رویکرد آمیخته در شناسایی نقش های راهبران آموزشی و تأثیرشان بر بهبود فرایند یاددهی- یادگیری (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
کار اصلی راهبران آموزشی به عنوان ناظر آموزشی برقراری ارتباط و کار حرفه ای با معلمان به منظور بهبود فرایند یاددهی و یادگیری است. هدف از این پژوهش، شناسایی نقش های راهبران آموزشی و تأثیر آن ها در بهبود فرایند یاددهی و یادگیری بود. پژوهش به روشِ آمیخته اکتشافی انجام شد که با استفاده از نمونه گیری هدفمند و باتوجه به رویکرد اشباع نظری با 13 نفر از معلم ها و راهبران شاغل در مدارس ابتدایی روستاهای قم مصاحبه نیمه ساختاریافته انجام گرفت. به منظور تجزیه وتحلیل داده های حاصل از مصاحبه، از روش تحلیل مضمون استفاده شد. پس از پیاده سازی مصاحبه ها و تحلیل داده ها ازطریق کُدگذاری سیستماتیک به وسیله نرم افزار MAXQDA2020 285 کد مفهومی، 25 مقوله فرعی و 5 مقوله اصلی شامل پنج بُعد نقش توسعه ای، نقش آموزشی، نقش تدارکاتی، نقش رهبری و نقش نظارتی شناسایی شد. در بخش کمّی 120 نفر از معلم های شاغل در مدارس ابتدایی روستاهای استان قم پرسشنامه نقش های راهبران آموزشی و پرسشنامه اثربخشی فرایند یاددهی یادگیری را تکمیل کردند. برای تحلیل داده های کمّی از نرم افزار Smart pls و SPSS استفاده شد. نتایج نشان داد پنج نقش مذکور بر بهبود فرایند یاددهی یادگیری تأثیر مثبت و معنادار دارد.Qualitative identification the roles of educational supervisors and their impact on improving the teaching-learning process
The main task of educational supervisors is to communicate and work professionally with teachers to improve the teaching and learning process. The purpose of this research was to identify the roles of educational supervisors and their influence in improving the teaching and learning process. exploratory mixed method with both qualitative and quantitative approaches was used. The theme analysis method was used in the qualitative approach. In this regard, a semi-structured interview was conducted using a purposeful approach, with 13 teachers and supervisors working in primary schools in the villages of Qom. After the implementation of interviews and data analysis through systematic coding by MAXQDA2020 software, 285 conceptual codes, 25 sub-categories and 5 main categories were identified, which included five dimensions of developmental, educational, logistic, leadership, and supervisory roles. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire. Smart pls software was used to analyze quantitative data. Results showed that the five mentioned roles positively and significantly affect the teaching-learning process.
Introduction
The educational system is unimaginable without the monitoring process. Educational supervision is defined as efforts to improve the educational learning process to develop leadership skills, improve ability, solve problems, and overcome obstacles faced by teachers (Mestarihi, 2020). In most schools, educational supervision and guidance is the responsibility of educational counselors, and is considered as an administrative task that does not have much effect on the process of teachers' educational reform. As a result, the educational issues and problems of teachers remain unsolved and according to the evidence, educational leaders in the current frameworks and with current methods are not able to respond to the issues and problems of teachers and meet their needs (Izan, Qaderi and Shirbighi, 2018).The purpose of this research was to identify the roles of educational Supervisors and their influence in improving the teaching and learning process. Research question: What are the roles of educational leaders? And the research hypothesis includes examining the identified roles of educational leaders on the effectiveness of the teaching and learning process. In the research conducted in this field, the general role of different educational leaders in improving the teaching and learning process (Izan et al, 2019; Anderson et al, 2018 and Al-Eid, 2017) as well as the improvement of teachers' performance (e.g. Abedinia et al, 2019; Atia Ayad, 2023 and Mostarihi, 2020) are mentioned. In this research, it was tried to define the roles separately and then measure their effect in improving the teaching and learning process.
Research Methodology
Research method was of mixed exploratory type. In this regard, semi- structured interviews were conducted with 13 teachers and principals working in primary schools in Qom villages using purposeful sampling and according to the theoretical saturation approach. In order to experiment and analyze the data obtained from the interview, the method of thematic analysis was used. After implementing the interviews, data analysis was done through systematic coding by MAXQDA2020 software. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire on the roles of educational leaders and the questionnaire on the effectiveness of the teaching-learning process. Smart pls and SPSS software were used to analyze quantitative data.
Findings
The main categories identified include 1- Educational role, which includes educational planning, teacher assistance and guidance, conducting training courses, new teacher guidance, and rules and regulations training; 2- The procurement role was the second identified category includes facilities and facilities, educational supplies and tools, hardware infrastructure, software infrastructure and teaching resources and content; 3- The supervisory role was the next identified category includes performing one's duties in teacher evaluation, monitoring curriculum implementation, staff performance evaluation, and teacher performance evaluation; 4- The leadership role was the fourth category includes guidance and counseling, creating motivation, communicating with teachers, communicating with managers, and encouraging co-workers and 5- The developmental role was the last identified category includes attracting participation and cooperation, placing in the career path, assessing needs and determining educational priorities, preparing, implementing and directing research and curriculum development. These categories were developed on the themes and concepts extracted from the interviews.
After extracting the secondary and main themes, in order to test the hypothesis of the research, a questionnaire on the role of educational leaders and a questionnaire on the effectiveness of the teaching and learning process were compiled and. According to the analysis of the results, the effect of educational role, leadership role, developmental role, supervisory and procurement roles on the improvement of the teaching and learning process is positive and significant, and 61% of the variance of the teaching and learning process is explained by the variables of the research model.
Discussion and Conclusion
Research results regarding the educational role variable are consistent with Findings of Hilliard (2015) and Ismail (2018). In other words, educational supervisors solve educational issues and problems of teachers and students by playing their educational role, improve the quality of teachers' performance, and improve the teaching and learning process. One of the most important roles of educational leaders is the role of leadership, which has a positive and significant effect on the effectiveness of the teaching and learning process. The results of this section are in line with the results of Gordon (2019), Abu Bakr (2015) and Bisong and Ejong (2008). The third role of educational leaders in this research is a developmental role. This role also helps the educational leaders of primary schools to contribute to the effectiveness of the teaching and learning process through the professional development of teachers, which is consistent with the research results of Mestarihi (2020).In the current situation in the teaching and learning process, the most active and dominant role for educational leaders is the organizational administrative (supervisory) role, and this is the legacy of the traditional method that has been manifested by educational leaders as an inspection role (Baharestan, 2009). One of the other important roles of educational leaders is the role of logistics, which has an impact on the effectiveness of the teaching and learning process. The results of Abu Bakr (2015), Wick et al. (2007) and Ismail (2018) also confirm this finding.
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