پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 31 |
| تعداد شماره‌ها | 334 |
| تعداد مقالات | 3,274 |
| تعداد مشاهده مقاله | 4,073,631 |
| تعداد دریافت فایل اصل مقاله | 4,879,401 |
Design of process model for developing educational leader’s skills: a Qualitative Research | ||
| School Administration | ||
| مقاله 20، دوره 8، شماره 3، آذر 2020، صفحه 508-484 اصل مقاله (1.38 M) | ||
| نوع مقاله: Qualitative Research Paper | ||
| نویسندگان | ||
| حامد رنجبر1؛ نادر سلیمانی2؛ حمید شفیع‌زاده3 | ||
| 1دانش آموخته دکتری تخصصی مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، سمنان، ایران | ||
| 2.دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، سمنان، ایران | ||
| 3دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، سمنان، ایران | ||
| چکیده | ||
| This research was conducted in order to provide a process model for developing the skills of educational leaders in a qualitative way. The purpose of the research, development-application and the approach used in it was the data theory of the foundation. In today's world, school management is not just about managing, organizing, supervising, and disciplining the school. Rather, educational leaders in schools must have special personal characteristics and skills in order to be able to meet and meet the growing needs of students. Because the quality of leadership in a particular school education system can affect learners' academic achievement in a variety of ways and contribute to the effectiveness of schools. In the most comprehensive definition of educational leadership, it is stated that educational leadership is considered as an influential process through which leaders, direction and direction for school, employee motivation, coordination of class strategies to improve education and learning. they prepare. A sociological approach to the pathology of school management can also reflect the impact of school leadership skills on all aspects of school performance. According to some experts, the lack of leadership in many public high schools in the United States has led to a crisis of leadership, a lack of ability to transform schools, and low academic achievement. In this regard, improving the quality and making fundamental changes in schools, not only depends on the quality and managerial and expert qualifications of principals, but also greatly affects the skills of their leadership. Education, like the Transformational Transformation Document, testifies to the high contribution of school leaders in improving the school situation. (20); Curriculum (15%); Space, equipment and technology (11%); Financial resources (4%); Research and Evaluation (6%); Leadership and management (44%) can be clearly seen that the quantitative share of the "leadership and management" sector is higher than other subsystems (44%) and this difference in quantity is definitely due to the improvement. In all aspects of this sub-system, the obvious development of the country's education, especially schools, is considered. However, despite the high importance of educational leadership in schools and its role in the quantitative and qualitative development of the school, it seems that this important issue The proper and real ones have not been properly studied, and mainly, in the relevant relevant sources, the general concept of leadership has been studied, and in fact, there is still a kind of disconnect between the proper and proper characteristics of leadership in schools. It has overshadowed the internal structures and structures of schools, and in view of the fact that in recent years the Ministry of Education has sought to compensate for this shortcoming by implementing upgrades such as the "School Management Excellence Plan".Research conducted inside and outside the country on research topics and the impact of educational leaders on the development and improvement of the teaching and learning process reveals significant facts about the excellence and quality of schools. Therefore, if in the appointment, training or promotion of educational principals, attention is paid to the skills and competencies of their leadership and management, and school principals and teaching staff are aware of the importance and effects related to these skills of principals, then a suitable ground will be provided. All the facilities and resources of the organization have been used in a desirable way, and as a result, in the long run, we will see the increasing productivity of the educational system and the realization of the goals set forth in the upstream documents of the country's educational system. The statistical population of the study includes 4 well-educated professors and experts with scientific achievements in the field of leadership and educational management inside and outside the country, managers of the Ministry of Education, staff and executive managers of Semnan province and Garmsar city and Also, principals with at least 12 years of experience in the management of secondary schools in Garmsar are in the 2018-2019 academic year. The sample size with theoretical saturation was 30 people. Snowball sampling methode’s was used to select the sample. Data collection tools were interviews, the validity of which was confirmed by the "triangulation" method, and its reliability was determined by Cope Cohen coefficient and Cryppendorf Alpha Coefficient by agreement. The statistical population of the study includes 4 well-educated professors and experts with scientific achievements in the field of leadership and educational management inside and outside the country, managers of the Ministry of Education, staff and executive managers of Semnan province and Garmsar city and Also, principals with at least 12 years of experience in the management of secondary schools in Garmsar are in the 2018-2019 academic year. The sample size with theoretical saturation was 30 people. Snowball sampling was used to select the sample. Data collection tools were interviews, the validity of which was confirmed by the "triangulation" method, and the reliability was obtained by the Cope Cohen coefficient and the Cryppendorf alpha coefficient by agreement. Open, centralized, and selective coding was used to analyze the data using Maxqda 2018 software. The results illustrated the process pattern of developing leadership skills in the form of causal factors, contextual conditions, pivotal phenomenon, intermediate conditions, strategies, and outcomes. | ||
| کلیدواژه‌ها | ||
| Leadership؛ Instructional Leadership Skills؛ Outstanding schools؛ Development | ||
| مراجع | ||
|
Ababneh, R. I. (2016). Successful Leadership Component’s: A Qualitative Approach. The 2016 WEI International Academic Conference Proceedings. Abdollahi, B., & Sadin, A. (2012). The Relationship between Educational Leadership Functions of schoolPrincipals and Effective TeachingOf Elementary Teacher. Journal pf research in educational systems, 6(19), 107-134. [in Persian]. Alaghehband, A. (2018). Introduction to Educational Management. Tehran: Nashre Ravan. [in Persian]. Ariratana , W., Sirisookslip, S., & Ngang, T. (2015). Development of Leadership Soft Skills Among Educational Administrators. Journal of Social and Behavioral Sciences, 186(20), 331-336. Asadi, S. (2012). The Documentary Transformation of Education: The Fever has come to go. Journal of School Management Growth, 2(3), 136-143. [in Persian]. Bazargan, A. (2018). Introduction to Qualitative and Mixed Research Methods. Tehran: Didar Publication. [in Persian]. Bickmore, D. (2016). The middle grades principal: A research agenda. Middle School Review, 2(3). Retrieved from https://files.eric.ed.gov/fulltext/EJ1154825.pdf. Bizzell, B. (2011). Professional development of school principals in the rural Appalachian region of Virginia. Educational Leadership and Policy Studies. Virginia: Blacksburg. Creswell, J. (1994). Rsearch design: Qualitative and quantitative approaches. Thousan Oaks. Danaiefard, H. (2015). Qualitative Research Methodology in Management: A Comprehensive Approach. Tehran: Saffar Publication. [in Persian]. Day, D., & Dragoni, L. (2015). Leadership Development: An Outcome-Oriented Review Based on Time and Levels of Analyses. Annual Review of Organizational Psychology and Organizational Behavior, 2, 133-156. Farzaneh, M., Pour Karimi , J., & Nowruzi, M. (2015). Presentation of Model of Professional Qualifications of High School Principals. Management of Organizational Culture Journal, 12(3), 505-528. [in Persian]. Gümüş, S., & Bellibaş, M. (2020). The relationship between professional development and school principals' leadership practices: the mediating role of self-efficacy. International Journal of Educational Management. doi:doi:10.1108/IJEM-10-2019-0380. Gwet, K. (2014). Handbook of inter-rater reliability: The definitive guide to measuring the extent of agreement among raters. Chicago.: Advanced Analytics LLC. Hilliard, A. (2015). Evaluating the Principals’ Institute Leadership Development Program. Merit Research Journal of Business and Management, 3(4), 034039. Ibrahim, N. (2011). Preparation and development of public secondary schools principals in Kenya. International journal of humanities and social science, 1(9), 291-301. Inglish, F., Papa, R., Mullen, C., & Crayton, T. (2018). Educational Leadership at 2050-Implications, Challenges and Commitments. (N. Shirbagi, Trans.) Tehran: Assar Moaser. [in Persian]. Isfahani, K., Soleimani, N., Torani, H., & Sabahi, P. (2019). Factors Affecting the Professional Development of School Managers at 1404 Horizons. Journal of School Adimistration, 7(4), 210-241. [in Persian]. Joodaki , A., Mohammad khani, K., & Mohammad Davoudi, A. (2019). Presenting a Conceptual Model for Professional Development of High School Principals: Grounded Theory. Journal of School Administration, 7(2), 251-272. [in Persian]. Kamal, A., Mahmood, Z., & Ishraq, M. (2020). Impact of School Leadership on Students Personality Development. journal of Education& Social Research, 3(2), 42-49. Khorshidi, R. (2016). Pathology of School Management with a Sociological Perspective. Iranian Journal of Sociological Studies, 3(11), 107-85. [in Persian]. Kola'i, G., Zahedbabolan, A., Moeini Kia, M., & Rezaei Sharif, A. (2019). Modeling Principal’s Leadership on Teacher’s Job Desire through School Culture, Empowerment, and Job Characteristic’s. Journal of Management and Planning in Educational Systems, 3(12), 238-213. [in Persian]. Kuechler, W., & Stedham, Y. (2018). Management Education and Transformational Learning: The Integration of Mindfulness in an MBA Course. Journal of Management doi:https://doi.org/10.1177/1052562917727797. Liavali, J., Abili , K., Porkarimi , J., & Soltani Arabshahi , S. (2017). Providing a Pattern of Professional Development of Clinical Department Chairs: A Case of State Universities of Medical Sciences in Tehran. Educ Strategy Med Science, 10(3), 202-218. [in Persian]. Murray, C. (2015). High SchoolPrincipal’s Understanding of Instructional Leadership: An Grounded Theory Approach. Education. Calagary: University of Calagary. Naicker, I., & Naidoo, S. (2014). Is the Whole More than the Sum of Its Parts? A Community of Practice Approach to Leadership Development of School Principals. Kamla-Raj, Int J Edu Sci, 7(2), 289-298. Nasiri Valik Bani, F., & Saki, J. (2016). Comparison of Performance of Graduate Directors of Educational Management with Performance of Graduate Directors of Other Fields (Case Study: School Principals of Hamadan Province). Educaional Managment. Hmadan: Islamic Azad University of Hamadan. [in Persian]. Northouse, P. (2016). Leadership Theory and Practice. Thousand Oaks. Thousand Oaks. Nosrati, N., & Amina, S. (2015). Educational Management and Leadership. Second National Conference on Sustainable Development in Educational and Psychological Sciences. Tehran, Iran. [in Persian]. Piaw, c., & Lee, T. (2014). Factors of leadership skills of secondery school principals. 5th Confrence on Educational Science,University of Malaya. Kuala lampur: University of Malaya. Reston, V. (2015). National Policy Board for Educational Administration Professional Standards for Educational Leaders. American Association of Colleges of Teacher Education, 3(11), 207-212. Revolution, S. C. (2011). Theoretical Foundations of the Fundamental Education Transformation Document. Tehran, Iran: Secretariat of the Supreme Council of the Cultural Revolution. Robert, K., Craig , A., Brierton, J., & Tomal, D. (2018). Superintendent Core Competencies of School Leadershipes. Lutheran Wducation Journal, 3(9), 33. Setwong, R., & Prasertcharoensuk, T. (2013). The Influence of Instructional Leadership of School Administrators on School Effectiveness. Procedia - Social and Behavioral Sciences Journal, 7(12), 783-798. Sipe, L., & Testa, M. (2020). A Dynamic Model of Mentoring for Hospitality Leadership Development. Open Journal of Leadership, 9(17), 11-33. Strauss, A., & Corbin, J. (1998). Basics of qualitatives research:Techniquesand procedures for developing grounded theory(2nd Ed). Sugrue, C. (2015). Principal Proffessional Learning: Sources of Sustenance? Unmasking School Leadership Journal, 7(25), 93-120. Torabi, M., Jahani, J., & Fuladchang, M. (2009). Investigating the Relationship between Manager’s Skills and their Performance from the Perspective of Shiraz High School Principal’s. Journal of Educational Sciences & Psycholog, 3(5), 96-121. [in Persian]. Zare, S., Hosseingholizadeh, R., & Mahram, B. (2016). The Concept of Educational Leadership and its Scope in the Field of Educational Administration. Proceedings of the First International Conference on Iranian Educational Management, 7(13), 83-102. [in Persian]. | ||
|
آمار تعداد مشاهده مقاله: 601 تعداد دریافت فایل اصل مقاله: 1,259 |
||