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معناسازی مدیران مدرسه در فرایند پیاده‌سازی سیاست‌های آموزشی: مرور دامنهای | ||
| نظریه و عمل در تربیت معلمان | ||
| مقاله 1، دوره 11، شماره 20، آبان 1404، صفحه 1-17 اصل مقاله (1.41 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2025.17449.1014 | ||
| نویسندگان | ||
| مرتضی طاهری* 1؛ زهرا جلیلی2؛ عباس عباس پور3؛ راحله گندمکار4 | ||
| 1دانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. | ||
| 2دکتری مدیریت آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. | ||
| 3استاد گروه مدیریت و برنامه ریزی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. | ||
| 4دانشیار گروه زبانشناسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبائی، تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: تحقق اهداف سیاست‌های آموزشی به چگونگی پیاده‌سازی آنها در مدارس وابسته است. مدیران مدرسه در مقام مجریان و هدایتگران اصلی، به تفسیر و ساخت معنای جدیدی از سیاست‌ها پرداخته و نحوه عملیاتیسازی آنها را تعیین میکنند. چگونگی و چرایی ساخت این معانی و در نهایت اقدامات اجرایی مدیران مدرسه مورد توجه همیشگی پژوهشگران و سیاستگذاران بوده است. در این راستا، رویکرد معناسازی به‌عنوان رویکردی جدید از مطالعات سازمان به پژوهشهای حوزه آموزش راه یافت و به‌عنوان چارچوبی برای تبیین فرایندهای درون مدرسه، مورد استقبال پژوهشگران قرار گرفت. بر مبنای این رویکرد افراد در مواجهه با ابهام و آشفتگی حاصل از تغییرات، به ساخت معنای تازه‌ای از نقش خود میپردازند تا با اتکا بر آن، اقدامات مقتضی را عملیاتی سازند. با وجود گذشت بیش از دو دهه از راهیابی رویکرد معناسازی به حوزه آموزش و به ویژه پیاده‌سازی سیاست‌های آموزشی، اما همچنان این رویکرد در مطالعات آموزشی داخل ایران مورد استفاده قرار نگرفته است؛ بنابراین، پژوهش حاضر با هدف شفافسازی مفهوم معناسازی مدیران مدرسه در دوره پیاده‌سازی اصلاحات و سیاست‌های آموزشی و همچنین چگونگی کاربرد آن در پژوهشهای این حوزه انجام شده است. روش‌ها: روش این پژوهش مرور دامنهای بود که یکی از روشهای نسبتاً جدید در مطالعات مروری است. چارچوب پنج مرحله‌ای Arksey & O'Malley (2005) مبنای روند انجام مرور بود. به این صورت که پس از تعیین پرسشهای پژوهش به تعیین و انتخاب مطالعات پرداخته شد. در مراحل بعد جدولی شامل اطلاعات مطالعات منتخب ترسیم شد و دادهها ساماندهی و خلاصهسازی گردید و در نهایت گزارش یافته‌ها تدوین شد. یافته‌ها: مرور پژوهشهای منتخب نشان داد، مدیران مدرسه، معناسازانی فعال در فرایند پیاده‌سازی سیاست‌ها و اصلاحات آموزشی در نظر گرفته میشوند. به این معنا که در مواجهه با سیاست‌ها و إصلاحات آموزشی به تفسیر اطلاعات، رویه‌ها و ترتیبات کاری جدید و خلق معنای تازه‌ای از نقش رهبری خود میپردازند. موضوعات اصلی پژوهش های متمرکز بر معناسازی مدیران مدرسه قابل تقسیم به دو دسته ۱. شناخت معنای ساخته شده مدیران مدرسه و ۲. جستجوی عوامل مؤثر در شکل‌گیری معناسازی آنها بود. تمام پژوهشهای مرور شده با استفاده از رویکرد کیفی طراحی شده و مصاحبه، حداقل یکی از ابزارهای گردآوری داده بود. نتیجه‌گیری: بهرهگیری از یافتههای پژوهش حاضر در طراحی و هدایت مطالعات با استفاده از رویکرد معناسازی میتواند پژوهشگران را به نگاهی تازه مجهز نموده و تحلیلهای بدیعی بهدست دهد. تبیین چگونگی پیاده‌سازی سیاست‌ها و إصلاحات آموزشی در بافت مدرسه و همچنین چرایی نتایج حاصل شده یاریگر سیاستگذاران و رهبران آموزشی در هدایت سفر پیچیده سیاست‌ها از تدوین تا اجرا خواهد بود. این شناخت، زمینه لازم در جهت سیاستگذاری و برنامهریزیهای آموزشی مؤثرتر آتی را فراهم خواهد ساخت. | ||
| کلیدواژه‌ها | ||
| معناسازی؛ سیاست آموزشی؛ اصلاحات آموزشی؛ مدیران مدرسه؛ وضع سیاست؛ پیاده سازی سیاست | ||
| عنوان مقاله [English] | ||
| Principals’ Sensemaking in the Process of Implementing Educational Policies: A Scoping Review | ||
| نویسندگان [English] | ||
| Morteza Taheri1؛ Zahra Jalili2؛ Abbas Abbaspour3؛ Raheleh Gandomkar4 | ||
| 1Associate Professor, Department of Educational Administration and Planning, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran. | ||
| 2Ph.D in Educational Administration, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran | ||
| 3Professor, Department of Educational Administration and Planning, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran. | ||
| 4. Associate Professor, Department of Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The achievement of educational policy objectives is contingent upon their implementation in schools. School principals, as the primary executors and leaders, interpret and construct new meaning from policies, thereby determining how these policies are operationalized. The "how" and "why" of this meaning construction and the subsequent actions of principals have consistently attracted the attention of researchers and policymakers. In this context, the sensemaking approach, as a novel framework from organizational studies, was introduced into educational research and has been welcomed by scholars as a lens for explaining intra-school processes. Based on this approach, individuals, when faced with the ambiguity and turbulence caused by change, construct a new sense of their role to guide appropriate actions. Despite over two decades since the introduction of the sensemaking approach into the field of education, and specifically into policy implementation research, this approach has not been utilized in educational studies within Iran. Therefore, this research aims to clarify the concept of school principals' sensemaking during the implementation of educational reforms and policies, and to illustrate its application in research within this domain. Methods: This study employed a scoping review methodology, a relatively new approach to literature reviews. The process followed the five-stage framework by Arksey & O'Malley (2005). After formulating the research questions, relevant studies were identified and selected. Subsequently, a table summarizing the key information from the selected studies was created, data were organized and synthesized, and finally, the findings were reported. Findings: The review of selected studies revealed that school principals are considered active sense-makers during the implementation of educational policies and reforms. This means that when encountering new policies and reforms, they interpret new information, procedures, and work arrangements, thereby constructing a fresh understanding of their leadership role. The main themes in research focused on principals' sensemaking can be divided into two categories: 1) understanding the meaning constructed by principals, and 2) investigating the factors influencing their sensemaking process. All reviewed studies utilized qualitative research designs, with interviews serving as at least one of the data collection tools. Conclusion: Utilizing the findings of this study in designing and guiding research through the sensemaking approach can equip researchers with a novel perspective and yield innovative analyses. Elucidating how educational policies and reforms are implemented within the school context, along with the reasons behind the resulting outcomes, will assist policymakers and educational leaders in navigating the complex journey of policies from formulation to execution. This understanding will provide the necessary foundation for developing more effective future educational policies and programs. | ||
| کلیدواژه‌ها [English] | ||
| sensemaking, educational policy, educational reforms, principals, policy enactment, policy implementation | ||
| مراجع | ||
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