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پیشایندها و پیامدهای معلم‌رهبری در نظام آموزش و پرورش؛ یک مطالعه فراترکیب | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 16، دوره 13، شماره 4 - شماره پیاپی 41، اسفند 1403، صفحه 299-316 اصل مقاله (908.86 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.15104.4354 | ||
| نویسندگان | ||
| افشین عابدی نیا1؛ عادل زاهد بابلان* 2؛ مهدی معینی کیا2؛ علی خالق خواه3 | ||
| 1دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران | ||
| 2استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران | ||
| 3استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: معلم‌رهبری، جدیدترین مدل رهبری حاکم بر مدارس امروزی در دنیاست. هدف پژوهش حاضر شناسایی پیشایندها و پیامدهای معلم‌رهبری در نظام آموزش‌وپرورش است. روش‌ها: این پژوهش به روش کیفی از نوع فراترکیب انجام شده است. جامعه آماری پژوهش شامل کلیه تحقیقات فارسی و انگلیسی چاپ شده در حوزه معلم‌رهبری طی سال‌های 2014 تا 2023 است که با استفاده از روش نمونه‌گیری هدفمند، 40 مقاله به عنوان نمونه انتخاب شدند. مقالات منتخب با استفاده از روش کدگذاری باز، محوری و انتخابی تجزیه‌وتحلیل شدند. پایایی کدگذاری‌ها با استفاده از ضریب توافق کاپا به مقدار 813/0 تائید شد. روایی پژوهش نیز به تائید پنج نفر از متخصصین تحقیق کیفی رسید. یافته‌ها: پیشایندهای معلم‌رهبری دارای هفت مؤلفه محوری و سه مولفه اصلی می‌باشد که عبارتند از: پیشایندهای سطح معلم (ویژگی‌های شخصی، شایستگی‌های حرفه‌ای)، پیشایندهای سطح مدرسه (رهبری مدیر، همکاری جمعی، فرهنگ و ساختار مدرسه) و پیشایندهای فراتر از سطح مدرسه (سیاست نظام آموزشی، شبکه‌های فرامدرسه‌ای). همچنین معلم‌رهبری دارای نٌه پیامد محوری و سه پیامد اصلی می‌باشد: پیامدهای سطح معلم (رشد شایستگی‌های فردی، توسعه حرفه‌ای، رضایت شغلی)، پیامدهای سطح مدرسه (ترویج فرهنگ همکاری، بهبود آموزش، بهبود یادگیری دانش‌آموزان، تسهیل تغییرات) و پیامدهای فراتر از سطح مدرسه (ارتباط فرامدرسه‌ای، تأثیرات فرامدرسه‌ای). نتیجه‌گیری: دست‌اندرکاران تعلیم و تربیت می‌توانند از یافته‌های این پژوهش، جهت کاربست معلم‌رهبری در مدارس استفاده نمایند. | ||
| کلیدواژه‌ها | ||
| پیشایندها؛ پیامدها؛ آموزش و پرورش؛ فراترکیب؛ معلم‌رهبری | ||
| عنوان مقاله [English] | ||
| Antecedents and consequences of teacher leadership in the education system; A Meta synthesis study | ||
| نویسندگان [English] | ||
| Afshin Abedinia1؛ Adel Zahed Babelan2؛ Mahdi Moeinikia2؛ Ali khaleghkhah3 | ||
| 1Ph.D candidate of Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. | ||
| 2Professor Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran | ||
| 3Professor Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: Teacher leadership is the newest leadership model governing today's schools in the world. The purpose of the current research is to identify the antecedents and consequences of teacher leadership in the education system. Methods: This research was carried out using a qualitative method of Meta synthesis type. The statistical population of the research includes all the Persian and English researches published in the field of teacher leadership between 2014 and 2023, and 40 articles were selected as a sample using the purposeful sampling method. Selected articles were analyzed using open, central and selective coding method. Findings: Teacher leadership antecedents have seven core components and three main components, which are: teacher level antecedents (personal characteristics, professional competencies), school level antecedents (principal leadership, collective cooperation, school culture and structure) and antecedents beyond the school level (Education system policy, extra-school networks). Also, teacher leadership has nine core outcomes and three main outcomes: teacher-level outcomes (growth of individual competencies, professional development, Job satisfaction), school-level outcomes (promoting a collaborative culture, improving teaching, improving student learning, facilitating changes) and beyond-level outcomes. School (extra-school communication, extra-school Effects. Conclusion: Education practitioners can use the findings of the research to apply teacher leadership in schools. | ||
| کلیدواژه‌ها [English] | ||
| Antecedents, Consequences, Education, Meta synthesis, Teacher leadership | ||
| مراجع | ||
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