تعداد نشریات | 31 |
تعداد شمارهها | 302 |
تعداد مقالات | 2,983 |
تعداد مشاهده مقاله | 3,599,441 |
تعداد دریافت فایل اصل مقاله | 4,576,642 |
Factors Affecting the Professional Development of School Managers at 1404 Horizons | ||
School Administration | ||
مقاله 10، دوره 7، شماره 4، اسفند 2019، صفحه 241-210 اصل مقاله (1.29 M) | ||
نوع مقاله: Quantitative Research Paper | ||
شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.1398.627 | ||
نویسندگان | ||
Karam Isfahani* 1؛ Nader Solimani2؛ Haydar Torani3؛ Parviz Sabahi* 4 | ||
1PhD student in Educational Management, Department of Educational Management, Garmsar Branch, Islamic Azad University, Garmsar, Iran | ||
2Educational Administration Department, Associate Professor, Garmsar Branch, Azad University, Garmsar, Iran. | ||
3Associate Professor of Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. | ||
4Assistant Professor, Department of Psychology, Semnan University, Semnan, Iran. | ||
چکیده | ||
The purpose of this research was to identify the factors affecting the professional development of school administrators in the horizons of the vision document of 1404. The research approach, qualitative and method of the theory of data have been considered. The statistical population is the experts in the field of educational management. Purposeful sampling was used to determine the samples of this research and to determine the group of experts. Targeted sampling means the targeted selection of research units for acquiring knowledge or information, and includes the selection of units or research samples based on the purpose of the research. In this research, based on theoretical foundations and background of the research, and using a semi-structured interview with 24 specialists and experts in the field of educational management and middle managers and senior managers of the Ministry of Education with a Ph.D. degree and a master's degree in educational management The semi-structured interview was conducted. As a result, the indicators extracted from the analysis of the interviews were confirmed, according to the theoretical adequacy of the data and the researcher's theoretical saturation. By analyzing the content of the interviews in three stages: Open, Focused and Selective Coding, Factors Affecting the Professional Development of School Managers in the Horizon of the Outlook 1404, in eight main categories; Technology, Religious, Cultural, Individual, and Social,Economic,politicaland organizational. Management in the education system is very important. So, if there is to be an evolution in the education system, this change should start from the management of the system. The role of the director as an educational leader should be such that, with a view to the future, which is one of the strategic needs, the educational institution can help at least one step in advancing its goals. The educational system of Iran needs to change in order to realize the transcendental ideals of the Islamic Revolution and with regard to the changing environment of the future. As the Supreme Leader has said, we need to change in education and education. Therefore, managers who have the right to decide in a futuristic educational system and provide innovative solutions must have the skills needed to carry out their duties and functions (Darwishi etal., 2014). Improving the skills of educational managers improves their potential in solving managerial and educational problems and increases the confidence level of their decisions (Sharma and Jane 2013). In a world where the unbridled pace of scientific and technological developments in various fields has made planning for the future a necessary, yet highly complex, expertise, planners and planners of educational systems are no alternative but to speculate on future developments. And they will not be looking for ways to adapt and adapt to them. On the other hand, the document on the fundamental development of education, based on the vision document and based on Iran's horizons in 1404, has increasingly focused on the future of schools. If we talk about schools at 1404 and future schools, we should determine the status and the location of schools and the way in which they are managed, and in order to achieve this goal, prospective approaches and the 1404 vision document and the educational status of society are examined. (Lotfi and etal.,1390). One of the most important upstream documents and guidelines for public sector policies and programs is the vision document. Based on this strategic document, on the horizon of 1404 AH, Iran will be the country with the first position of economic, scientific and technology in the region, with Islamic and revolutionary identity, to be inspirational in the Muslim world and with constructive and effective interaction in international relations.. Government executives must take decisions that are necessary to achieve the goals and status defined in the vision document, and for this purpose it is necessary to have the competencies required to function effectively along these lines (Rahnavard, 2011). Based on this perspective, the school is a manifestation of the achievement of the Tibetan life, the center for the provision of services and educational opportunities, the basis for understanding and correcting the situation by students, and the continuous development and development of their identity based on the Islamic criteria system, within the framework of philosophy And the direction of the public education system of the Islamic Republic of Iran with features such as self-esteem, responsibility, self-esteem, trust, self-confidence, efficiency, entrepreneurship, avoidance of longevity and dependence on the world, empathy, respect, trust, timeliness, Order, Seriousness, Sacrifice, Lawmaking, Criticism and Innovation, Appreciation,Defending the Disadvantaged and Oppressed The values of the Islamic Revolation(The Transitional Document, 2011). Developing and recreating the role of leadership in schools with knowledge, skills, and optimal matching with new situations in the educational system seems necessary. In many countries, increasing attention is paid to the role of school principals in the face of changes in the 21st century (Brakman, 2008). The professional development of school principals is the basis for the development of education, because leadership in schools has a direct impact on learners and plays an essential role in developing student learning quality and leads educational leaders in the face of change The environment is more efficient (Keeney, 2008). All these issues and responsibilities have greatly increased the pressure on school principals. That's why many researchers, policymakers and educational organizations are working to find a solution to this problem. In this regard, today focus is on the professional development of school principals, as a key component of these strategies and educational reforms. Therefore, the researcher intends to identify and present the factors affecting the professional development of school administrators in the 1404 and answer the following questions: 1. What are the factors influencing the professional development of school managers at 1404 horizons? 2. How are the factors influencing the professional development of school managers at 1404 horizons? Therefore, the main objectives of the research include: 1. Identification of factors affecting the professional development of school administrators at 1404 horizons. 2. Prioritizing factors affecting the professional development of school administrators at 1404 horizons. | ||
کلیدواژهها | ||
Factors Affecting the Professional Development of School Managers at 1404 Horizons | ||
مراجع | ||
Agha Zadeh, M . (2019). New teaching methods, Tehran: Ayiizh[In Persian]. Allen, J. G. (2003). A study of the professional development needs of Ohio principals in the area of educational technology (Doctoral dissertation, University of Cincinnati). Anderson, L. W. (1995). International encyclopedia of teaching and teacher education. Elsevier Science Inc., 660 White Plains Road, Tarrytown, NY 10591-5153. Asgari, N., Nikokar, G., Safari, H., & Gholami, M. (2015). »The pattern of competencies of public managers of the Islamic Republic of Iran based on Perspective Document 1404«Management inThe Islamic University, 2015 (Spring &Summer), 4(9), 23-38[In Persian]. Bacheler, M. (2015). Professional development of continuing higher education unit leaders: A need for a competency-based approach. The Journal of Continuing Higher Education, 63(3), 152-164. Bichsel, J. (2008). Professional Development Needs and Experiences of Secondary Principals in Southwestern Pennsylvania. Submitted to the Graduate Faculty of The School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. Billheimer, D. M. (2007). A study of West Virginia principals: Technology standards, Professional development, and effective instructional technology leaders. Bolam, R. (1993). ‘Recent developments and emerging issues’, in The Continuing Professional Development of Teachers, London: General Teaching Council for England and Wales Combs, P. (1974). What is Educational Planning? Translated by: Mohammad Borhan Manesh (2012) Tehran: University of Tehran[In Persian]. Craft, A. (2002). Continuing professional development: A practical guide for teachers and schools. Routledge. Danaeifard, H., Alvani, M., & Azar, A. (2005). Qualitative Research Methodology in Management, Tehran: Ishraqi, Saffar [In Persian]. Darvishi, F., Khavari, A., Agha Mohammadi, M,. & Hamid Zamiri, K. (2015). »Investigating the Components of Effective School Management in the Document of Fundamental Education Transformation, The First Scientific Research Conference on Social and Cultural Injury of Educational Sciences and Psychology«, Tehran, Soroush Hekmat Mortazavi Islamic Studies and Research Center Scientific Society for the Development and Promotion of Fundamental Sciences and Technologies. Scientific Society for the Development and Promotion of Fundamental Sciences and Technologies [In Persian]. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199. DiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical education, 40(4), 314-321. Dunham, J. (2005). » Developing effective school Management, Taylor & Francis e-Library Eller, J. F. (2111). An evaluation of a development program for new principals«The Qualitative Report, 15(6), 945-954 EL-Annan, S. H. (2015). The relationship between project manager skills and leadership skills in the workplace. Journal of Economics, Management and Trade, 8-18. Elmore, R. F. (2000). Building a new structure for school leadership. Albert Shanker Institute. Esmi, k. (2015). Designing the Entrepreneurship Curriculum Framework and Evaluating the Undergraduate Curriculum for Management and Planning in Preschool and Primary Education from its Perspective, Doctoral dissertation on curriculum, Rahmatollah, Marzoghi, Shiraz university. Faculty of Psychology and Educational Science [In Persian]. Farzaneh, M., Pour Karimi, J., & Nowruzi, M. (2018). »Providing a model of high school principals' professional competencies«Educational Leadership and Management, Summer 2015, 9(2), 85-96[In Persian]. Fielder, A. (2010). Elementary school teachers' attitudes toward professional development: A grounded theory study. University of Phoenix. Ganser, T. (2000). An ambitious vision of professional development for teachers. NASSP bulletin, 84(618), 6-12. Ghanbari, S., & Mohammadi, B. (2016). »Professional Development Model of High School Administrators: A qualitative research«Journal Of School,Administration, Fall-Winter2016, 4(2), 123-143[In Persian]. Griffith, H. V. (2012). The California league of middle schools' professional development for principals: a model of coaching and mentoring (Doctoral dissertation, Education). Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391.
Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980‐1995. School effectiveness and school improvement, 9(2), 157-191. Harper, Jr, R. E. (2008). An investigation into the professional development needs of urban principals and their perceptions of the potential of online professional development (Doctoral dissertation, University of Cincinnati). Hashemi, S. (2017). »Review of Media Role in Educational System of Document on Fundamental Reforms in Education: Emphasis on Necessity of Media Literacy Education«Quarterly Journal Of Media Scientific: Rasaneh, Winter 2017, 25(97), 5-18[In Persian]. Hayat, A., Abdollahi, B., Zeinabadi, H., & Arasteh, H. (2015).» A qualitative study of the needs and methods of professional development of school principals«Quarterly Studies IN Learning And Instruction (Journal Of Social Sciences And Humanities Of Shiraz University) Fall and Winter 2015, 7(2), 41-63[In Persian]. Hejazi, Seyyed Y., & Rostami Ghobad, F. (2010). »Investigating the Factors Affecting the Professional Development of Faculty Members of Agriculture (Case Study: Faculty of Agriculture, University of Tehran)«Iranian Journal of Agricultural Economics and Development Research, 2010, 2(3), 347-358[In Persian]. Holloway, I., & Wheeler, S. (2010). Establishing quality: Trustworthiness or validity. Qualitative research in nursing and healthcare, 297-314. Ibrahim, N. (2011). Preparation and development of public secondary schools principals in Kenya. International journal of humanities and social science, 1(9), 291-301. Juma, K., Abu Raihan, M., & Che Kum, C. (2018). » Role of ICT in Higher Educational Administration in Uganda«, World Journal of Educational Research, 3(1), 23-38 Kanokorn, S., Pongtorn, P., & Ngang, T. K. (2014). Collaborative action professional development of school principals. Procedia-Social and Behavioral Sciences, 116(1), 77. Khajeei, S. (2003). » Evaluating the Competencies and Professional Skills of Elementary School Principals to Design an Appropriate Management Model (Case Study in Tehran) «Quarterly Journal of Education, Spring and Summer 2002, 69 &70, 133 – 164[In Persian]. Khalkhali, A. (2015). »Towards an Iranian School Management System, Proposing a School Management Proposal as a State System«School Management Growth, Fall 2015, 110, 34 – 36 [In Persian]. Khalkhali, A., & Pouya Far, M. (2014). »The Status of Educational Planning in the Iranian Educational System«Unpublished article Islamic Azad University of Tonekabon Branch[In Persian]. Kythreotis, A., & Pashiardis, P. (2006, October). Exploring leadership role in school effectiveness and the validation of models of principals’ effects on students’ achievement. In CCEAM Conference" Recreating Linkages between Theory and Praxis in Educational Leadership. Larry, K. B. (2006). Principal perceptions of the relationship between professional development designs and the qualities, proficiencies, and leadership skills required of West Virginia principals. Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. (2004). How Leader ship Influences Student Learning. Learning from Leader ship Project. The Wallace Foundation. Little, J. (1987). Teachers as colleagues In V. Richardson-Koehler (Ed.), Educators handbook (pp. 491-517). Loeffelholz, T. D. (2008). Nebraska public school principals' perceptions about their professional development needs: A mixed methods study. The University of Nebraska-Lincoln. Lotfi, A., Hassanzadeh, R., & Abdollahi, A. (2011). »The Perspective of Iranian Schools in 1404«First National Conference on Education in Iran 1404, Tehran, Science, Technology and Industry Policy Research Institute[In Persian]. Mard, S.M., Zinabady, H., R., & Arasteh, H.R. (2018). »Indexes of a successful educational leader; Findings of a phenomenological study«Journal of School Administration, Vol 6, No 2, Autumn & Winter 2018: 204 - 223 Marzano, R. J., Waters, T., & McNulty, B. (2005). School Leadership That Works: From research to results (Auroroa, CO: ASCD and McREL). Mestry, R., & Singh, P. (2007). Continuing professional development for principals: A South African perspective. South African Journal of Education, 27(3), 477-490. Navid Adham, M. (2012). »Managerial Requirements of Fundamental Change in Education System«, Strategy for Culture, 5(17), 295-323[In Persian]. Noe, R. A. (2008). Employee training and development: McGraw-Hill. Ohio Department of Education. )2008(Ohio Standards for Principals. Available in http://education.ohio.gov. Qasemi Aghdami, M . (2016). » Selection and Appointment of School Principals (Study of School Principals of Chaharmahal Bakhtiari Province), «Third International Conference on Modern Research in Humanities, Italy - Rome Institute of Managers Idea Capital Viera[In Persian]. Rahnavard, F. (2011). »A Model Of Public Administration For Realization Of The Vision Of 1404«,Journal Of Public Administration Perspective Summer 2011 , Volume 2 , Number 6; Page(s) 43 To 58[In Persian]. Ryan, S., Whitebook, M., Kipnis, F., & Sakai, L. (2011). Professional Development Needs of Directors Leading in a Mixed Service Delivery Preschool System. Early Childhood Research & Practice, 13(1), n1. Safi, A. (2005). » Studying Standards of School Principals in the context of Iranian Education History, Standardization in Education«, Proceedings of the First Scientific Conference on Standardization and Standardization in Education (with emphasis on human resource standards) Ministry of Education, Office of Quality Improvement and Standards Governance, Tehran[In Persian]. Salazar, P. S. (2007). The Professional Development Needs of Rural High School Principals. The Rural Educator, 28(3). Sallee, R. E. (2011). Closing the Teaching Gap: Professional Development Programs that Work. ProQuest LLC. 789 East Eisenhower Parkway, PO Box 1346, Ann Arbor, MI 48106. Scher, L., & O'Reilly, F. (2009). Professional development for K–12 math and science teachers: What do we really know?. Journal of Research on Educational Effectiveness, 2(3), 209-249. Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Sharma, M. K., & Jain, S. (2013). Leadership management: Principles, models and theories. Global Journal of Management and Business Studies, 3(3), 309-318. Strauss, A., & corbin, J. (2015). Basics of Qaalitalitive Research Grounded Theory Procedures & Techniques, Translated by Buik Mohammadi, Publisher: Institute for Humanities and Cultural Studies. Taylor, B. (2003). Board leadership: balancing entrepreneurship and strategy with accountability and control. Corporate Governance: The international journal of business in society. Theoretical Foundations of the Document of Fundamental Transformation in the Formal Education System of the Islamic Republic of Iran. (2012). Ministry of Education, Instructions for Election and Appointment of School Managers No. 96594 dated 25/5/1394[In Persian]. Vonk, J. H. C. (1991). Becoming a teacher, brace yourself. Improving the Quality of the Teaching Profession. Singapore: The Institute of Education, 63-81. Walker, A., Bush, T., & Oduro, G. K. (2006). New principals in Africa: preparation, induction and practice. Journal of educational administration. | ||
آمار تعداد مشاهده مقاله: 1,110 تعداد دریافت فایل اصل مقاله: 435 |