شناسایی مداخلات مؤثر برای موفقیت مدیران مدارس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته دکتری تخصصی رشته مدیریت آموزشی، گروه مدیریت آموزشی، دانشگاه سمنان، ایران

2 استادیار گروه علوم تربیتی، دانشگاه شاهد، تهران، ایران.

چکیده

هدف اصلی این مقاله شناسایی مداخلات مؤثر برای موفقیت مدیران مدارس شهر تهران است روش پژوهش کیفی و جامعه آماری شامل همه استادان رشتۀ مدیریت آموزشی و نیزکلیه مدیران مدارس برتر در سال تحصیلی 1399-1398 شهر تهران بود. 8 نفر از استادان و 7 نفر از مدیران مدارس برتر با استفاده از روش نمونه‌گیری هدفمند انتخاب و از آن ها مصاحبه‌هایی نیمه ساختار یافته به عمل آمد؛ برای تحلیل داده‌ها از تکنیک تحلیل موضوعی (تم) استفاده شد. برای اطمینان از روایی پژوهش، از بررسی توسط اعضاء (مصاحبه) و روش چند سویه نگری منابع داده‌ها و برای محاسبه پایاییِ کدگذاری‌های انجام شده، از روش‌های پایایی باز آزمون و پایایی توافق درون موضوعی (توافق بین دو کد گذار) استفاده گردید. در نتیجه این مطالعه؛ مداخلات مؤثر برای موفقیت مدیران مدارس شهر تهران شامل مؤلفه‌های شناخت یا تعیین مأموریت و رسالت و هدف و تدوین طرح و برنامه برای توسعه و پیشرفت مدرسه، مدیریت تفاوت‌ها، ارزشیابی و بازخورد، نظارت و راهنمایی و هدایت هوشمندانه، بکارگیری بهینه همکاران، شناخت و اجرای صحیح وظایف، نقش‌ها و مسئولیت‌ها و مدیریت چالش‌ها، مدیریت بهینه منابع، تقویت حس امنیت در مدرسه، حمایت از استقلال معلمان در تدریس، تلاش در جهت جذب و حفظ و حمایت و انگیزه دهی به معلمان با کیفیت و دانش آموزان، تلاش در جهت توانمند سازی خود و معلمان، شناسایی نیازها، مسائل و مشکلات مدرسه، دانش آموزان و معلمان و تلاش برای رفع آن‌ها، تلاش در جهت ایجاد آمادگی برای زندگی، اشتغال و ادامه تحصیل دانش آموزان، ایفای نقش رهبری می‌باشند.

کلیدواژه‌ها


عنوان مقاله [English]

Identify effective interventions for the success of School administrators

نویسندگان [English]

  • sara AbediKooshki 1
  • majid darabi 2
1 Graduate of PhD in Educational Administration, semnan University, semnan, Iran.
2 Assistant Professor, Department of Educational Sciences, Shahed University,Tehran, Iran
چکیده [English]

The main purpose of this article is to identify effective interventions for the success of school principals in Tehran. 8 teachers and 7 top school principals were selected using purposive sampling method and were interviewed semi-structured. By selecting this number of individuals, the researcher reached a theoretical saturation in gathering information at the interview stage; thematic analysis technique (theme) was used to analyze the data. To ensure the validity of the research, members reviewed and multidimensional data sources were used, and to calculate the reliability of the coding, the methods of retest reliability and intra-subject agreement reliability (agreement between two coders) were used. As a result of this study; Effective interventions for the success of school principals in Tehran, including the components of recognizing or determining the mission and purpose and formulating a plan for school development and progress, difference management, evaluation and feedback, monitoring and smart guidance, optimal use of colleagues, recognition and implementation Proper tasks, roles and responsibilities and management of challenges, optimal management of resources, strengthening the sense of security in school, supporting the independence of teachers in teaching, striving to attract and retain and supporting and motivating quality teachers and students, striving for empowerment Self-improvement and teachers, identifying the needs, problems and issues of the school, students and teachers and trying to solve them, trying to prepare students for life, employment and education, play a leadership role. Quantitatively, the framework of the identified interventions was re-implemented in the interviewed sample and the identified interventions were approved.

کلیدواژه‌ها [English]

  • success
  • management
  • school
  • effective intervention
  • Abedi Kooshki, S., Zeinabadi, H. (2021). Successful School Management Policies, Patterns and Principles (Overview of ISSPP International Project Findings). Science and Technology Policy Letters, 11(2), 124-136. )in persion)
  • Abedikooshki S, Aminbeidokhti A, Zeinabadi H.. (2022)  Designing a successful school management process model based on ISSPP international research findings. Educ Strategy Med Sci, 15 (2) ,195-206. (in persion)
  • Australian Institute for Teaching and School Leadership (2011). Australian Professional Standard for Principals. Available in www.aitsl.edu.au
  • Barnett, B. and Stevenson, H. (2015). International perspectives in urban educational leadership: social justice leadership and high-need schools, in Khalifa, M.A., Arnold, N.W., Osanloo, A.F. and Grant, C.M. (Eds), Handbook of Urban Educational Leadership, Rowman and Littlefield, Lanham, MD, 518-531.
  • Carlson, K.G., Shagle- shah, S. and Ramirez, M.D. (1999). Leave No Child Behind: a Baker’s Dozen Strategies to Increase Academic Achievement. Chicago, IL: Chicago Board of Education.
  • Carter, S.C. (1999). No Excuses - Seven Principals of Low-Income Schools Who Set the Standard for High Achievement. Washington, DC: The Heritage Foundation.
  • Carrasco-Macías, M. (2019). The importance of principal leadership and context for school success: insights from (in)visible school’School Leadership & Management ,Formerly School Organisation,Volume 40, 2020 - Issue 4
  • Cutler, V. (1998). ‘Highbury Grove - from deconstruction to reconstruction.’ In: STOLL, L. and MYERS, K. (Eds) No Quick Fixes: Perspectives on Schools in Difficulty. London: Falmer Press.
  • Davies B. (2015). Developing Sustainable Leadership, Paul Chapman Educational Publishing/ Sage, London.
  • Davies, B (2006). Leading the strategically focussed school: Success & sustainability London: Paul Chapman Publishing.
  • Day, C. (2000). Effective leadership and reflective practice. Reflective Practice. 1 (1) 113-127. Retrieved May 3, 2005 from EBSCOhost database.
  • Drysdale L, Gurr D, Goode H. Dare to Make a Difference: Successful Principals Who Explore the Potential of their Role. International Studies in Educational Administration. 2018; 44(3): 37-54.
  • Englefield, S. (2001). Leading to Success: Judging Success in Primary Schools in Challenging Contexts. Nottingham: National College for School Leadership.
  • Franey, T. (2002). ‘The “Smart Story”: the challenge of leadership in the urban school’, School Leadership & Management, 22, 1, 27-39.
  • Gholami, K., Shirbeygi, N., & Sayadi, Y. (2013). Studying Characteristics of Successful Educational Principals: Towards Developing a Standard Scale for Research on Successful School Principalship. Journal of New Approaches in Educational Administration, 4(15), 45-62.)in persion)
  • Hallinger, P., and Murphy, J. (1985). Assessing the instructional behavior of principals. Elementary School Journal, 86, 217-247.
  • Harris, A. (2001). ‘Holding the fort? Leading and improving schools in difficulty’, Management in Education, 15, 3, 21-3.
  • Harris, A. (2002). ‘Effective leadership in schools facing challenging contexts’, School Leadership & Management, 22, 1, 15-26.
  • Harris, A. (2009). Distributed leadership different perspectives. Guildford, UK: Springer London, Limited. doi: 10.1007/978-1-4020-9737-91
  • Harris, A., & Chapman, C. (2002). Effective leadership in schools facing challengingcircumstances. Nottingham, UK: National College for School Leadership (NCSL).
  • Harris, A., & Chapman, C. (2003). Leadership in schools facing challenging circumstances: Sage Publication. http:// www. Sagepublications.com
  • Hayat, A.A. (2014). Design and validation of professional standards for Iranian secondary school principals and assessment of professional development needs of secondary school principals in Shiraz city. Doctoral thesis of Khwarazmi University. (in Persian)
  • HOPKINS, D. (2001). Meeting the Challenge: an Improvement Guide for Schools Facing Challenging Circumstances. London: DfEE.
  • Hord, S. M., & Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press
  • Hosseinzadeh, A. (2012). Examining the comparison of the effectiveness of school principals who graduated from educational management fields with other school principals in other fields from the teachers' point of view. Master's thesis, field of educational management, University of Sistan and Baluchistan. (in Persian)
  • Huang, T. (2013) Effective School Leadership Competencies: A Psychometric Study of the NASSP 21st Century School Administrator Skills Instrument. Presented to the Graduate and Research Committee of Lehigh University. In Partial Fulfillment of Requirements for the Degree of Doctoral of Education in Educational Leadership.
  • R. Malin, D. Hackmann, (2017) "Urban high school principals’ promotion of college-and-career readiness", Journal of Educational Administration, Vol. 55 Issue: 6, pp.606-623.
  • Khanifar, H; Jandaghi, G; Abdul Hosseini, B. (2007). Identifying and compiling the scientific and functional standards of educational managers of secondary schools in Tehran and providing a suitable model, Journal of Psychology and Educational Sciences, 37(4), pp. 117-140.(in Persian)
  • Leithwood, K., & Jantzi, D. (2006). Linking leadership to student learning: The contributions of leader efficacy. Educational Administration Quarterly, 44(4), 496 - 528.
  • Leithwood, K., A. & Reihl, C. (2003). What we know about successful school leadership: Philadelphia, PA: Laboratory for Student Success, Temple University.
  • Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006), Seven Strong Claims about Successful School Leadership, National College of School Leadership, Nottingham.
  • Leithwood, K., Day, C., Sammons, P., Hopkins, D. and Harris, A. (2006). Successful School Leadership: What It Is and How It Influences Pupil Learning, Department for Education and Skills, London.
  • Love, C.T (2005). Using both hand s and heart for effective leadership. Journal of familyand consumer sciences. 97(2), 2005 from http://proquest.umi.com.ezproxy.waikato.ac.nz.
  • Malin, J.R. and Hackmann, D.G. (2017), Enhancing students’ transitions to college and careers: a case study of distributed leadership practice in supporting a high school career academy model, Leadership and Policy in Schools, Vol. 16 No. 1, 54-79.
  • Mard, S. M., Zaynabadi, H. R., Abdollahi, B., & Arasteh, H. R. (2018). Indicators of a successful educational leader; Findings of a phenomenological study. School Administration, 5(2), 109-128.(in Persian)
  • Miller, P. (2118). Culture’, ‘Context’, School Leadership and Entrepreneurialism: Evidence from Sixteen Countries, This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/421/).
  • Murphy, J. (1990). Transformational change and the evolving role of the principal: Early empirical evidence. In J. Murphy & K. S. Louis (Eds.), Redesigning the principalship:Insights from transformational reform efforts. Thousand Oaks, CA: Corwin.
  • Nikolaros, J. (2015). Strategies for Effective School Leadership, Global Journal of Educational Studies., Vol.1,No.1.
  • Pamas, R.A. (2006). The Behaviors and Practices of Principals in Successful At-Risk Middle Schools,Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University. In partial fulfillment of the requirement for the degree of Doctor of Education In Educational Leadership and Policy Studies.
  • Patton, M.Q. (2015),Qualitative Research and Evaluation Methods: Integrating Theory and Practice,4th ed., Sage, Thousand Oaks, CA.
  • Raihani, R. (2008). An Indonesian model of successful school leadership. Journal of Educational Administration Vol. 46, No. 4, pp. 481-496.
  • Rajaipour, S. and Ebrahimi, F. (2006), the investigation of desirable indicators in the school management evaluation process from the perspective of Shahrekord secondary school principals and teachers, Islamic Azad University, Garmsar Branch, Educational Management Quarterly
  • Ramatseba, L. (2012). A dissertation submitted to the wits school of education, faculty of humanities, University of the Witwatersrand in fulfillment of the requirements for the degree of master of education.
  • 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, 635-674.
  • Stark, M. (1998). ‘No slow fixes either: how failing schools in England are being restored to health.’ In: STOLL, L. and MYERS, K.(Eds) No Quick Fixes: Perspectives on Schools in Difficulty. London:Falmer Press.
  • Weber, J. (1996). Leading the instructional program. In S. Smith. & P. Piele (Eds.), School leadership. (pp. 253-278). Clearinghouse of Educational Management. Eugene, Oregon.