درخت حوزه‌های تخصصی

لزوم تدوین و اجرای برنامه های سند تحول بنیادین آموزش و پرورش و درگیر شدن در روند مستمر پدیده تغییر و پویایی. وجود مدارس پویا است. امکان کشف فرصت های جدید و نیاز پویایی، تغییر و توسعه برای تداوم حیات ملی کشور وجود دارد. مقاله حاضر با هدف ارائه مدل مدرسه پویا برای مدارس ابتدایی تدوین شده است. تحقیق کیفی و روش آن تحقیق ترکیبی با تحلیل کیفی کیفی است. در تحقیق ترکیبی، تحقیقات به طور مداوم به طور سیستماتیک انتخاب می شوند، تجزیه و تحلیل و تحلیل و طبقه بندی و تحلیل بخش کیفی، از مصاحبه نیمه ساختاریافته با صاحب نظران حوزه مدیریت و برنامه ریزی آموزشی استفاده می شود. شناسایی مؤلفه ها و توسعه مدل مدرسه پویا است. جامعه مورد مطالعه پژوهشگران خارجی (2000 تا 2020) و داخلی (2000 تا 1399) بودند. در مجموع 62 مورد نظر موضوعی، کلیدواژه های مشابه و ارتباطی با ارتباط و مؤلفه های پویایی دوره ابتدایی به عنوان نمونه و به صورت هدف انتخاب و تحلیل و تحلیل قرار گرفت. تحلیل ها ابتدا کدگذاری و طبقه بندی شدند و سپس بدنه اصلی در قالب 25 مؤلفه و 52 شاخص مربوط به 5 بعد از تحول و تحول، دانش محوری، مشارکت محوری، پژوهشی و اندیشه محوری شناسایی شد. محرک

The method of the present study was descriptive-correlation with structural equations approach and applied in terms of purpose. The statistical population of the study includes all students of football schools in Tehran province. Cluster random sampling method was used to select the sample. The measurement tools of the present study include demographic characteristics of the participants in the study, Parasuraman, Zeithaml & Berry (1988) Perceived Service Quality Assessment Questionnaire, Groth (2005) Customer Behavior Questionnaire and Perceived Risk Questionnaire Carroll, Connaught, Spengler & Byon (2014). Kolmogorov-Smirnov test was used to show the normality of data distribution and bootstrap methods and structural equations using PLS and SPSS software were used to analyze the research data. The results showed that the quality of perceived services and citizenship behavior (β = 0.852); (T = 15.549) at the level of significance (P <0.01); Indirect effect of perceived service quality and citizenship behavior through perceived risk (β = -0.027); T-statistic (T = 1.774) is at the level of significance (P <0.076). Considering that perceived risk is one of the determining elements in the acceptance and intention of students to use football schools and their citizenship behavior is one of the factors reducing this risk, it is suggested. Football school principals to increase the quality of perceived services and student citizenship behavior among their staff, coaches and customers so that they can identify different dimensions of perceived risk among their school students for better productivity. And make the necessary plans to advance marketing goals. 

 این پژوهش با هدف شناسایی ابعاد پرورش مدیران مدارس با استفاده از رویکرد آمیخته و ارائه مدل مطلوب اجرا شد. روش پژوهش به لحاظ ماهیت داده از نوع آمیخته (کیّفی و کمّی) و به لحاظ هدف از نوع کاربردی و توسعه ای بود. مشارکت کنندگان بخش کیّفی را اساتید و متخصصان مدیریت آموزشی پس از اشباع نظری به تعداد 20 نفر تشکیل داد که به صورت نمونه گیری هدفمند انتخاب شدند و جامعه آماری بخش کمّی 5404 نفر از مدیران مدارس آموزش و پرورش استان لرستان بودند که بر اساس فرمول نمونه گیری کوکران تعداد 360 نفر به صورت تصادفی خوشه ای از هر ناحیه آموزش و پرورش انتخاب شدند. گردآوری اطلاعات در بخش کیّفی به صورت مصاحبه نیمه ساختاریافته و در بخش کمّی از طریق پرسش نامه محقق ساخته بود که روایی آن با روش های تحلیل عاملی اکتشافی و پایایی آن از طریق روش باز آزمون برای کل پرسشنامه 795/0 به دست آمد. تجزیه و تحلیل داده های کیّفی با استفاده از روش اشتراس و کوربین و تجزیه و تحلیل داده های کمّی با استفاده از نرم افزار AMOS انجام شد. نتایج نشان داد که از بین 17 مقوله شناسایی شده، 5 مقوله از مدل حذف شد و مدل نهایی با 12 مقوله تخمین زده و تأیید شد.

Abstract Lack of effective leadership is not only seen in economic organizations but also in education departments and all other institutions. What sometimes results in issues for some organizations is people, such as incompatible leaders, who do not play their critical role of leadership effectively and efficiently. The present applied and descriptive-correlational study aims to investigate the relationship between incompatible leadership and job plateau, burnout, and stress in first- and second-grade high school teachers. The statistical population of the research included all first- and second-grade high school teachers (1972). Accordingly, 322 individuals were selected as the research sample using the simple random sampling method. Data collection tools were Schmidt Incompatible Leadership Questionnaire (2008), Milliman Occupational Plateau Questionnaire (1992), Maslach Occupational Burnout Questionnaire (1985), and Sargi Job Stress Questionnaire (2015). The reliability of the questionnaires was 0.81, 0.90, 0.84, and 0.76, respectively, using Cronbach's alpha; the content validity was also confirmed. Data were analyzed using univariate t, correlation coefficient, and stepwise regression. Findings showed incompatible leadership of managers and occupational burnout and stress in school teachers to be at a low level, while their plateau was at a high level. Moreover, a positive and significant relationship was observed between incompatible leadership and job plateau and burnout of teachers; however, there was no relationship between incompatible leadership and job stress. Among components of incompatible leadership, authoritarian leadership could predict job plateau, abusive supervision and authoritarian leadership could predict job burnout, and abusive supervision could predict job stress. Thus, it is recommended that school principals reduce the stress, plateau, and burnout of teachers, as well as identifying the components of incompatible leadership and avoiding them in schools.

Achieving the goals of educational systems and responding correctly to the expectations of students, parents and teachers depend on the existence of efficient and effective educational administrators and their beliefs. Therefore, the attention of education researchers is focused on the understanding of management in educational settings. Since individuals' beliefs cause the creation of personality structures, so the study of managers' personality structures can be helpful in selecting, transferring and relocating educational managers on a scientific basis, recognizing the necessary components of management to establish training courses, predicting future actions of managers and reducing skepticism and uncertainty and identifying the stylistic complexity of managers. On the other hand, structures enable educational administrators to better fulfill their professional mission. Based on the importance of this issue, the main purpose of the study was to identify and compare the personal structures of management among school principals. In the present study, in order to achieve the personal construct of managers, an interpretive approach and a qualitative method of case study were used. Participants included all public school principals in Sanandaj who were employed in 2021 and had more than one year of managerial experience. Therefore, sampling was done in a target based using the criterion method. Also, the number of samples was appropriate for the Repertory Grid Technique which is usually used for the sample with small number, 43 novice and experienced Principal were chosen. Data were collected using semi-structured interviews and a Repertory Grid Matrix. Finally, 575 personal construct were extracted during 43 interviews. Content analysis with the unit of subject was applied for the data analysis. The collected data of the personal construct of administrator were classified in 4 main categories and 13 sub-categories, which included issues as morality, relationship, personal features and intellectual-functional. The results of this study indicates that the highest percentage of personal constructs of novice and experienced managers is in the category of communication and the lowest percentage of personal structures for novice managers is in the category of intellectual-operational and also for experienced managers is in the category of ethics.