ارائه چارچوب توسعه حرفه ای مدیران مدارس ابتدایی
الموضوعات :
عصمت الزامی
1
(دانشگاه علامه طباطبائی)
عباس عباسپور
2
(دانشگاه علامه طباطبایی)
علی خورسندی طاسکوه
3
(دانشگاه علامه طباطبایی)
جواد پورکریمی
4
(دانشگاه خوارزمی)
حمید رحیمیان
5
(دانشگاه علامه طباطبایی تهران)
الکلمات المفتاحية: توسعه حرفه ای, مدیران مدارس, مقطع ابتدایی,
ملخص المقالة :
پژوهش حاضر یک پژوهش کیفی با رویکرد پدیدار شناسانه است که جهت شناسایی ابعاد و مؤلفه های توسعه حرفه ای مدیران مدارس ابتدایی و تدوین چارچوب آن انجام شده است. جامعه آماری پژوهش، مدیران مدارس دولتی مقطع ابتدایی شهر تهران درسال تحصیلی 99-98 بودند. طی دو مرحله نمونه گیری، با روش های نمونه گیری سهمیه ای و سپس هدفمند نمونه ها انتخاب شدند. جهت جمع آوری داده ها مصاحبه نیمه ساختار یافته به کار گرفته شد . مصاحبه تا جایی ادامه یافت که فرایند اکتشاف و جمع آوری داده ها پس از مصاحبه با 14 نفر به نقطه اشباع نظری رسید. با انجام مراحل کدگذاری باز و محوری ، داده ها مورد تجزیه و تحلیل قرار گرفت. از دو روش تأیید مصاحبه شوندگان و تأیید یک خبره بیرونی برای کنترل روایی استفاده شد. برای تعیین پایایی نیز از دو روش بررسی مجدد نوشته ها و نیز از روش کدگذاری مجدد استفاده گردید. توافق در همسانی کدگذاری ها محاسبه شد و ضریب توافق 86% به دست آمد. یافته های پژوهش نشان داد که چارچوب توسعه حرفه ای برای مدیران مدارس ابتدایی دارای 3 بُعد، 14 مؤلفه با 117 نشانگر است که شامل بُعد محتوای توسعه حرفه ای ( با مؤلفه های دانش مدیریت عمومی، دانش مدیریت تخصصی، مهارت تعاملی، مهارت مدیریت منابع، مهارت حرفه ای، تمایلات فردی، نگرش مدیریتی، توانایی جسمی و روانی و توانایی فکری و ذهنی)، بُعد فرایند توسعه حرفه ای (با مؤلفه های اقدامات خود-توسعه ای، روابط توسعه دهنده) و بُعد الزامات سازمانی ( با مؤلفه های زمینه سازی دانش افزایی و کسب مهارت، اصلاح روشهای انتخاب و انتصاب مدیران، بهبود ساختار و فرایندهای سازمانی) می باشد.
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