طراحی مدل ارزشیابی زیر نظام های سند تحول بنیادین آموزش و پرورش | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 8، دوره 18، شماره 1 - شماره پیاپی 34، 1404، صفحه 203-232 اصل مقاله (1.4 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.238551.1549 | ||
| نویسنده | ||
| حمید ملکی* | ||
| دانشیار گروه مدیریت آموزشی، دانشکده مدیریت، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| هدف: هدف این مقاله؛ طراحی مدلی جامع برای ارزشیابی زیرنظامهای سند تحول بنیادین آموزش و پرورش است. این سند بهعنوان نقشه راهی برای تحول کیفی در نظام آموزشی ایران تدوین شده و نیازمند سازوکاری دقیق برای سنجش تحقق اهداف آن است. مقاله به دنبال ارائه چارچوبی است که بتواند با شاخصهای علمی و بومی، عملکرد زیرنظامهای مختلف از جمله منابع انسانی، برنامههای درسی، فناوری، و مدیریت را ارزیابی کند. این مدل با تمرکز بر عدالت، کیفیت، کارآمدی، و انطباق با نیازهای ملی و جهانی طراحی میشود تا به بهبود مستمر و تصمیمگیریهای راهبردی در نظام آموزشی کمک کند. مواد و روشها: این پژوهش با رویکرد ترکیبی اکتشافی در دو مرحله کیفی و کمی انجام شده است. در مرحله نخست، از تحلیل مضمون برای استخراج مضامین کلیدی از مصاحبههای نیمهساختاریافته با 15 خبره مدیریت آموزشی استفاده شد. دادهها با کدگذاری در نرمافزار مکس کیودا تحلیل و چارچوب مضامین تدوین شد. در مرحله دوم، مدل مفهومی حاصل از یافتههای کیفی با روش مدلسازی معادلات ساختاری در نرمافزار اسمارت پیالاس آزمون شد. دادهها از طریق پرسشنامه استاندارد جمعآوری، و روایی و پایایی ابزارها با روشهای علمی تأیید گردید. تحلیل کمی شامل بررسی مدل اندازهگیری و ساختاری بود. نتایج کیفی و کمی برای ارائه پیشنهادهای کاربردی ترکیب شدند. بحث و نتیجهگیری: این پژوهش با هدف ارزشیابی زیر نظامهای سند تحول بنیادین آموزش و پرورش، از روشهای تحلیل مضمون و مدلسازی معادلات ساختاری استفاده کرده است. نتایج تحلیل مضمون نشان میدهد که تناسب ارزشیابی با اهداف تربیتی شامل سه حوزه دینی، علمی و اجتماعی مورد تأکید است. مضامین کلیدی شامل اخلاقمداری، تقویت خلاقیت، و مسئولیتپذیری اجتماعی است. همچنین، پویایی و انعطافپذیری در نظام ارزشیابی با شاخصهایی مانند تنوع ابزارهای سنجش و ارزیابی مستمر، از اولویتهای مهم محسوب میشود. بررسی پایایی و روایی ابزارهای پژوهش با استفاده از معیارهای آلفای کرونباخ (بالاتر از ۰.۷)، پایایی ترکیبی (بالاتر از ۰.۸)، و میانگین واریانس استخراجشده (بالاتر از ۰.۵)، حاکی از روایی و پایایی مناسب مدل است. در بخش معادلات ساختاری، ضرایب مسیر مثبت و معنادار به سطح اطمینان ۹۹٪ تأیید شدند. قویترین اثرات مربوط به مسیرهای "توانمندسازی منابع انسانی به مهارتافزایی معلمان" (۰.۹۰۶) و "پویایی و انعطافپذیری به ارزیابی مستمر" (۰.۸۸۷) بوده است. نتایج نشان میدهد که مدل ارزشیابی با تناسب، انعطافپذیری، همراستایی با اسناد بالادستی و توانمندسازی معلمان، در تحقق اهداف تحول بنیادین آموزش و پرورش نقش اساسی دارد. این پژوهش تأکید میکند که طراحی نظام ارزشیابی کارآمد، مستلزم انعطاف، مشارکت ذینفعان، و تطبیق با تغییرات محیطی است تا منجر به ارتقای کیفیت آموزش و پرورش شود. | ||
| کلیدواژهها | ||
| کلیدواژه ها: ارزشیابی؛ آموزش و پرورش؛ سند تحول بنیادین؛ رویکرد ترکیبی | ||
| عنوان مقاله [English] | ||
| Designing a Comprehensive Model for Evaluating Subsystems of the Fundamental Transformation Document in Education | ||
| نویسندگان [English] | ||
| Hamid Maleki | ||
| Associate Prof. Department of Educational Management, Faculty of Management Payame Noor University, Tehran. Iran, | ||
| چکیده [English] | ||
| Objectives: This study aims to design a comprehensive model for evaluating the subsystems of the Fundamental Transformation Document in Education. As a roadmap for qualitative transformation in Iran's educational system, this document requires a precise mechanism to assess the achievement of its objectives. The article seeks to present a framework capable of evaluating the performance of various subsystems such as human resources, curricula, technology, and management by using scientific and localized indicators. The model is designed with a focus on justice, quality, efficiency, and alignment with national and global needs to support continuous improvement and strategic decision-making within the educational system. Materials and Methods: This research employs an exploratory mixed-methods approach conducted in two qualitative and quantitative phases. In the first phase, thematic analysis was used to extract key themes from semi-structured interviews with 15 educational management experts. Data were analyzed using coding in MAXQDA software, and a thematic framework was developed. In the second phase, the conceptual model derived from the qualitative findings was tested using structural equation modeling (SEM) in Smart PLS software. Data were collected through a standardized questionnaire, and the validity and reliability of the tools were confirmed through scientific methods. Quantitative analysis included the evaluation of the measurement and structural models. The qualitative and quantitative findings were integrated to propose practical recommendations. Discussion and Conclusions: This study employed thematic analysis and structural equation modeling to evaluate the subsystems of the Fundamental Transformation Document in Education. The thematic analysis revealed the importance of aligning evaluations with educational goals, encompassing religious, scientific, and social domains. Key themes included ethical orientation, fostering creativity, and social responsibility. Furthermore, dynamism and flexibility in the evaluation system, characterized by diverse assessment tools and continuous evaluation, were identified as critical priorities. The validity and reliability of the research tools were confirmed using Cronbach's alpha (above 0.7), composite reliability (above 0.8), and average variance extracted (above 0.5). In the structural equations phase, positive and significant path coefficients were confirmed at a 99% confidence level. The strongest effects were observed in the paths of "empowering human resources to enhance teacher skills" (0.906) and "dynamism and flexibility to continuous evaluation" (0.887). The findings indicate that an evaluation model emphasizing alignment, flexibility, coherence with higher-level documents, and teacher empowerment plays a crucial role in achieving the objectives of the Fundamental Transformation Document in Education. The study highlights that designing an effective evaluation system requires flexibility, stakeholder participation, and adaptation to environmental changes to enhance the quality of education. | ||
| کلیدواژهها [English] | ||
| Evaluation, Education, Fundamental Transformation Document, Mixed-Methods Approach | ||
| مراجع | ||
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