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ارائه الگوی رهبری مجازی در مدارس ابتدایی استان اردبیل (روش نظریه داده‌بنیاد چندگانه) | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقاله 9، دوره 6، شماره 1 - شماره پیاپی 10، شهریور 1405، صفحه 128-144 اصل مقاله (1.56 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.19569.1190 | ||
| نویسندگان | ||
| معصومه باقرپور جدی1؛ سیدمحمد سیدکلان* 2 | ||
| 1کارشناسی ارشد مدیریت آموزشی، دانشگاه آزاد اسلامی واحد اردبیل، اردبیل، ایران. | ||
| 2گروه حکمرانی آموزشی و سرمایه انسانی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: اداره و رهبری مدرسه در فضـای‌مجازی یکی از عمده ترین مسـائل مدیران مدارس بوده اسـت. چنانچه طبق یافته های مطالعات گذشته، عملکرد مدیران مدارس مجازی با مدیران مدارس سنتی تفاوتهای اساسی دارد. باید گفت رهبری مجازی فرآیند نفوذ اجتماعی در عصر جدید است که می تواند باعث تغییرات خوبی در نگرش، رفتار و عملکرد کارکنان گردد. هدف از انجام این تحقیق ارائة الگوی رهبری مجازی در مدارس ابتدایی استان اردبیل بوده است. روش: پژوهش حاضر، با رویکرد پژوهش کیفی از نوع نظریة داده‌بنیاد چندگانه انجام شده است. محیط پژوهش متشکل از مدیران مدارس و فرهیختگان حوزة مدیریت آموزشی در استان اردبیل بود؛ در همین راستا با 20 نفر از فرهیختگان مدارس ابتدایی مصاحبه به عمل آمد. روش نمونه گیری به صورت هدفمند از نوع گلوله برفی بود. جهت تحلیل اطلاعات نیز از الگوی پارادایمی با رهیافت نظامند استراوس و کوربین (2007) استفاده شد. به منظور اعتبار بخشی به یافته ها نیز از معیارهای تناسب، منطق و عمق بخشی به یافته بر اساس مطالعات گذشته بهره گرفته شد. یافته ها: نتایج پژوهش حاکی از آن است که رهبری مجازی در مدارس استان اردبیل با شرایط علّی (تقویت تعاملات درون مدرسهای و تقویت تعاملات برون مدرسه ای)، شرایط محیطی (زیرساختهای فناوری و حمایت و پشتیبانی)، شرایط تسهیل گر (تسهیل مهارت های ارتباط مجازی و فرهنگ استفاده از فناوری) محقق میگردد و با راهبردهای توسعة رهبری مجازی( توانمندسازها و آموزش با فناوری) قوام پیدا میکند. بحث و نتیجه گیری: رهبری مجازی در مدارس ابتدایی میتواند به پیامدهایی همچون افزایش همکاری و تعامل مجازی، ارتقای مهارت‌های فناورانه در مدرسه، بهبود روابط و پیوند مدرسه و خانواده، توسعة مهارت‌های ارتباطی دیجیتالی در مدرسه، افزایش بهره وری در کارکردهای مدرسه به لحاظ تسریع در امورات مدرسه بیانجامد. | ||
| کلیدواژه‌ها | ||
| رهبری؛ رهبری مدرسه؛ رهبری مجازی؛ مدرسه ابتدایی؛ مالتی گرانددتئوری | ||
| عنوان مقاله [English] | ||
| Presenting a Virtual Leadership Model in Elementary Schools in Ardabil Province( Multi-Grounded Theory Method ) | ||
| نویسندگان [English] | ||
| Masumeh Bagherpur Jeddi1؛ seyyedmohammad seyyedkalan2 | ||
| 1M,A of Educational Management, Islamic Azad University, Ardabil Branch, Ardabil, Iran. | ||
| 2. Department of Educational Studies and Curriculum Planning, Ardabil Branch, Islamic Azad University, Ardabil, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: School management and leadership in virtual space has been one of the major issues for school administrators. According to the findings of past studies, the performance of virtual school administrators is fundamentally different from that of traditional school administrators. It should be said that virtual leadership is a process of social influence in the modern era that exists in both near and far environments through advanced information technology and can cause changes in attitudes, feelings, thinking, behavior, and performance. The purpose of this research was to investigate the presentation of virtual leadership model in primary schools of Ardabil province. Method: The present study was conducted with a qualitative research approach of multiple grounded theory. The research environment of the study consists of school principals and scholars in the field of educational management in Ardabil province, and in this study, 20 scholars from elementary schools were interviewed. The sampling method was purposeful snowball. The paradigmatic model with the systematic approach of Strauss and Corbin (2007) was used to analyze the data. In order to validate the findings, the criteria of proportionality, logic, and depth of the findings were used based on previous studies. Findings: The results of the study indicate that virtual leadership in schools in Ardabil province is achieved with causal conditions (strengthening intra-school interactions and strengthening extra-school interactions), environmental conditions (technology infrastructure and support), facilitating conditions (facilitating virtual communication skills and a culture of using technology), and is consistent with virtual leadership development strategies (enablers and education with technology). Conclusion: Virtual leadership in elementary schools can lead to outcomes including: increased virtual collaboration and interaction, improved technological skills in school, improved school-family relationships and bonding, development of digital communication skills in school, and increased efficiency in school functions in terms of expediting school affairs. | ||
| کلیدواژه‌ها [English] | ||
| Leadership, School Leadership, Virtual Leadership, Elementary School, Multi-Grounded Theory | ||
| مراجع | ||
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