طراحی الگوی توانمندسازی مدیران مدارس ابتدایی در عصر تحول دیجیتال | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 11، دوره 17، شماره 2 - شماره پیاپی 33، 1403، صفحه 313-346 اصل مقاله (1.37 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.237683.1524 | ||
| نویسندگان | ||
| پرستو سلطانی1؛ حامد تارین* 2 | ||
| 1دانشجوی مدیریت آموزشی، گروه مدیریت آموزشی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران | ||
| 2دانش آموخته مدیریت آموزشی، گروه مدیریت آموزشی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران | ||
| چکیده | ||
| هدف: عصر تحول دیجیتال به عنوان پارادایمی نوین، پیامدهای اجتنابناپذیری برای مدیریت و رهبری مدرسه دارد. مدیران مدارس باید در خصوص روندهای دیجیتال آموزش ببینند و تأثیر این روندها را بر محیط سازمانی خود درک کنند و چگونگی اهرمسازی فناوریهای جدید را فراگیرند. خود را با دانش و مهارتها و تواناییهای به روز مجهز کنند، تا شایستگیهای لازم و متناسب با عصر نوین به دست آورند. بدین منظور توانمندسازی مدیران مدارس برای کسب شایستگیها در عصر تحول دیجیتال، حائز اهمیت است. بنابراین، هدف از مطالعه حاضر، طراحی و تدوین مدل توانمندسازی مدیران مدارس ابتدایی در عصر تحول دیجیتال بوده است. مواد و روشها: این پژوهش از نظر هدف کاربردی و از لحاظ روش پژوهش، در زمره پژوهشهای آمیخته متوالی است. تدوین مدل توانمندسازی مدیران مدارس ابتدایی بر اساس نظریه دادهبنیاد از طریق مصاحبههای نیمهساختاریافته و پرسشنامه انجام گرفت. جامعه آماری پژوهش شامل خبرگان سازمانی و دانشگاهی و همچنین مدیران مدارس ابتدایی شهر اهواز است. روش نمونهگیری در بخش کیفی، هدفمند ملاکمدار بود. ملاک انتخاب در هر دو گروه ارتباط پست سازمانی فعلی و یا پیشین با موضوع پژوهش، شرکت در فرآیند توانمندسازی مدیران، تخصص در مدیریت آموزشی و علوم تربیتی، و نیز داشتن پژوهشهای مرتبط است. بر اساس ملاکها، تعداد 12 نفر انتخاب شد. نمونهگیری در بخش کمی پژوهش از طریق سرشماری تعداد 221 نفر از مدیران مدارس ابتدایی شهر اهواز تشکیل میدهد. اعتبار یافتههای بخش کیفی، از طریق وارسی 4 نفر از اعضای خبره و همسوسازی به دست آمد. جهت محاسبه روایی محتوایی مؤلفهها و گویههای پرسشنامه از روش نسبت روایی محتوایی (CVR) و شاخص روایی محتوایی (CVI ) استفاده شد. همچنین پایایی مؤلفههای علّی، زمینهای، مداخلهگر، راهبردها و پیامدها به ترتیب؛ برابر با 988/0، 953/0، 963/0، 948/0 و 959/0 برآورد شد. تجزیهوتحلیل دادههای کیفی از طریق تحلیل محتوای کیفی و فرایند کدگذاری باز دادهها و در بخش کمی با استفاده از آمار استنباطی تحلیل عاملی تأییدی و تحلیل مسیر و نرم افزار AMOS انجام گرفت. بحث و نتیجهگیری: یافتههای تحقیق نشاد داد که مدل توانمندسازی مدیران مدارس ابتدایی در عصر تحول دیجیتال دارای عوامل علّی در ابعاد فردی، سازمانی، شغلی و مدیریتی؛ عوامل زمینهای در ابعاد ساختار غیرمتمرکز دیجیتالگرا، جو سازمانی توانمندساز و فرهنگ سازمانی توانمندساز؛ عوامل مداخلهای در ابعاد شیوهی انتخاب و انتصاب مدیران، مشارکت فعال ذینفعان، پشتیبانی سازمانی و شرایط محیطی؛ راهبردها در ابعاد آموزشهای تواناگر، پرورش و توسعه تواناییها و شایستگیهای درونی و بیرونی مدیر، تقویت و توسعه زیرساختهای آموزشی فناورانه است. با پیادهسازی این مدل، کسب قدرت و شایستگی فردی مدیران، بهبود عملکرد معلمان و دانشآموزان و ارتقاء سطح منزلت مدرسه به عنوان پیامدهای آن حاصل خواهد شد. همچنین نتایج تحقیق نشان داد بر اساس ضرایب استاندارد، عوامل سازمانی(979/0) در بین شرایط علّی، عامل ساختار غیرمتمرکز دیجیتالگرا (990/0) در میان عوامل زمینهای، پشتیبانی سازمانی (973/0) به عنوان عامل مداخلهای، راهبرد آموزشهای تواناگر (983/0) و پیامد بهبود عملکرد معلمان و دانشآموزان (997/0) بیشترین نقش را در تبیین مدل توانمندسازی مدیران مدارس ابتدایی عصر تحول دیجیتال ایفا نموده است. بهکارگیری این مدل برای مدیران مدارس آموزشوپرورش از این منظر ضرورت دارد که مدیریت مدارس، تا به امروز بر مبنای رویکردهای مدیریتی سنتی بوده و این شیوهها نمیتواند شایستگی و صلاحیت برای مدیریت و رهبری در عصر تحول دیجیتال به بار آورد. زیرا از یک طرف مدارس ابتدایی با نسلی از دانشآموزان دیجیتال و آلفا روبرو بوده که ویژگیهای خاص خود را دارند و از طرف دیگر روشها و رویکردهای مدیریتی جدید تحت پارادایم رهبری دیجیتال قرار گرفته است و باید بر اساس رویکردهای آن عمل نمود. بنابراین؛ توصیه میشود برنامهریزان و سیاستگذاران آموزشوپرورش جمهوری اسلامی ایران به ویژه معاونت مدیریت منابع و توسعه سرمایههای انسانی، پشتیبانی و حمایت قوی نسبت به اجرای این مدل داشته باشند. | ||
| کلیدواژهها | ||
| توانمندسازی؛ تحول دیجیتال؛ شایستگیها؛ رهبری دیجیتال؛ نظریه دادهبنیاد | ||
| عنوان مقاله [English] | ||
| Designing a Model for Empowering Primary School Principals in the Era of Digital Transformation | ||
| نویسندگان [English] | ||
| Parasto Soltani1؛ Hamed Tarin2 | ||
| 1Ph.D. Student of Educational Management, Department of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran | ||
| 2Graduated of Ph.D. in Educational Management, Department of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran | ||
| چکیده [English] | ||
| Objective: The era of digital transformation as a new paradigm has inevitable consequences for school management and leadership. School managers should be educated about digital trends and understand the impact of these trends on their organizational environment and learn how to leverage new technologies. Equip themselves with up-to-date knowledge, skills, and abilities, to obtain the necessary competencies appropriate to the modern era. For this purpose, it is important to empower school administrators to acquire competencies in the age of digital transformation. Therefore, the purpose of the present study was to design and develop a model for empowering primary school principals in the age of digital transformation. Materials and Methods: This study is in the category of sequential mixed research in terms of applied goal and terms of research method. Compilation of the empowerment model of elementary school principals was done based on Grounded Theory through semi-structured interviews and questionnaires. The statistical population of the research includes organizational and academic experts as well as principals of primary schools in Ahvaz city. The sampling method in the qualitative part was purposeful and criterion-oriented. The criteria for selection in both groups is the connection of the current or previous organizational position with the subject of research, participation in the process of empowering managers, expertise in educational management and educational sciences, and related studies. Based on the criteria, 12 people were selected. Sampling in the quantitative part of the research through the census consists of 221 principals of primary schools in Ahvaz city. The validity of the findings of the qualitative section was obtained through the verification of 4 expert members and alignment. The content validity ratio (CVR) and content validity index (CVI) were used to calculate the content validity of the questionnaire's components and items. Also, the reliability of the causal, contextual, and intervening components, strategies, and consequences, respectively. It was estimated as 0.988, 0.953, 0.963, 0.948 and 0.959. Qualitative data analysis was done through qualitative content analysis and open coding process of data and in the quantitative part using inferential statistics, confirmatory factor analysis, path analysis, and AMOS software. Discussion and Conclusions: The findings of the study praised that the model of empowering primary school principals in the age of digital transformation has causal factors in individual, organizational, occupational, and managerial dimensions. Background factors in the dimensions of the digital-oriented decentralized structure, enabling organizational atmosphere and enabling organizational culture; Intervening factors in the dimensions of the method of selecting and appointing managers, active participation of stakeholders, organizational support, and environmental conditions; the strategies in the dimensions of empowering education are nurturing and developing the internal and external capabilities and competencies of the manager, strengthening and developing technological educational infrastructures. With the implementation of this model, the acquisition of individual power and competence of managers, improvement of the performance of teachers and students, and the improvement of the school's prestige level will be achieved as its consequences. Also, the results of the study showed that, based on the standard coefficients, organizational factors (0.979) among the causal conditions, decentralized digital oriented structure factor (0.990) among the contextual factors, organizational support (0.973) as an intervention factor, strategy empowering training (0.983) and the result of improving the performance of teachers and students (0.997) have played the most role in explaining the model of empowering primary school principals in the age of digital transformation. It is necessary to use this model for the managers of education and training schools from the point of view that school management has been based on traditional management approaches and these methods cannot bring competence and competence for management and leadership in the era of digital transformation. On one side, elementary schools are faced with a generation of digital and alpha students who have their characteristics, and on the other hand, new management methods and approaches have been brought under the paradigm of digital leadership and should be acted on based on their approaches. Therefore; it is recommended that the educational planners and policy makers of the Islamic Republic of Iran, especially the Deputy of Resource Management and Human Capital Development, have strong support for the implementation of this model. | ||
| کلیدواژهها [English] | ||
| Empowerment, Digital Transformation, Competencies, Digital Leadership, Grounded Theory (GT) | ||
| مراجع | ||
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