanding and having multicultural and intercultural competencies, and understanding individual needs, diversity, and differences. And "leadership styles" were categorized as transformational, interactive, and distributive. In general, paying attention to and strengthening these skills in the post-corona periods can be effective in improving the quality of learning and academic achievement of students in general education courses.

کلیدواژه‌ها [English]

  • School Principals
  • General Education
  • Virtual Education
  • Skills
  • Covid-19
  • Corona
  • Synthesis Research

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