چکیده:
رویکرد این پژوهش ارزشیابی است. ابتدا بر اساس روش تحقیق کیفی تحلیل مضمون حاصل از منابع مرتبط با موضوع و مصاحبه نیمه ساختاریافته با اساتید صاحبنظر، ابزار اندازهگیری تدوین شد و در مرحله کمی از رویکرد ارزیابی استفاده شد. مصاحبهشوندگان در مرحله کیفی20 نفر از اساتید علوم تربیتی و متخصصان برنامه تعالی مدرسه بودند که بهصورت هدفمند انتخاب شدند. بر اساس دادههای بخش کیفی، پرسشنامه 94 سؤالی ساخته شد و بین 656 نفر از کارشناسان ، مدیران و معلمان مدارس متوسطه دوم استانهای کردستان، همدان و کرمانشاه که بهصورت نمونهگیری خوشهای تصادفی انتخابشده بودند، اجرا شد. روایی پرسشنامه ازلحاظ صوری ، محتوایی و سازه مورد تأیید اساتید علوم تربیتی قرار گرفت و پایایی آن نیز بر اساس آلفای کرونباخ 83/0 محاسبه شد. جهت تحلیل دادهها از آزمون دوجملهای، تحلیل عاملی تأییدی، نمره z، تحلیل واریانس مکرر استفاده شد. نتایج پژوهش مؤید مطلوبیت شاخصهای نکویی برازش و اعتبار مقیاس ارزشیابی در قالب 19 مؤلفه و 85 نشانگر بود. نمراتz ، زمینه ، درون داد و فرایند برنامه را با 24/0- ، 71/0- و 75/0- پایینتر از میانگین در سطح ضعیف و برون دادها را با 70/1 بالاتر از میانگین در سطح مطلوب نشان داد. نتایج معادلات ساختاری حاکی از ارتباط مثبت و معنادار عوامل مدل سیپ در کیفیت برنامه تعالی مدرسه بود، لذا نظام آموزشی میتواند با اصلاح و بهبود هرکدام از این عوامل ، برنامه تعالی مدرسه را ارتقا دهد.
School Management Excellence is a kind of management structure that was designed and produced by an organizational excellence model to be implemented in Iran . On the one hand, given that the implementation of each program involves large investment and time spent on the active labor force, it is essential to ensure efficiency and effectiveness. the main objective of this study is , Evaluation of the quality of the quality improvement plan for secondary schools in Hamedan, Kurdistan and Kermanshah provinces was based on the Cipp model. Research Method: The approach of this research was a combination of a sequential exploration. In the qualitative stage, the method of analysis was used and in the quantitative stage, an evaluation approach was used. The statistical population was the qualitative section of the faculty members of the educational sciences and the experts of the school excellence project, 20 of them were selected using a targeted approach. The statistical population of the quantitative section was composed of experts, administrators and teachers of secondary schools in the Kurdistan ,Hamedaand and Kermanshah provinces, which according to the Cochran formula, 656 people Randomized cluster sampling was selected. The quantitative information was collected using a researcher-made tool. For data analysis, binomial test, confirmatory factor analysis, z score, repeated analysis of variance, using SPSS and Amos software were used. Findings: The final results of the research confirm the appropriateness of the indices of fit and validation of the school's school management excellence assessment scale based on the CIPP model . In evaluating the quality of the Contexts of the school excellence management, the results of the Z scores, the Context of the Hamedan and Kurdistan Provincial School Excellence Scopes with 0.44 and 0.49 higher than the average in the favorable situation and Kermanshah Province With a mean value of 1.38 lower than the average in poor condition and totally with a value of 0.24 lower than the average at a weak level. In assessing the status of the internal factors in the school management excellence program in the studied provinces, Z scores showed that the quality of the inward data of Hamedan and Kurdistan provinces was 0.74 and 0.67 lower than the mean at poor levels and Kermanshah province with a value of 1.44 above average in the desired level and in total with a value of -0.71 lower than the average of poor quality. Z scores showed that the status of the processes of school management excellence in Kurdistan and Kermanshah Provinces with a value of 0.19 and 1.21 higher than the average in the optimal level and Hamedan province with a value of 1.31 lower than the average at a weak level and in total With a mean value of 0.75 lower than the average of poor quality. Also, Z scores on the quality of the Excellence Scheme of Schools in Hamedan and Kordestan Provinces with a value of 1.15 and 0.45 higher than the average are desirable, and Kermanshah Province with a value of 0.69 lower than the average at a weak level and a total of 1.70 higher than the average at a satisfactory level. Also, the results of Z scores indicated that the quality of the school management excellence in Hamedan and Kurdistan provinces with values of 1 and 0.35 higher than the average, in Kermanshah province with a mean value of 1.36 lower than the mean average and zero with total the average quality is modest. In examining the difference between the quality of the themes of the excellence Contexts based on the Cipp model in the studied provinces, the results of the analysis of the variance of the frequencies of Hamadan Province F with the value of 16.84 showed that between the quality of the Contexts, Inputs, the processes and outcomes of the management excellence scheme There is a significant difference between Hamedan province school. Thus, the highest quality in Hamedan province's excellence project was related to its outsourcing with a value of 1.15 higher than the average and the lowest quality related to its processes with a value of 1.31 lower than the average. In Kurdistan province, the highest quality in the second-grade secondary school management excellence project in Kurdistan province was related to its Contexts with a value of 0.94 higher than the average and the lowest quality related to its Inputs with a value of -0.67 lower than the average. In Kermanshah province, the highest quality in the second-grade secondary school management excellence project in was related to its Inputs with a value of 1.41 higher than the average and the lowest quality related to its Contexts with a value of -1.38 lower than the average. In the whole sample, the Outcomes are 1.70 higher than the average of the best quality and the processes with a value of -0.75 are below the average of the poorest quality. Analysis of variance analysis of MANOVA with F = 15.98 at the level of 0.05 showed a significant difference between the quality of the Contexts of the management excellence of secondary schools in the studied provinces, as well as the Scheffe post hoc test, the difference between the quality of the provinces of Hamedan and Kurdistan Province and Kermanshah province are weak. The quality of the Inputs in the provinces of Hamedan and Kurdistan is weak, but the province of Kermanshah is desirable. The quality of the processes in Hamedan province is poor, but the Kurdistan and Kermanshah provinces are of good quality. The developed scale of this study, based on the nature of the evaluation research, is a kind of feedback model to solve the challenges, so the educational system can use it to evaluate its performance in this design and other similar designs. Also, considering that the results of structural equations indicate a positive and meaningful relationship between the contents of the model of the CIPP in the quality of the school management excellence project, the educational system can improve the school management excellence by improving and improving each of these themes.
خلاصه ماشینی:
, ̧Bocos ,̧Chis) (٢٠١٥ نيازسنجي، فرصت هاي آموزشي، منابع پشتيباني و مشارکت ذينفعان در تدوين برنامه ، ) (٢٠١٥,Mohd, Mokhtar, Zainol, Hanafiah رهبري، فرهنگ ، اهداف و استراتژي، مديريت منابع ، مديريت تغيير، نوآوري، کارمند محوري، مشتري محوري ، ,Isti Hidayah (٢٠١٥ ) طراحي برنامه هاي آموزشي با مشارکت معلمان و گروه هاي تيمي معلمان ، (٢٠١٦ , Mynbayeva, Akshalova, Batanova, Sadvakassova ) بهداشت و ايمني، توجه به عوامل انگيزشي و غني سازي برنامه ها را از عوامل مؤثر در تعالي مدرسه معرفي کرده اند.
تمام مصاحبه شوندگان از قبل و به وسيله پست الکترونيکي در جريان هدف و سؤالات مصاحبه قرارگرفته و پس از پيگيري تلفني و اعلام موافقت افراد و تعيين مکان و زمان ملاقات ، مصاحبه برگزار شد: داده هاي کيفي پژوهش : در اين قسمت مضامين فراگير (عوامل ) شامل چهار مضـمون زمينه ، درون داد ، فرايند و برون داد است ، و براي هرکدام از اين چهار مضـمون نيـز مضـامين سـازمان دهنده (ملاکها) و مضامين پايه (نشانگرها) تدوين گرديده که در جدول (١) نشان داده شده است درنتيجه چارچوب اوليه ابزار ارزشيابي برنامه تعالي مدرسه بر اساس مدل سيپ شکل گرفت .
Thematic analysis (به تصویر صفحه مراجعه شود) جدول ١ ، نتايج تحليل مضمون را نشان مي دهد که در بخش مضامين پايه ٩٤ مضمون به عنوان نشانگرهاي ارزشيابي کيفيت برنامه تعالي مدرسه شناساييشده و در بخش مضامين سازمان دهنده ٢٢ مضمون در قالب ملاکهاي نيازسنجي، اهداف ، عوامل فرهنگي ، عوامل اجتماعي، عوامل اقتصادي، قوانين و مقررات ، محتوا، منابع انساني، کالبدي، مالي، زماني، اطلاعاتي، آموزش ، نظارت ، فعاليت هاي مکمل ، انگيزش ، خلاقيت ، نوآوري سازماني، عملکرد تحصيلي، ارتقاء حرفه اي ، مشارکت و سلامت روان و ٤ مضمون فراگير در قالب عوامل زمينه ، درون داد، فرايند و برون داد برنامه تعالي مدرسه طبقه بندي شدند.