آسیبشناسی نظام رتبهبندی معلمان: زیر ذرهبین پدیدارنگاری | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 6، دوره 18، شماره 1 - شماره پیاپی 34، 1404، صفحه 145-168 اصل مقاله (968.05 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.239335.1576 | ||
| نویسندگان | ||
| زینب صادقی* 1؛ علی سیفی2 | ||
| 1استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران | ||
| 2دانشجوی دکتری مدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| هدف: اثربخشی هر تغییری در نظام آموزش وپرورش مستلزم پذیرش برنامه، توانمندی اجرای آن از سوی عاملان اجرا، فراهمسازی بسترهای لازم برای برخورد با موانع بر سر راه، ارزیابی و رتبهبندی برای تحقق اهداف برنامه سازمانی است. علاوه بر این موارد، هیچ یک از نظامهای رتبهبندی را نمیتوان بهطور کامل بدون عیب و نقص دانست؛ زیرا دسترسی به یک نظام جامع و کارآمد که تمامی جنبهها و رسالتهای آموزش و پرورش را در نظر داشته باشد، کاری بسیار دشوار است؛ از اینرو نظامهای رتبهبندی همواره با چالشهای جدی روبه رو هستند که شناسایی آنها از دید مخاطبان آن، تأثیر بسزایی در ارائه استراتژیهای مناسب به همراه دارد. لذا پژوهش حاضر با هدف آسیبشناسی نظام رتبهبندی معلمان انجام شد. مواد و روشها: در این پژوهش از روش کیفی و رویکرد پدیدارنگاری مبتنی بر پارادایم تفسیرگرایی استفاده شد. جامعه آماری پژوهش حاضر کادر ستادی ادارات آموزش و پرورش، مدیران، معاونین، معلمان و همه افراد درگیر با رتبهبندی معلمان در استان خراسان جنوبی بود. نمونهگیری با استفاده از روش نمونهگیری نظری (غیراحتمالی) و هدفمند بوده است. براین اساس با 15 نفر مصاحبه انجام شد. به منظور گردآوری دادهها از مصاحبه عمیق و اکتشافی استفاده شد. دادههای بدست آمده با استفاده از روش کلایزی تحلیل شدند. بهمنظور اعتباریابی یافتههای پژوهش از درگیری طولانیمدت یا غرقهسازی، تائید بهوسیله افراد مورد مطالعه و پرسش و جستجوگری از همکاران و همچنین بهمنظور اطمینان از پایایی روشهای کدگذاری توسط کدگذار دوم و بازکدگذاری توسط پژوهشگر بکار گرفته شد. بحث و نتیجهگیری: برمبنای تحلیل یافتههای پژوهش، آسیبشناسی نظام رتبهبندی معلمان در 5 مقوله ثانویه شامل مشکلات فراسازمانی و نارضایتی اجتماعی (4مقوله اولیه)، ضعف نگرش راهبردی و توسعهمحور (3 مقوله اولیه)، چالشهای اجرایی و ساختاری نظام رتبهبندی معلمان (10 مقوله اولیه)، چالشهای اساسی نظام رتبهبندی (7مقوله اولیه) و پیامدهای رتبهبندی معلمان (7 مقوله اولیه) شناسایی شد. نتایج این پژوهش نشان میدهد سهم پایین آموزش و پرورش از بودجه کشور، مشکلات معیشتی معلمان و تنزل منزلت معلمان و مصاحبه مسئولین و جو روانی علیه فرهنگیان، نگاه صرفا اقتصادی به رتبهبندی، عدم نگاه به رتبهبندی بهعنوان عامل توسعه معلمان و عدم قبول رتبه کسب شده توسط معلمان، عدم ابلاغ ایتم ها در اول خدمت، ضعف تناسب، یکنواختی و ابهام در شاخصها و معیارهای رتبهبندی عملکرد، اجرای مقطعی رتبهبندی معلمان، ضعف برنامه آموزش ارزیابان، تخصیص نامناسب ارزیابان، ضعف آموزش و آگاهسازی معلمان در زمینه فرایند رتبهبندی و سیستمها، عدم اجرای رتبهبندی برای نیروهای اداری، ساز و کارها و ابزارهای نامناسب ارزیابی، ضعف امکان صحتسنجی دقیق مدارک بارگذاری شده و ضعف امکانات و منابع برای رتبهبندی، فرسایشی شدن فرایند رتبهبندی، ضعف رعایت اخلاق حرفهای در فرایند رتبهبندی معلمان، خطاهای ارزیابی، نبود نظام پایش و ارزیابی فرایند رتبهبندی، عدم ارائه بازخورد مناسب به معلمان و مسائل مرتبط با زیرساخت فناوری و نظام ارزیابی عملکرد ناکارآمد معلمان، عدم تحقق اهداف رتبهبندی معلمان، هدر رفت منابع در آموزش و پرورش، مدرکگرایی معلمان، سوق دادن معلمان به سمت مدرکگرایی، مدرکسازی و کذب، تضعیف کادر اداری آموزش و پرورش، احساس نابرابری و عدم عدالت سازمانی، کاهش رضایت و تعهد شغلی و تنزل منزلت و جایگاه معلمان در جامعه از آسیبهای نظام رتبهبندی معلمان میباشند. در نهایت بر مبنای یافتههای پژوهش پیشنهاداتی را میتوان در راستای بهبود طرح رتبهبندی معلمان پیشنهاد کرد: مشخص کردن دقیق استاندارد شغلی و ابلاغ آن به معلمان و تدوین شاخصها و معیارهای رتبهبندی بر مبنای استاندارد شغلی؛ اصلاح و بهبود شاخصها و معیارهای رتبهبندی معلمان و تعیین شاخصها و معیارهای متناسب و جامع؛ تربیت ارزیابان حرفهای متناسب با روند ارزیابی و اصلاح شیوه تخصیص ارزیابان؛ ترکیب نظام رتبهبندی معلمان با نظامهای توسعه حرفهای معلمان؛ بهبود زیرساخت فناورانه و ارائه آموزش مناسب به معلمان؛ تغییر ساز و کارهای ارزیابی و استفاده از شیوههای ارزیابی جدید نظیر کانونهای ارزیابی و توسعه. | ||
| کلیدواژهها | ||
| رتبه بندی معلمان؛ آسیب شناسی؛ پدیدار نگاری؛ آموزش و پرورش | ||
| عنوان مقاله [English] | ||
| The Pathology of Teacher Rating System: Under the Phenomenography Lens | ||
| نویسندگان [English] | ||
| Zeinab Sadeghi1؛ Ali Seyfi2 | ||
| 1Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran | ||
| 2Ph.D. Candidate of educational management, educational management department, faculty of psychology and educational sciences, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Objectives: The effectiveness of any change in the education system requires acceptance of the program, the ability to implement it by the implementing agents, the provision of the necessary platforms for dealing with obstacles in the way, and evaluation and ranking to achieve the goals of the organizational program. In addition to these issues, none of the ranking systems can be considered completely flawless, because it is very difficult to achieve a comprehensive and efficient system that takes into account all aspects and missions of education. Therefore, Ranking systems are always faced with serious challenges, the identification of which, from the perspective of their audiences, has a significant impact on providing appropriate strategies. Therefore, the present study was conducted to diagnose the pathology of the teacher rating system.l Materials and Methods: The current research is based on the paradigm of interpretivism, and in terms of method, it is qualitative and Phenomenography. The statistical population of the present study was the staff, managers, assistants, teachers, and all the people involved in the professional rating of teachers in South Khorasan. Sampling was done using theoretical (non-probability) and purposeful sampling methods. Based on this, 16 people were interviewed. In order to collect data, in-depth and exploratory interviews were used. The obtained data were analyzed using the Collaizi method. In order to validate the research findings of long-term conflict or drowning, confirmation by the subjects and questioning and searching of colleagues, and also to ensure the reliability of the coding methods by the second coder and decoding by the researcher, were used. se Discussion and Conclusion: Based on the analysis of the findings of the research, the damage of the teacher rating system in 5 secondary categories, including trans-organizational problems and social dissatisfaction (4 categories), weak strategic and development-oriented attitude (3 categories), executive and structural challenges of the teacher rating system (10 categories), basic challenges of the rating system (7 categories) and teacher rating results (7 categories).) were identified. The results of this research show that the low share of education in the country's budget, teachers' livelihood problems, the decline in the status of teachers, interviews with officials, and the psychological climate against educators, a purely economic view of rankings, failure to view rankings as a factor in teacher development and failure to accept the rank earned by teachers, failure to communicate items at the beginning of service, poor proportionality, uniformity, and ambiguity in performance ranking indicators and criteria, sectional implementation of teacher rankings, weakness of the evaluator training program, inappropriate allocation of evaluators, poor training and awareness of teachers regarding the rating process and systems, failure to implement ratings for administrative staff, inappropriate evaluation mechanisms and tools, poor ability to accurately verify uploaded documents, and poor facilities and resources for rating, erosion of the rating process, poor adherence to professional ethics in the teacher rating process, evaluation errors, lack of a system for monitoring and evaluating the ranking process, failure to provide appropriate feedback to teachers and issues related to technology infrastructure and an inefficient teacher performance evaluation system, failure to achieve teacher ranking goals, waste of resources in education, teachers' certification orientation, pushing teachers towards certification orientation, certification fabrication and falsification, weakening the education and training administrative staff, feelings of inequality and organizational injustice, decreased job satisfaction and commitment, and the degradation of teachers' status and position in society are among the harms of the teacher ranking system. Finally, based on the research findings, some suggestions can be made to improve the teacher ranking scheme: precisely specifying job standards and communicating them to teachers, and developing ranking indicators and criteria based on job standards; modifying and improving teacher ranking indicators and criteria and determining appropriate and comprehensive indicators and criteria; training professional evaluators in line with the evaluation process and reforming the method of assigning evaluators; combining teacher rating systems with teacher professional development system; improving technological infrastructure and providing appropriate training to teachers; changing evaluation mechanisms and using new evaluation methods such as evaluation and development centers. | ||
| کلیدواژهها [English] | ||
| Teacher Rating, Pathology, Phenomenography, Education | ||
| مراجع | ||
|
Aghaz, A. and Ghaffari, K. (2021). Pay for Performance in Project-oriented Organizations: A case of Niroo Research Institute. Iranian journal of management sciences, 16(63), 103-133 Akhoondi, F. and Safaei Movahhed, S. (2015). The Effect of Perception of Professional Development on Job Involvement, Job Content Plateau and Job Burnout among Primary School Teachers in Kashan. Journal of Management and Planning In Educational System, 8(2), 83-104 Alqiawi, D. A., & Ezzeldin, S. M. (2015). A Suggested Model for Developing and Assessing Competence of Prospective Teachers in Faculties of Education. World Journal of Education, 5(6), 65-73. Arnaiz-Sánchez, P., De Haro-Rodríguez, R., Caballero, C. M., & Martínez-Abellán, R. (2023). Barriers to educational inclusion in initial teacher training. Societies, 13(2), 31. Azizi, K., Rezaei Zaman, A,; Miri, S. y., Rabi Tabar, A. A., Zare, M. (2019). The relationship between school culture and professional ethics with job commitment (Case study: Elementary school teachers in Mahmoudabad city), Mahmoudabad: Fifth National Conference on New Approaches in Education and Research Azizitorab, Z. , Mohajeran, B. and Hassani, M. (2023). Identify the challenges and strengths of the teachers’ rating system and provide a model for quality. Educational and Scholastic studies, 12(3), 401-424. doi: 10.48310/pma.2023.3327 Azizitorab, Z. , Mohajeran, B. and Hasani, M. (2022). Designing a model for quality of teachers’ ranking system. Journal of Research in Educational Systems, 16(57), 37-50 Bazargan, H. A. (2008). Mixed Method Research Design:A preferable Approach in Management Studies. Management Knowledge (Not Publish), 21(4) Buchanan, J., Harb, G., & Fitzgerald, T. (2020). Implementing a Teaching Performance Assessment: An Australian Case Study. Australian Journal of Teacher Education, 45(5), 74-90. Buela, S., & Joseph, M. C. (2015). Relationship between personality and teacher effectiveness of high school teachers. The International Journal of Indian Psychology, 3(1), 57-70. Chand, V. S., Kuril, S., Deshmukh, K. S., & Avadhanam, R. M. (2021). Assessing teacher innovations: Expert versus peer ratings. International Journal of Educational Management, 35(2), 467-482. Choi, H, J., & Park, J. H. (2016). Historical analysis of the policy on the college entrance system in South Korea. International Education Studies, 6(11), 106–121 Document on the Fundamental Transformation of Education (2012), Supreme Council of the Cultural Revolution, Tehran Ebrahim, E., Heydari, M., Golestani, S. H. (2021). Reviewing and analyzing the qualifications of the teaching profession from the perspective of a postmodern approach to provide a model, Educational Administration Research Quarterly, 13(1), 225-242. magiran.com/p2396735 Falahati Zarroumi, A.(2016). Investigating the mechanism of teacher promotion in the Iranian public education system from the perspective of teachers and school principals in Damghan city, Master’s thesis in Educational Sciences, Educational Management, Allameh Tabatabaei University. Gaeeni, A. and Hosseinzadeh, A. (2012). The Trio Paradigms of Positivism, Interpretativism and Hermeneutics in Management and Organizational Studies. Strategy for Culture, 5(19), 103-138 Gall, M. D., & Borg, W. R. (1989). Educational research. A guide for preparing a thesis or dissertation proposal in education. Longman, Inc., Order Dept., 95 Church Street, White Plains, NY 10601 Stock No. 78164-6. Gall, M. D.; Borg, W.; Gall, J. (2017). Quantitative and Qualitative Research Methods in Educational Sciences and Psychology (Volume 1) (Translated by Ahmadreza Nasr, Hamidreza Arizi, Mohammad Jafar Pakserasht, Alireza Kiamanesh, Khosro Bagheri, Mohammad Khair, Manijeh Shahniyilagh, Zohreh Khosravi, Mahmoud Abolghasemi). Shahid Beheshti University Press, Samt Publications (2007) Ghayur, S. (2019). Comparing the dimensions of professional development and innovative behavior of teachers based on a ranking scheme, Master’s thesis in Educational Sciences, University of Birjand Ghorooneh, D. (2020). Attitude of Teachers and Principals towards Professional Rankings Plan of Teachers: A Phenomenological Study. Educational and Scholastic studies, 9(2), 157-182 Goldhaber, D., Grout, C., & Wolff, M. (2025). How Well Do Professional Reference Ratings Predict Teacher Performance?. Education Finance and Policy, 20(2), 236-258. Golombek, P.R. & Johnson, K.E. (2021). Recurrent restoring through language teacher narrative inquiry. System, 102(6). 54-87 Hitt, M. A., Miller, C. C., Colella, A., & Triana, M. (2017). Organizational behavior. John Wiley & Sons. Høffding, S., Martiny, K., & Roepstorff, A. (2022). Can we trust the phenomenological interview? Metaphysical, epistemological, and methodological objections. Phenomenology and the Cognitive Sciences, 1-19 Homaini Demirchi, Amin., Mir Kamali, Seyyed Mohammad., Ezzati, Mitra (2014). Investigating the relationship between distributed leadership and the scientific optimism of elementary school teachers in public boys’ schools in Tehran, Educational Leadership and Management Quarterly, 9(4), 127. L. Haven, T., & Van Grootel, D. L. (2019). Preregistering qualitative research. Accountability in research, 26(3), 229-244 Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International journal of environmental research and public health, 18(7), 3764. Mahmoodi Boorang, M. and Nabaee, H. (2019). Factors Affecting Teacher Professional Identity: A Systematic Review. Teacher Professional Development, 4(1), 77-94 Makombo, O., Mubemba, N. B., & Chanda, C. T. (2024). The effect of performance appraisal system on employee performance in the education sector: A case of selected schools in Mwense District of Luapula Province, Zambia. International Journal of Novel Research in Humanity and Social Sciences, 11(4), 16-31. Melnyk, N., Maksymchuk, B., Gurevych, R., Kalenskyi, A., Dovbnya, S., Groshovenko, O., & Filonenko, L. (2021). The establishment and development of professional training for preschool teachers in western European countries. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1), 208-233 Mirkamali, S. M., Narenji Thani, F., Asadi, S. (2019). Evaluation of professional competences of elementary teachers “from the perspective of administrators” in Markazi province, Journal of School administration, 7(3), 91-110. magiran.com/p2076180 Mhatre, S. G., & Mehta, N. K. (2023). Review of phenomenological approaches and its scope in human resource management. Journal of Organizational Effectiveness: People and Performance, 10(1), 112-131 Mohammadpour, Ahmad (2013). Qualitative Research Method, Anti-Method. Tehran: Sociologists. Molaei Z., & Yari Haj Atalo J. (2014). The role of teacher ratings on improving their job satisfaction in secondary schools in Maragheh city. Scientific Journal of New Research Approaches in Management and Accounting, 6(20), 1604-1616. Retrieved from https://majournal.ir/index.php/ma/article/view/1364 National Curriculum Document (2011). Supreme Council of Cultural Revolution, Tehran NAMDARI PEJMAN, M., & Paknazar, M. (2021). The structure of teacher education in East Asian countries with emphasis on the system of the competency assessment and rating system of teachers. RESEARCH IN TEACHER EDUCATION, 4(2 (8) ), 10-35. SID. https://sid.ir/paper/384593/en Noormohammadi, M. (2016). Investigating the effect of the teacher ranking system on the level of job motivation of physical education teachers in Bukan city based on Herzberg’s theory, Master’s thesis, Sports Management, Sports Events Management, Urmia University Nurdiana, N. N. (2022). Language teacher assessment literacy: A current review. Journal of English Language and Culture, 11(1) Seifollah Pour, L. (2019). Investigating the professional competencies required by teachers in implementing a descriptive evaluation program. Master’s thesis in Educational Management, Al-Zahra University, Faculty of Psychology and Educational Sciences Setyaningsih, S., & Suchyadi, Y. (2021). implementation of principal academic supervision to improve teacher performance in North Bogor. JHSS (Journal of Humanities and Social Studies), 5(2), 179-183 Skvortsova, S. A., & Vtornikova, Y. (2013). Teacher professional competency: concept content and structure. Science and Education a New Dimension: Pedagogy and Psychology, 3, 26-31 Zitzmann, S., List, M., Lechner, C., Hecht, M., & Krammer, G. (2023). Reporting factor score estimates of teaching quality based on student ratings back to teachers: Recommendations from psychometrics. Manuscript submitted for publication Zitzmann, S., List, M., Lechner, C., Hecht, M., & Krammer, G. (2023). Reporting factor score estimates of teaching quality based on student ratings back to teachers: Recommendations from psycho | ||
|
آمار تعداد مشاهده مقاله: 953 تعداد دریافت فایل اصل مقاله: 831 |
||