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

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