پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 29 |
| تعداد شماره‌ها | 289 |
| تعداد مقالات | 2,810 |
| تعداد مشاهده مقاله | 3,286,970 |
| تعداد دریافت فایل اصل مقاله | 4,364,501 |
A phenomenological Analysis of the Principals and Teachers Perceptions and Experiences of the School Management Excellence Program in Sanandaj Secondary Schools | ||
| School Administration | ||
| مقاله 11، دوره 8، شماره 3، آذر 2020، صفحه 275-238 اصل مقاله (1.24 M) | ||
| نوع مقاله: Qualitative Research Paper | ||
| نویسندگان | ||
| نعمت اله عزیزی* 1؛ هوشیار فتحی2؛ سیده زهرا حسینی3 | ||
| 1.استاد برنامه‌ریزی‌آموزشی دانشگاه کردستان، سنندج، ایران | ||
| 2کارشناسی‌ارشد برنامه ریزی درسی دانشگاه کردستان، سنندج، ایران | ||
| 3.کارشناسی‌ارشد برنامه ریزی درسی دانشگاه کردستان، سنندج، ایران | ||
| چکیده | ||
| As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. Keywords: School Management Excellence Program, Educational Quality, Lived Experiences, Phenomenology As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. Keywords: School Management Excellence Program, Educational Quality, Lived Experiences, Phenomenology As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach,s. | ||
| کلیدواژه‌ها | ||
| School Management Excellence Program؛ Educational Quality؛ Lived Experiences؛ Phenomenology | ||
| مراجع | ||
|
Abdul Maleki, S., Nasiri V. B., Fakhralsadat, A., & Afzali. (2018). Evaluating the quality of school excellence program based on the SIP model in secondary schools. School Management, 6 (1), 43-61. Alaghaband, A. (2003). Introduction to Educational Management. Tehran: Ravan Publication. Azizi, N. (2000). The Concept of Quality and the Systems of Improving it in Education. Quarterly Journal of Education, 16(1): 23-42. (In Persian) Azizi, N. (2013). Reflecting on Challenges Facing the Secondary TVE in Relationship to Job Market. Quarterly Journal of Education, 28 (4): 99-128. (In Persian) Azizi, N., & Lasonen, J. (2006). “Education, Training and the Economy: Preparing Young People for a Changing Labour Market”. Jyvaskyla: Jyvaskyla University Press. Baniasadi, S., et al. (2017). From Effectiveness to Excellence: The Gap between Theory, Research and Practice in School Management Excellence Plan. Journal of Education Foundation, 7 (2): 124-148. (In Persian) Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2): 77-101. Cassano, R., Costa, V., & Fornasari, T. (2019). An Effective National Evaluation System of Schools for Sustainable Development: A Comparative European Analysis. Sustainability, 11 (195): 1-20. Chan, D. (2008). A comparative study of Singapore’s school excellence model with Hong Kong’s school-based management. International Journal of Educational Management, 22 (6): 488-505. Chavoshi Hosseini, L. (2014). “The role of educational factors in the quality of education process from the point of view of high school principals and teachers in Tehran”. Master's Thesis, Islamic Azad University, Tehran Central Branch. (in Persian) Corcoran, R. P. (2016). Principals on the path to excellence: Longitudinal, multisite cluster-randomized controlled trials of the National Institute for School Leadership’s Executive Development Program. International Journal of Educational Research, 79 (1): 64-75. Dadri, M., & Salehi, K. (2015). “Improving Schools Quality based on EFQM: Case Study Tehran Public Schools”. Paper Presented at National Conference on Humanties, Tehran. (In Persian) Daraei, M., et al. (2018). A Mixed Approach in Evaluation of Outputs and Impacts of Schools Implementing School Management Excellence Plan. Journal of New Educational Ideas, 14 (1): 84-119. (In Persian) Finlay, L. (1999). Applying Phenomenology in Research: Problems, Principles and Practice. British Journal of Occupational Therapy, 62 (7): 299-306. Hashempour, R. (2016). What is School Management Excellence Plan? Journal of Tadbir, 13, 56-58. (In Persian) Hassani, S. (2015). A Reflection on Impacts of School Management Excellence Plan: Analysing Managers Experience based on Grounded Theory. Paper presented at National Conference on Human ResourcesTraining and Development, Ardabil. (In Persian) Hooman, H. A. (2013). Practical Guide to Qualitative Research. Tehran: Samt Publications. (in Persian) Khosroupour, A. (2011). The study of the level of knowledge and application of the method and principles of quality management by high school principals of Zahedan education and its relationship with the effectiveness of school principals. Master’s Thesis, Sistan and Baluchestan University. (in Persian) Kim, D., Kumar,V., & Murphy, S. (2010). European foundation for quality management business excellence model. International Journal of Quality & Reliability Management, 27 (6): 684-701. Laing, D., Rivkin, S. G., Schiman, J. C., & Ward, J. (2016). DECENTRALIZED GOVERNANCE AND THE QUALITY OF SCHOOL LEADERSHIP. Cambridge: NATIONAL BUREAU OF ECONOMIC RESEARCH. Liao, L., Du, M., Wang, B., & Yu, Y. (2019). The Impact of Educational Investment on Sustainable Economic Growth in Guangdong, China: A Cointegration and Causality Analysis. Sustainibility, 11 (3): 1-16. Martin-castilla, J. & Rodriguez-ruiz, O. (2008). EFQM model: knowledge governance and competitive advantage. Journal of Intellectual Capital, 9 (1): 133-156. Mohammadpour, A. (2010). Anti-Method: logic and design in qualitative methodology. Tehran: Jamaashenasan Press. Mosavi, F., Kavyani, E., and Basati, M. A. (2015). A Comparative Study on Schools Performance betweem Normal Schools and Those Implanting the Management Excellence Plan. Paper presented at the National Conference on Educational Management in Technology Age. Kermanshah Islamic Azad University. (In Persian) Navidadham, M. (2012). Managerial Requirements for Fundamental Transformation in Education. Culture Strategy, 5 (17-18): 295-323. (In Persian) Neubauer, B.E., Witkop, C.T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspective Medical Education, 8 (2): 90–97. Nodahi, H., Taslimi, M. H., Mirkamali, S. M., and Mirsepasi, N. (2009). Designing an Appropriate Organizational Excellence in Education. Journal of Education, 26 (1): 7-28. (In Persian) Reiners, G. M. (2012). Understanding the differences between Husserl’s (descriptive) and Heidegger’s (interpretive) phenomenological research. Journal of Nursing Care, 1 (5): 1–3. Saki, R. (2012). Studyng the status of school-based support in education. Education Quarterly, 28 (1): 35-54.(In Persian). Seitz, H. (2008). The Power of Documentation in the Early Childhood Classroom. Young Children, 63 (2): 88–93. Shafighneia, M., Vahedi, M., and Rezaei, A. (2017). A Study of the Impact of School Management Excellence Plan on Educational Quality Improvement in Secondary Female Schools in Tabriz. Journal of Psychology and Educational Sciences, 3 (4): 201-214. (In Persian) Sharaf, B., & Sharaf, J. (2017). School Management Excellence Plan Policymakimh towards quality Improvement of Schools’ Management. Paper presented at Regional Conference on Strategies and Solutions for Improving Quality in Education. (In Persian) Shirbagi, N., Salimi, J., & Azadbakht, N. (2016). Assessment of High Schools from the Stakeholders Point of View Based on the Total Quality Management Standards in Education. School Administration Journal, 4. (2): 145-164. (In Persian) Steinberg, M. P. (2014). Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago. Education Finance and Policy, 9 (1): 1-35. STFEP. (2014). School Management Excellence Plan. Tehran: Monadi Tarbiat Cultural Institute. (In Persian) Superme Council of Cultural Revolution (2011). Founfamental Transformation Document. Tehran: CCR Publication. (In Persian) Susan, M , F. (2011) . Designing Transformations: Schools of excellence. Acta Astronautica , 69: 1132–1142. Tolley, J., & Flecknoe, M. (2016). Evaluation of an ‘Excellence Cluster’of schools. MiE, 17 (4): 10-13. Torani, H. (2014). Process-Oriented Management in School. Tehran: Monadi Tarbiat Cultural Institute. (In Persian) UNESCO (2005). Handbook for Decentralized Education Planning: Implementing National EFA Plans. Bangkok: UNESCO. UNESCO (2016). Innovative Pedagogical Approaches in Early Childhood Care and Education (ECCE). Paris: UNESCO. Zhao, F., & Bryar, P. (2001). Integrating knowledge management and total quality: a complementary process. Paper presented at the 6th International Conference on ISO-9000 and TQM (6-ICIT). Paisely: 12-14 April. | ||
|
آمار تعداد مشاهده مقاله: 491 تعداد دریافت فایل اصل مقاله: 828 |
||