خلاصة:
هدف پژوهش حاضر طراحی الگوی مناسب برای توسعۀ حرفهای مدیران مدارس دورۀ ابتدایی در افق 1404 استانهای آذربایجانغربی، آذربایجانشرقی، اردبیل و زنجان در سال تحصیلی 98-1397 بوده است. نوع پژوهش کیفی و روش نظریۀ دادهبنیاد (طرح سیستماتیک) در این پژوهش ملاک عمل بوده است. جامعۀ آماری شامل اساتید، صاحبنظران و متخصصان رشتهی مدیریت آموزشی در استانهای شمالغرب کشور بوده است. روش نمونهگیری به صورت هدفمند و گلولهبرفی تا جایی ادامه یافت که پژوهشگر با استفاده از مصاحبۀ نیمهساختاریافته با 12 نفر از اعضای نمونه به اشباع نظری رسید. برای اعتبارسنجی و بدست آوردن روایی دادهها از دو روش بازبینی مشارکتکنندگان و مرور خبرگان غیرشرکتکننده در پژوهش و پایایی مصاحبهها به روش پیادهسازی عینی و دقیق گفتار مصاحبهشوندگان استفاده شد. با استفاده از نتایج حاصل از بررسی مبانی نظری و پیشینۀ پژوهش و تجزیهوتحلیل محتوای مصاحبههای انجام گرفته، شاخصها و معیارهای اولیۀ توسعۀ حرفهای مدیران مدارس شناسایی شده و تعداد 435 کد باز استخراج و از تلفیق آنها تعداد 34 کد محوری و از تلفیق آنها نیز تعداد 14 کد انتخابی احصاء گردید و طی سه مرحلۀ کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی، مدل پارادایمی یا الگوی مطلوب توسعۀ حرفهای مدیران مدارس در شش مقولۀ اصلی شرایط علّی (توانمندسازی، خطمشیها)، پدیدۀ محوری (توسعۀ حرفهای مدیران مدارس)، شرایط زمینهای (شرایط محیطی، شرایط سازمانی، جهانیشدن)، شرایط مداخلهگر (درونسازمانی، برونسازمانی)، راهبردها (فردی، سازمانی، ملی) و پیامدهای توسعۀ حرفهای مدیران (بالندگی فردی، بالندگی سازمانی، بالندگی اجتماعی) ارائه گردیده است.
The purpose of this study is to design a suitable model for professional development of elementary school principals in the horizon of 2025 provinces of West Azerbaijan, East Azerbaijan, Ardabil and Zanjan in the academic year 2019 - 2018. The kind of qualitative research and grounded theory method (systematic plan) in this study have been the criterion of action. The statistical population was consisted professors, experts and experts of educational management in the northwest of the country (Iran). Purposeful and snowball sampling continued until the researcher reached theoretical saturation using semi-structured interviews with 12 members of the sample reached. To obtain validity of the data, two methods of review participants and review of Experts non-participants in the study and the reliability of data Interviews Implementation exactly and objectively were used. With Using the results of the investigation and theoretical research and content analysis conducted interviews, Basic indicators of professional development of school administrators identify and In sum up, explores 435 open codes by the combination of which 34 pivotal codes are adopted and after the merge, 14 selective codes are developed and in three stages including: open coding, axial coding and selective coding, paradigmatic model or Ideal pattern of professional development of school principals in six main categories of Casual Conditions (Empowerment, Policies), Core Category (the professional development of school Principals), Context Conditions (Environmental conditions, organizational conditions, globalization), Intervening Conditions (internal to the organization, external to the organization), Strategies (Individual, organizational, national) and Consequences of Professional Development of school Principals (individual development, Organizational development, Social development) has been presented.
ملخص الجهاز:
ir دريافت مقاله : ٩٩/١/٣٠ پذيرش مقاله : ٩٩/٤/٣٠ 13 Designing a Model for Professional Development of elementary School Principals in 2025 Horizon with an Approach Based on Grounded Theory Amir Yousefi, PhD student of Educational Administration, Department of Educational Sciences, Faculty of Humanities and Education Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
Abstract The purpose of this study is to design a suitable model for professional development of elementary school principals in the horizon of 2025 provinces of West Azerbaijan, East Azerbaijan, Ardabil and Zanjan in the academic year 2019 - 2018.
With Using the results of the investigation and theoretical research and content analysis conducted interviews, Basic indicators of professional development of school administrators identify and In sum up, explores 435 open codes by the combination of which 34 pivotal codes are adopted and after the merge, 14 selective codes are developed and in three stages including: open coding, axial coding and selective coding, paradigmatic model or Ideal pattern of professional development of school principals in six main categories of Casual Conditions (Empowerment, Policies), Core Category (the professional development of school Principals), Context Conditions (Environmental conditions, organizational conditions, globalization), Intervening Conditions (internal to the organization, external to the organization), Strategies (Individual, organizational, national) and Consequences of Professional Development of school Principals (individual development, Organizational development, Social development) has been presented.
The California League of Middle Schools’ Professional Development for Principals: A Model of Coaching and Mentoring, a dissertation submitted to the faculty of San Diego State University, in partial fulfillment of the requirements for the degree Doctor of Educational Leadership.