سامانه مدیریت نشریات علمی دانشگاه شهید بهشتی

هاشمی, زهرا, نادری بنی, ناهید, فرجی, امین. (1404). تدوین چارچوب الگوی مفهومی رهبری آموزشی یکپارچه در محیط هوشمند. , 18(1), 233-256. doi: 10.48308/mpes.2025.237693.1525
زهرا هاشمی; ناهید نادری بنی; امین فرجی. "تدوین چارچوب الگوی مفهومی رهبری آموزشی یکپارچه در محیط هوشمند". , 18, 1, 1404, 233-256. doi: 10.48308/mpes.2025.237693.1525
هاشمی, زهرا, نادری بنی, ناهید, فرجی, امین. (1404). 'تدوین چارچوب الگوی مفهومی رهبری آموزشی یکپارچه در محیط هوشمند', , 18(1), pp. 233-256. doi: 10.48308/mpes.2025.237693.1525
هاشمی, زهرا, نادری بنی, ناهید, فرجی, امین. تدوین چارچوب الگوی مفهومی رهبری آموزشی یکپارچه در محیط هوشمند. , 1404; 18(1): 233-256. doi: 10.48308/mpes.2025.237693.1525

تدوین چارچوب الگوی مفهومی رهبری آموزشی یکپارچه در محیط هوشمند

مدیریت و برنامه ریزی در نظام های آموزشی
مقاله 9، دوره 18، شماره 1 - شماره پیاپی 34، 1404، صفحه 233-256    اصل مقاله (1.28 M)
نوع مقاله: علمی - پژوهشی
شناسه دیجیتال (DOI): 10.48308/mpes.2025.237693.1525
نویسندگان
زهرا هاشمی1؛ ناهید نادری بنی* 2؛ امین فرجی2
1دانشجوی دکتری مدیریت آموزشی، دانشکده مدیریت و حسابداری، دانشکدگان فارابی، دانشگاه تهران، قم، ایران
2دانشیار، دانشکده مدیریت و حسابداری، دانشکدگان فارابی، دانشگاه تهران، قم، ایران
چکیده
هدف :پژوهش حاضر در صدد ارائه‌ی الگویی مفهومی از رهبری آموزشی یکپارچه در محیط هوشمند است. این سبک رهبری به دنبال ایجاد یک سامانة آموزشی هماهنگ و کارآمد است که با استفاده از فناوری‌های نوین و داده‌های جامع، به بهبود کیفیت آموزش و یادگیری کمک ‌کند.
مواد و روش: این پژوهش، از نوع پژوهش‌های بنیادی به روش کیفی بوده و شیوة انجام آن، مرور نظام‌مند ادبیات به همراه تحلیل مضامین منابع منتخب، با رویکرد فراترکیب است. برای جمع‌آوری اطلاعات، از روش‌ مطالعات کتابخانه‌ای و اسنادی استفاده شد و از طریق مرور نظام‌مند ادبیات، بیش از 3۰۰۰ منبع اولیه طی ده سال اخیر، از سال ۲۰14 تا ۲۰۲4 مورد بررسی قرار گرفت. پس از پالایش اولیه و حذف منابع تکراری، برای پیدا کردن ارتباط اولیة بین منابع، پس از ورود داده‌ها به نرم‌افزار مدیریت منابع زوترو، خروجی آر آی اس گرفته شد و با وارد کردن این خروجی به نرم‌افزار علم‌سنجی ووس ویوور، نقشه و نمایشی بصری از کلمات کلیدی استفاده شده در مطالعات قبلی در اختیار قرار گرفت. در نهایت؛ ۱۱۹ منبع طبق ضابطة ورود و خروج انتخاب شدند و با تحلیل داده‌ها به روش فراترکیب و کدگذاری، ویژگی‌ها، کارکردها و اجزای مفهوم شناسایی و چارچوب مفهومی مدنظر تدوین شد. برای بهبود روایی و پایایی پژوهش از شیوة کثرت‌گرایی در پژوهشگر به معنای آزمون قابلیت اطمینان میان کدگذاران استفاده شد. در پژوهش حاضر سعی شده است در قالب طرحی اکتشافی تعریفی جامع و واضح از مفهوم رهبری آموزشی یکپارچه در محیط هوشمند ارائه شود تا بتواند به‌عنوان الگویی کاربردی، توسط مدیران و رهبران آموزشی در سطح مدارس، دانشگاه‌ها و سایر مؤسسات آموزشی به‌طور عملی بکار گرفته شود.
بحث و نتیجه‌گیری: در نتیجة تجمیع و دسته‌بندی کدهای احصاشده، چهار جزء اصلی برای مفهوم رهبری آموزشی یکپارچه در محیط هوشمند شامل سبک رهبری، آموزش هوشمند، یادگیری و ذی‌نفعان شناسایی شد. از 447 کد اولیه تعداد 9 مفهوم برای سبک رهبری مشتمل بر رهبری آموزشی، رهبری تحول‌آفرین، رهبری مشارکتی، رهبری همکارانه، رهبری توزیعی، رهبری هوشمند، رهبری فناوری و رهبری دیجیتال بدست آمد؛ از 133 کد اولیه تعداد 3 مفهوم برای آموزش هوشمند شامل فناوری هوشمند، سامانة آموزش و برنامة درسی استخراج شد؛ از 75 کد اولیه تعداد 11 مفهوم برای یادگیری هوشمند شامل، شخصی‌سازی شده، تطبیقی، خودران، تعاملی، مبتنی بر بازخورد، مبتنی بر تمرین، پروژه‌محور، معکوس، مشارکتی، گروهی و یادگیری مادام‌العمر شناسایی شد و از 158 کد اولیه تعداد 10 مفهوم برای ذی‌نفعان شامل دانش‌آموز، دانشجو، معلم، استاد، توسعه‌دهنده، متخصص فناوری، سازمان‌ها، صنعت، والدین، ارزیاب و ناظر حاصل شد.
در الگوی استخراج‌شدة پژوهش؛ سبک رهبری به شیوه و رویکردی اشاره دارد که یک رهبر برای مدیریت و هدایت گروه یا سازمان خود انتخاب می‌کند. این سبک‌ها می‌توانند بسته به متغیرهای مختلفی مانند فرهنگ‌سازمانی، نوع وظایف، مشخصات اعضای تیم و موقعیت‌های مختلف، متنوع و متفاوت باشند. در عمل می‌توان سبک‌های مختلف را با یکدیگر ترکیب کرد و به شیوه‌ای اختصاصی برای رهبری در موقعیت‌های خاص پیش رفت. هم‌چنین، هر سبک رهبری مزایا و محدودیت‌های خود را دارد و انتخاب سبک مناسب بستگی به شرایط و خصوصیات سازمان و تیم مورد نظر دارد. ضمناً یک محیط هوشمند آموزشی از فناوری‌ها و سامانه‌های مختلف برای بهبود فرایندهای آموزشی استفاده می‌کند و برای رهبران آموزشی امکانات و ابزارهایی را فراهم می‌کند که در ارتقای کیفیت آموزش و مدیریت آموزشی مؤثر هستند.
بررسی مفاهیم استخراج شده از کدگذاری منابع منتخب در مرور نظام‌مند نشان می‌دهد، همگی این مفاهیم از یک جنس نیستند ولی دسته‌بندی معنادار این مفاهیم به‌عنوان مقوله‌ها ما را به چارچوبی واضح از ارتباط ابعاد مختلف رهنمون کرد. براساس این پژوهش، برداشت‌های مختلف از این مفهوم به معنای تفاوت و تمایز کامل برداشت‌ها از یکدیگر نیست. بلکه توجه به این مفهوم از زوایای مختلف رهبری، آموزش، فناوری و ذی‌نفعان است.
کلیدواژه‌ها
الگوی مفهومی؛ رهبری آموزشی یکپارچه؛ هوشمندسازی
عنوان مقاله [English]
Developing a Conceptual Model Framework for Integrated Educational Leadership in a Smart Environment
نویسندگان [English]
Zahra Hashemi1؛ Nahid Naderibeni2؛ Amin Faraji2
1Ph.D. Student in Educational Management, Faculty of Management and Accounting, Farabi College, University of Tehran, Qom, Iran
2Associate Professor, Faculty of Management and Accounting, Farabi Colleges, University of Tehran, Qom, Iran
چکیده [English]
Objectives: The present study seeks to provide a conceptual model of integrated educational leadership in a smart environment. This leadership style seeks to create a coordinated and efficient educational system that helps improve the quality of teaching and learning by using modern technologies and comprehensive data.
Materials and Methods: This research is a type of fundamental research using a qualitative method, and its method is a systematic review of the literature along with an analysis of the contents of selected sources with a meta-synthesis approach. To collect information, the method of library and document studies was used, and through a systematic review of the literature, more than 3000 primary sources were examined over the last ten years, from 2014 to 2024. After initial filtering and removal of duplicate sources, to find the primary relationship between sources, after entering the data into the Zotero resource management software, the RIS output was taken and by importing this output into the Vos Viewer scientometrics software, a map and visual representation of the keywords used in previous studies were provided. Finally, 119 sources were selected according to the entry and exit criteria, and by analyzing the data using the meta-synthesis and coding method, the characteristics, functions, and components of the concept were identified, and the conceptual framework was developed. To improve the validity and reliability of the research, the researcher's pluralism method was used in the sense of testing the reliability among the coders. In the present study, an attempt has been made to present a comprehensive and clear definition of the concept of integrated educational leadership in the smart environment in the form of an exploratory design so that it can be used as an applied model by educational managers and leaders at the level of schools, universities, and other educational institutions.
Discussion and Conclusions: As a result of the aggregation and classification of the collected codes, four main components for the concept of integrated educational leadership in a smart environment were identified, including leadership style, smart education, learning, and stakeholders. From the 447 initial codes, 9 concepts for leadership style were obtained, including educational leadership, transformational leadership, participatory leadership, collaborative leadership, distributed leadership, smart leadership, technology leadership, and digital leadership; from the 133 initial codes, 3 concepts for smart education were extracted, including smart technology, education system, and curriculum; from the 75 initial codes, 11 concepts for smart learning were identified, including personalized, adaptive, autonomous, interactive, feedback-based, practice-based, project-based, flipped, collaborative, group, and lifelong learning; and from the 158 initial codes, 10 concepts for stakeholders were obtained, including students, teachers, professors, developers, technology specialists, organizations, industry, parents, evaluators, and supervisors. In the extracted research model, leadership style refers to the method and approach that a leader chooses to manage and direct their group or organization. These styles can be diverse and different depending on various variables such as organizational culture, type of tasks, characteristics of team members, and different situations. In practice, different styles can be combined and proceed in a specific way for leadership in specific situations. Also, each leadership style has its advantages and limitations, and choosing the right style depends on the conditions and characteristics of the organization and team in question. In addition, a smart educational environment uses different technologies and systems to improve educational processes and provides educational leaders with facilities and tools that are effective in improving the quality of education and educational management. An examination of the concepts extracted from the coding of selected sources in a systematic review shows that not all of these concepts are of the same type, but the meaningful classification of these concepts as categories led us to a clear framework of the relationship between different dimensions. According to this research, different understandings of this concept do not mean that the understandings are completely different and distinct from each other. Rather, it means considering this concept from different perspectives of leadership, education, technology, and stakeholders.
کلیدواژه‌ها [English]
Conceptual Model, Integrated Educational Leadership, Smartization
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