Abstract:
پژوهش حاضر با هدف طراحی و اعتبارسنجی الگوی شایستگیهای مدیران مدارس هوشمند صورت گرفته است. جامعهی آماری پژوهش حاضر در بخش کیفی شامل کلیهی اساتید دانشگاه مرتبط با مدارس هوشمند (عضو شورای مدارس هوشمند)، متخصصین کارشناسان تکنولوژیست، مسئولین ادارات آموزشوپرورش و مدیران مدارس هوشمند بودند. در بخش کمی از روش نمونهگیری تصادفی خوشهای، بر اساس فرمول کوکران، 386 پرسشنامه استفاده شد. در بخش کیفی پژوهش از مصاحبه ساختارمند استفاده و تجزیهوتحلیل دادهها با استفاده از نرمافزار مکس کیودا بود. یافتهها نشان دادند که نتایج حاصله از کدگذاری باز دادههای کیفی گردآوریشده با استفاده از ابزار مصاحبه، مشاهده گردیدند که تعداد 62 کد باز از میان 370 مفهوم شناسایی شده است. در بخش کدگذاری محوری، 62 کد اولیه و در بخش کدگذاری گزینشی 15 مقوله شامل ارزشها و نگرش مدیر و کارکنان، ارزیابی، نظارت و کنترل، شایستگی دانشی مدیر، شایستگی عمومی مدیران مدارس هوشمند، شایستگیهای حرفهای مدیران، شرایط زیرساختی مدرسه، عوامل اجتماعی و فرهنگی، عوامل اقتصادی، عوامل مذهبی، مدیریت منابع و آموزشی، مهارتها و توانمندیهای دبیر، مهارتها و توانمندیهای مدیر، همکاری و مشارکت با کارکنان و سازمان، هوشمندسازی مدارس، ویژگیهای شخصیتی شناسایی شدند. اعتبارسنجی مدل نیز نشان داد تمامی روابط شناختهشده در مدل پاردایمی مورد تایید بوده است.
The rapid development of information technology, along with other factors such as the transformation of the industrial society into information, demographic change, the globalization of professional activities, the expansion of market forces in the field of education and in other words the commercialization of education, have all had dramatic effects on education. . Accordingly, today the most important concern of a country's education system is to create a suitable environment for the growth and excellence of intellectual capital in information and knowledge-based societies. Achieving this requires a redefinition of the role and function of schools and the entry of modern technologies into the field of educational institutions (Zamani, 2009). Today, the country's education system needs a school that uses information and communication technology to enable continuous learning and provide new opportunities for people to experience life in the information society, so that this technology is not as a tool, but in the form of Empower the infrastructure for vocational education and training. The widespread use of information and communication technology in the process of education, along with the evolution of educational approaches in the world, has provided the ground for the formation of smart schools, these schools are among the key needs of student-based communities and approaches to develop students' knowledge skills and entrepreneurship. (Mosazadeh, 2019).
(member of the Smart Schools Council), specialists in technology, experts in
education departments and smart school principals. 22 smart school
principals and educational technology experts from 6 provinces of
Kermanshah, Ilam, Qazvin, Bandar Abbas, Hamedan and Fars were
randomly selected. In a small part of the cluster random sampling method,
based on Cochran's formula, 386 questionnaires were used. In this study, data
collection tools were theoretical background, interview and documentary
observation. In the first stage of this method, the data theory of the
foundation is used as a qualitative approach; Therefore, in this study, in order
to identify qualitative characteristics through interviews and all the factors
affecting the competencies of smart school principals, in the opinion of
experts, as well as searching in specialized books, Internet, related magazines
and articles, dissertations and other books and research; Was used. Strauss
and Corbin method coding method was used to analyze the qualitative data.
The research findings in the qualitative section showed that in the open
coding section, they identify the concepts and expand them according to their
characteristics and dimensions. From the raw raw data, the basic categories
related to the studied phenomenon are extracted by segmenting the
information, forming categories of information about the studied
phenomenon, asking about the data, comparing cases, events and other cases
of phenomena to gain similarities and differences. The results of open coding
of data collected using interview tools were observed that 62 open codes out
of 370 concepts were identified. In the axial coding stage, the researcher puts
one of the categories at the center of the process under study and exploration
(the main phenomenon) and then relates the other categories to it. These
categories are: causal conditions (justifiable causes of the main
phenomenon), strategies (interactions performed to control, manage, deal
with and respond to the main phenomenon), context (specific bedrock
conditions affecting strategies), intervening conditions (general bedding
conditions). Effective in strategies (and consequences) (guidance in applying
strategies). In the axial coding process, aggregate coding was used. In the
axial coding section, 62 initial codes were identified. In the section of
selective coding, the researcher, relying on the internal relations of the
categories extracted from the axial coding model, writes his research theory
by writing a narrative of the relationship between the categories and
according to personal technical notes. At this stage, the researcher provides a
theoretical explanation of the process under study. The researcher can
complete the systematic design by stating propositions; Therefore, in this
stage, 15 categories including values and attitudes of principals and staff,
evaluation, supervision and control, principal knowledge competence,
general competencies of smart school principals, professional competencies
of principals, school infrastructure conditions, social and cultural factors,
economic factors, religious factors, management Resources and training,
skills and abilities of the secretary, skills and abilities of the principal,
cooperation and partnership with staff and organization, school intelligence,
personality traits were identified. In this study, for designing and validating
the competency model of smart school principals, based on interviews with
experts, models and related variables have been identified. Finally, based on
the final criteria identified, the model derived from the data theory theory
method is presented. The results showed that the results of open coding of
qualitative data collected using the interview tool, it was observed that 62
open codes out of 370 concepts were identified. In the next step, in the axial
coding section, 62 primary codes and in the selective coding section, 15
categories are categorized as follows: Values and attitudes of principals and
staff, evaluation, supervision and control, principal knowledge competence,
general competencies of smart school principals, principals' professional
competencies, school infrastructure conditions, social and cultural factors,
economic factors, religious factors, resource and educational management,
skills and competencies Secretary, skills and abilities of the principal,
cooperation and partnership with staff and organization, school intelligence,
personality traits. The category of professional competencies of principals is
in the first place and was selected as the most important competence of smart
school principals according to experts and experts. Managers with higher
education and appropriate management expertise can be very successful in
managing smart schools. Organizing and coordinating is one of the most
important professional competencies of principals in such schools, and if
principals have the power to organize and coordinate matters, especially the
academic guidance of students, they can be very suitable for managing smart
schools. Mastery of software and hardware systems are other professional
skills of managers. Having a certificate of competency and professional
competence of principals, especially passing specialized courses in
management and leadership and familiarity with how to run smart schools are
other effective factors in determining the competence and selection of
principals.