واکاوی نشانگان رهبری تعلیم ‌و‌ تربیت‌محور در مدارس ابتدایی

نوع مقاله : علمی - پژوهشی

نویسندگان

1 استاد مدیریت آموزشی، گروه علوم تربیتی، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

2 کارشناس ارشد مدیریت آموزشی، گروه علوم‌تربیتی، دانشکده علوم‌ انسانی ‌و ‌اجتماعی، دانشگاه کردستان، سنندج، ایران

چکیده

هدف: رهبر مدرسه یک متغیر نیازمند تغییر در جهت بهبود نظام آموزشی شناخته می‌شود؛ لذا هدف کلی این پژوهش، شناسایی نشانگان الگوی رهبری تعلیم‌ و تربیت‌محور به‌عنوان یک سبک نوظهور رهبری، در مدارس ابتدایی شهر سنندج بود. رهبری تعلیم ‌و ‌تربیت‌محور می‌تواند یادگیرندگان را قادر سازد که «به‌جای جذب بازنمایی‌هایِ از پیش تصور شدة دیگران، بازنمایی‌های خود را از دانش طراحی کنند..
مواد و روش‌ها: پژوهش حاضر، از حیث هدف، کاربردی و توسعه‌ای و از نظر رویکرد کیفی بوده که با راهبرد پدیدارشناسی توصیفی به اجرا درآمد. مشارکت‌کنندگان پژوهش شامل 18 نفر از مدیران مدارس ابتدایی  شهر سنندج بوده‌اند که به‌صورت هدفمند و با استفاده از تکنیک نمونه‌گیری ملاک‌محور انتخاب شده و دیدگاه‌ها و تجارب آنان با بهره‌گیری از پروتکل مصاحبة سه‌مرحله‌ای پدیدارشناسانه به‌صورت جداگانه و در فاصله زمانی سه هفته به‌صورت ذیل استفاده شد.: 1-مصاحبۀ اوّل تمرکز بر تاریخ زندگی مشارکت‌کننده داشت و سبب تثبیت زمینۀ تجربه شرکت‌کننده می‌شد. 2- در مصاحبه دوم، تمرکز بر جزئیات تجربیات مشارکت‌کننده بود که از مشارکت‌کننده می‌خواست تا جزئیات تجارب زیسته مرتبط با حوزه موضوع را در درون زمینه‌ای که اتفاق افتاده بازسازی نمایند. 3- در مصاحبه آخر تمرکز پژوهشگر بر تفکر درباره معنای تجربه‌ها بود. داده‌ها با با استفاده از روش شبکۀ مضامین آترید-استرلینگ و با کمک نرم‌افزار مکس. کیو. دی. ای مورد تحلیل قرار گرفت. در نهایت، 42 مضمون پایه، 18 مضمون سازمان‌دهنده و در نهایت 8 مضمون فراگیر احصا گردید. چهار مضمون «غنابخشی به هنر تدریس، توسعه/ استقلال حرفه‌ای معلمان، رویکرد سازنده‌گرایانه به یادگیری و مداخلۀ والدین در آموزش فرزندان» به‌عنوان نشانگان رهبر تعلیم ‌و تربیت‌ محور استخراج شدند. هم‌چنین چهار ویژگی «مشارکت‌جو، کنشگر عدالت اجتماعی و فرصت‌های برابر، ارزش‌گذار به خرده‌فرهنگ‌ها و رهبر رهبران» به‌عنوان ویژگی‌های منحصربه‌فرد یک رهبر تعلیم ‌و تربیت‌ محور شناسایی شدند.
بحث و نتیجه‌گیری: داده‌ها حاوی دلالت‌های ضمنی بودند: نخست اینکه: پیاده‌سازی این سبک از رهبری در مدارس به‌شدت نیازمند تغییرات عمده در انگاره‌های ذهنی اعضای اجتماع مدرسه است. از جمله؛ تغییر انگاره ایفای نقش‌های ثابت به انعطاف‌پذیر، تغییر انگاره مدیریت به رهبری، تغییر انگاره بوروکراسی به تخصص‌گرایی، تغییر انگاره از یاددهی‌محور به یادگیری‌‌محور، تغییر انگاره مشارکت والدین به مداخله والدین و تغییر انگاره انتقال دانش به ساخت دانش در دانش‌آموزان. دوم، نتایج پژوهش بر محیط‌ یادگیری ترکیبی تأکید داشت چرا که امروزه دانش‌آموزان نیازمند تجهیز به مهارت‌ها و فناوری‌های روز هستند. در راستای پیاده‌سازی این رویکرد یادگیری، علاوه بر تجهیز محیط با امکانات و منابع مختلف، آموزش‌های ضمن خدمتی را نیز برای معلمان در نظر گرفته بودند تا بتوانند آن‌ها را با توانایی‌های مورد نیاز در استفاده از این رویکرد آشنا سازند. نهایتاً اینکه، ضرورت دارد فرایند یاددهی-یادگیری فراتر از موقعیت ساده آن در مدارس درک شود و رهبران باید سعی کنند تا از رویکردها و مدل‌های ثابت و غیراثربخش استفاده نکنند بلکه به دنبال پیوند میان نتایج آموزشی مدارس خود با واقعیت‌های اجتماعی و نیازهای دانش‌آموزان و جامعه باشند و در راستای پر کردن خلأهای آموزشی تلاش نمایند. رهبری تعلیم ‌و تربیت‌محور را می‌توان با سه راهبرد در مدارس ابتدایی ایجاد و توسعه داد؛ 1- انتخاب مدیرانی که ویژگی‌های منحصربه‌فرد رهبر تعلیم ‌و تربیت‌محور یعنی رهبر رهبران، مشارکت‌جو، ارزش‌گذار به خرده‌فرهنگ‌ها و کنشگر عدالت اجتماعی و فرصت‌های برابر را دارا باشند. 2- انتخاب مدیرانی که بتوانند سازوکارهای رهبر تعلیم‌ و تربیت‌محور یعنی غنابخشی به هنر تدریس، توسعه و استقلال حرفه‌ای معلمان، اتخاذ رویکرد سازنده‌گرایانه به یادگیری و بسترسازی برای دخالت والدین در آموزش فرزندان را اجرایی نمایند. 3- تغییر انگاره‌های ذهنی اعضای جامعة مدرسه که شامل تغییر انگاره مدیران از ایفای نقش‌های ثابت به نقش‌های انعطاف‌پذیر، تغییر انگاره مدیران از مدیریت به رهبری، تغییر انگاره مدیران از بوروکراسی به تخصص‌گرایی، تغییر انگاره معلمان از یاددهی‌محور بودن به یادگیری‌محور شدن، تغییر انگاره والدین از مشارکت ‌کردن به مداخله در امور آموزشی فرزندان‌شان در مدرسه و تغییر انگاره دانش‌آموزان از انتقال دانش به ساخت دانش است. 

کلیدواژه‌ها


عنوان مقاله [English]

Analysis of Pedagogically-centered Leadership’ Indicators in Primary Schools

نویسندگان [English]

  • Naser Shirbagi 1
  • Mona Shaikhleh 2
1 Professor of Educational Management, Department of Education Sciences, Faculty of Humanities & Social Sciences, University of Kurdistan, Sanandaj, Iran.
2 MA of Educational Management, Department of Education Sciences, Faculty of Humanities & Social Sciences, University of Kurdistan, Sanandaj, Iran
چکیده [English]

Objective: The school leader is recognized as a variable that needs to be changed to improve the educational system; therefore, the general purpose of this research was to identify the symptoms of the pedagogically-centered leadership model as an emerging style of leadership in primary schools of Sanandaj city. Pedagogically-centered leadership can enable learners to design their representations of knowledge instead of absorbing preconceived representations of others.
Materials and Methods: The current research was applied and developmental in terms of purpose, and terms of qualitative approach, it was implemented with a descriptive phenomenology strategy. The participants of the research included 18 principals of primary schools in Sanandaj selected purposefully, and their views and experiences were collected using the three-stage phenomenological interview protocol separately as follows: 1. the first interview focused on the history of the participant's life and helped to establish the context of the participant's experience; 2. in the second interview, the focus was on the details of the participant's experiences, which asked the participant to reconstruct the details of the lived experiences related to the subject area within the context of what happened; 3. in the last interview, the researcher focused on thinking about the meaning of experiences. The data was analyzed using the Attride-Stirling theme network method. Finally, 42 basic themes, 18 organizing themes, and finally 8 inclusive themes were counted. Four themes "enrichment of the art of teaching, professional development/independence of teachers, constructivist approach to learning, and parents' intervention in children's education" were extracted as the symptoms of the education leader. Also, four characteristics of "seeking participation, activist of social justice and equal opportunities, valuing subcultures and leader of leaders" were identified as unique characteristics of an education-oriented leader.
Discussion and Conclusions: The data contained implicit implications: First, the implementation of this style of leadership in schools strongly requires major changes in the mental images of school community members. Including changing the paradigm of playing fixed roles to flexible, changing the paradigm of management to leadership, changing the paradigm of bureaucracy to specialization, changing the paradigm from teaching-oriented to learning-oriented, changing the paradigm of parental participation to parental intervention, and changing the paradigm of knowledge transfer to knowledge creation in students. Second, the results of the research emphasized the blended learning environment because today students need to be equipped with modern skills and technologies. In line with the implementation of this learning approach, in addition to equipping the environment with various facilities and resources, in-service trainings were also planned for teachers so that they could familiarize themselves with the abilities needed to use this approach. Finally, it is necessary to understand the teaching-learning process beyond its simple location in schools, and leaders should try not to use static and ineffective approaches and models, but to seek the link between the educational results of their schools with social realities and the needs of students, and try to fill educational gaps. Pedagogically-centered leadership can be created and developed in primary schools with three strategies; 1. selection of managers who have the unique characteristics of an education-oriented leader who is a leader of leaders, seeking participation, valuing subcultures, and an activist for social justice and equal opportunities; 2. selection of managers who can implement the mechanisms of pedagogically-centered leadership, i.e. enriching the art of teaching, developing and professional independence of teachers, adopting a constructivist approach to learning, and creating a platform for parents' involvement in children's education; 3. changing the mental images of school community members, which includes changing the image of managers from playing fixed roles to flexible roles, changing the image of managers from management to leadership, changing the image of managers from bureaucracy to specialization, changing the image of teachers from teaching-oriented to learning-oriented, changing the perception of parents from participating to interfering in their children's educational affairs at school and changing the perception of students from transferring knowledge to creating knowledge.

کلیدواژه‌ها [English]

  • Pedagogically-Centered Leadership
  • Teaching-learning Process
  • School Development
  • Primary School Principals
  • Leader of Leaders
Alava, J., Halttunen, L., & Risku, M. (2012). Changing school management. Finnish National Board of Education.‏
Alonso-Yanez, G., Friesen,SH., Preciado-Babb,A., & Brown,B.(2021). Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership. Canadian Journal of Educational Administration and Policy, 196, 65-82. 
Attride-Stirling, J. (2001), “Thematic Networks: An Analytic Tool for Qualitative Research”, Qualitative Research, 1, (3), 385-405. 
Aplatka, I. (2010). “A historical analysis of educational management as a scientific field”. Translated by Naser Shirbegi (2017). Tehran: Contemporary works. [In Persian]
Bennis,W.G.(1989). Managing the dream leadership in the 21st century. Journal of Organizational Change Management, 21(1).6-10. 
Blase, J., & Blase, J. (1998). Handbook of instructional leadership: How really good principals promote teaching and learning. Thousand Oaks, CA: Corwin. 
Bottery, M. (2006). Education and globalization: redefining the role of the educational professional. Educational Review, 58(1), 95–113. 
Brooks, J.S., & Normore, A.H. (2015). Qualitative research and educational leadership: Essential dynamics to consider when designing and conducting studies. International Journal of Educational Management, 29(7), 798-807. 
Bush, T. (2010). Educational leadership and management: theory, policy, and practice, South African Journal of Education, 27(3): 391-406. 
Bush, T., Bell, L., & Middlewood, D. (Eds.). (2019). Principles of educational leadership & management. Sage
Bush, T. (2020). “Theories of leadership and educational management. Translated by Mohammad Hassani”, Maryam Sameri, and Narges Sokouti (2021). Urmia: Urmia University Press. 
Cavanagh, R., & MacNeill, N. (2002). School Visioning: Developing a culture for shared creativity. The Practising Administrator, 24(3), 15-18. 
Cedefop. (2011). Learning while working. Success stories on workplace learning in Europe. Luxembourg: Publication Office of the European Union. 
Cohen, L. , Manion, L. & Morrison, K. (2018). Research Methods in Educational, (8th ed) , London: RoutledgeFalmer. 
Collander-Brown, D. (2005). Being with another as a professional practitioner: uncovering the nature of working with individuals.” Youth and Policy, (86), 33–48. 
Corbin, J & Strauss, A.(2014). Basics of Qualitative Research: Techniques and Procedures for developing Grounded Theory. Fourth Edition, New York, Sage Publications. 
Creswell, J. W. (2003). Research design: Qualitative and quantitative approaches (2nd ed). Thousand Oaks, CA: SAGE. 
Creswell, J. W. (2014). Research design: Qualitative, quantities, and mixed methods
approaches (4th ed). Thousand Oaks, CA: SAGE. 
Creswell, J.W. and Creswell, J.D. (2018). Research Design: Qualitative, Quantitative, and Mixed MethodsApproaches. Sage, Los Angeless. 
Creswell, John W. (2012). Qualitative research method and design. Translation: Tahmurth Hasanqolipour, Mojtabi Berari and Ashkan Al-Hayari (2011). Tehran: Negah Danesh Publications. [In Persian] 
Curtis, A. M. (2009). A curriculum for preschool child: learning to learn. Routledge, London. 
Edmonds, W. A & Kennedy, T. D. (2017). An Applied Guide to Research Designs: Quantitative, Qualitative and Mixed Methods (2ed ed). Los Angeles. Thousand Oaks: SAGE. 
Field, J. (2003). Social Capital (London: Routledge). Freire, P. (1972) Cultural Actions of Freedom (Harmondsworth: Penguin). 
Flynn,G., & Nolan, B.(2008). What Do School Principals Think about current School-Family Relationship? NASSP Bullentin, 92(3), 173-190.  
Forssten Seiser, A. (2020). Exploring enhanced pedagogical leadership: an action research study involving Swedish principals. Educational Action Research, 28(5), 791-806. ‏
García, İ., & Tadeu, P. J. A. (2018). The influence of pedagogical leadership on the construction of professional identity: a systematic review. Journal of Social Studies Education Research, 9 (3), 145-161. ‏
Haitt-Micheal, D.B. (2005). Promising practices for family involvement in schooling across the continents.(ED) Greenwich,CT: Information age publishing. 
Heikka, J. (2014). Distributed Pedagogical Leadership in Early Childhood Education Distributed Pedagogical Leadership in Early Childhood Education. 
Hennink,M., Hutter,l. & Bailey, A. (2020). Qualitative Research Methods. SAGA Publication Limited,Thousand Oaks. 
Hollins, E. (2011). Teacher preparationfor quality teaching. Journal of Teacher Education, 62(4),395-407. 
Hoy, W.K., & Miskel, C.G. (2013). Educational Administration: Theory, Research and Practice, 9th  ed. New York: McGraw-Hill Higher Education. 
Hoy, W.K., & Miskel, C.G. (2013). Educational management: theory, research and application. Translat by Nader Soleimani, Mahmoud Safari and Seyed Morteza Nazari. (2017). Tehran: Samit Publications. [In Persian] 
Hoyle, E., & John, P.D.(1995). Professional knowledge and professional practice, London:Cassell. King, N. & Horrocks, C. (2010). Interviews In Qualitative Research. Sage, London. 
Leavy, P. (2011b). Oral history: Understanding qualitative research. New York: Oxford University Press. 
Leavy, P. (2017). Research Design:Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. NewYork, NY: The Guilford Press. 
Leithwood, K., Jantzi, D.& Steinbach, R.(1999). Changing Leadership for Changing Times, Buckingham: Open University Press. 
Llorent-Bedmar, V., Navarro-Granados, M., & Cobano-Delgado Palma, V. C. (2021). Pedagogical leadership exercised by the principals of disadvantaged schools in Spain. School Leadership & Management, 1-21. ‏
Macneill, N., Cavanagh, R., & Silcox, S. (2003). Beyond Instructional Leadership : Towards Pedagogic Leadership, 11. 
Male, T., & Palaiologou, I. (2013). Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration & Leadership, 43(2), 214–231. http://doi.org/10.1177/1741143213494889
Male, T., & Palaiologou, I. (2015). Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration & Leadership, 43(2), 214-231. ‏
Male, T., & Palaiologou, I. (2017). Pedagogical leadership in action: Two case studies in English schools. International Journal of Leadership in Education, 20(6), 733-748. ‏
Male, T., Palaiologou, I., Argyropoulou, E., Styf, M., Arvidsso, C., & Ince, A. (2022). Pedagogical leadership: A comparative study from England, Greece and Sweden. Bloomsbury Academic. ‏
Martinez, I., & Tadeu, P. (2018). The impact of pedagogical leadership on pedagogical coordination in secondary schools. Research in Social Sciences and Technology, 3(3), 1-15. ‏
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD. ‏
Miller, P. (2021). Anti-racist school leadership: making ‘race’count in leadership preparation and development. Professional Development in Education, 47(1), 7-21. 
Miller, P. W. (2013). “The nature of school leadership: global practical perspectives” Translated by Shirbaghi, Nasser ( 2020). Tehran: Contemporary works. [In Persian] 
Mohammadpour, Ahmad (1400). Against the Method: Philosophical Backgrounds and Practical Procedures in Qualitative Methodology. Tehran: Logos. [In Persian] 
Moustakas, C.(1994). Phenomenoogical Research Methods. Thouand Oaks, CA: Sage. 
Noddings, N. (2005). Caring in education. the encyclopaedia of informal education, [www.inf- ed.org/biblio/noddings_caring_in_education.htm Retrieved October 16, 2012]. 
Nuñez, C. A. H. (2021). Pedagogical leadership in Covid-19 pandemic. Revista Iberoamericana de la Educación. ‏
Oecd, (2016). PISA 2015 results (Volume II): Policies and practices for successful schools. Crossref. 
Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum Foundations, Principles And Issues. (7th Ed.). Boston: Allyn and Bacon. 
Palaiologou, I. (2015) Transdisciplinarity in early years: a case for doxastic pedagogy, Paper presented at British Early Childhood Education and Care Conference, Birmingham, England, February. 
Paredes, L. M. N., Vargas, I. M., Aranda, E. A. E., & Hernández, Y. C. U. (2019). The Director's Pedagogical Leadership and its incidence in Teaching Performance. Journal of Global Education Sciences, 1(1), 43-52. ‏
Patton, M.Q. (1989). Qualitative evaluation methods. Beverly Hills, CA:Sage. 
Peng, D., & Chudy, S. (2021). Practitioners’ perceptions of pedagogical leadership in primary schools in the Czech Republic. International Journal of Leadership in Education, 1-15. ‏
Peterson, M, B. (2012). Learner-Centered Curriculum: Design and Implementation. Journal of the Scholarship of Teaching and Learning, 12, 136 – 140. 
Phillips, D. R. & Roper, K. O. (2019). A framework for talent management in real estate. Journal of Corporate Real Estate, 11 (1): 7–16. [In Persian] 
Philk, w. (2006). An introduction to qualitative research. Translated by Hadi Jalili (2019). Tehran: Ney Publishing. 
Porter, A.C. (1989). External standards and good teaching: The pros and cons of telling teachers what to do. Educational Evaluation and Policy Analysis, 11(4), 343-356.  
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Best Evidence Syntheses Iteration (BES). Ministry of Education. 
Robbins, Stephen P. (2017). Fundamentals of organizational behavior. Translated  by Ali Parsaian and Seyyed Mohammad Arabi (2021). 50th edition. Tehran: Publication of Cultural Research Office. [In Persian] 
Sandberg, J., & Targama, A. (2007). Managing Understanding In Organizations. London: Sage 
Schiro, M. S. (2017). Curriculum theory; Conflicting visions and enduring concerns. SAGE. 2007 
Scott, W.R. (1987). Organizations Rational, Natural And Open Systems. Englewood Cliffs, NJ:Prentice-Hall. 
Seidman, Irving (2012). Interview as a qualitative research method. Translation: Seyed Ali Koshazadeh, Alireza Jabri and Sara Hosseini Arani (2015). Tehran: Mahkame. [In Persian]
Sergiovanni, T. (1984). Leadership and excellence in schooling. Educational Leadership, 41(5):4-13. 3
Sergiovanni, T. J. (1998). Leadership as pedagogy, capital development and school effectiveness. International Journal of Leadership in Education, 1(1), 37–46. http://doi.org/10.1080/1360312980010104
Shirbegi. N., & Fatehi. R. (2018). Educational Leadership in 2050, Perceptions, Challenges and Commitments. Tehran: Publication of contemporary works. [in Persian] 
Shirbaghi, Nasser; Azizi, Nematullah and Amiri, Sheila. (2014). Analyzing the concept of participation and intervention in children's education from the perspective of parents and teachers. Journal of Educational Sciences of Shahid Chamran University of Ahvaz, 6(22), 21-54. [in Persian] 
Silcox, S., & MacNeill, N. (2006). Pedagogic leadership : the key to whole school renewal. 
Siraj-Blatchford, I., & Hallet, E. (2014). Effective and caring leadership in the early years. London: Sage. 
Smith, L. T. (2012). Research Adventures on Indigenous Lands. In Decolonizing Methodologies: Research and Indigenous Peoples(Second edition,pp.81-97).Dunedin: Otago University Press 
Southworth, G. (2004a). A response from the National College for School Leadership', Educational Management, Administration and Leadership, 32(3): 339-54. 4
Stewart, T. (1998). Intellectual Capital (London: Nicholas Brealey). 
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London,Canada: The University of Western Ontario.  
Watson, J. (2001). Social connstractivism in the classroom. Support for learning, 16(3), 140-147  
Weick, K. E.(1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19. 9
Weiner M (2002). Learner – centered Teaching: Five Key Changes to Practice Jossy Bass USA. West-Burnham, J. &  Coates, M. (2005). Personalizing Learning (London: Network Educational Press). 
Whalan, F. (2012). Collective Responsibility. Sense Publishers. http://doi.org/10.1017/CBO9781107415324.004