شناسايي و رتبه بندي ابعاد مدارس پژوهش محور در آموزش و پرورش

Identifying and ranking the dimensions of research-based schools in education in Mazandaran province

ﻫﺪف ﮐﻠﯽ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺷﻨﺎﺳﺎﯾﯽ و رﺗﺒﻪ ﺑﻨﺪي اﺑﻌﺎد ﻣﺪارس ﭘﮋوﻫﺶ ﻣﺤﻮر در آﻣﻮزش و ﭘﺮورش اﺳﺘﺎن ﻣﺎزﻧﺪران ﺑﻮد. اﯾﻦ ﭘﮋوﻫﺶ از ﻧﻈﺮ ﻫﺪف، ﮐﺎرﺑﺮدي اﺳﺖ ﮐﻪ ﺑﺎ روﯾﮑﺮد آﻣﯿﺨﺘﻪ )ﮐﯿﻔﯽ و ﮐﻤﯽ( ﺑﺎ ﻃﺮح اﮐﺘﺸﺎﻓﯽ اﻧﺠﺎم ﺷﺪ. در ﺑﺨﺶ ﮐﻤﯽ از روش ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ اﺳﺘﻔﺎده ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري آن را در ﺑﺨﺶ ﮐﯿﻔﯽ، ﻣﺪﯾﺮان و ﺧﺒﺮﮔﺎن آﻣﻮزش و ﭘﺮورش اﺳﺘﺎن ﻣﺎزﻧﺪران ﺑﻪ ﺗﻌﺪاد 20 ﻧﻔﺮ و در ﺑﺨﺶ ﮐﻤﯽ، ﻣﻌﻠﻤﺎن و ﮐﺎرﮐﻨﺎن ﻣﺪارس آﻣﻮزش و ﭘﺮورش اﺳﺘﺎن ﻣﺎزﻧﺪران ﺑﻪ ﺗﻌﺪاد 39220 ﻧﻔﺮ ﺗﺸﮑﯿﻞ دادﻧﺪ ﮐﻪ در ﺑﺨﺶ ﮐﯿﻔﯽ از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ و ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻗﺎﻧﻮن اﺷﺒﺎع ﺗﻌﺪاد 10 ﻧﻔﺮ و در ﺑﺨﺶ ﮐﻤﯽ ﺑﺮ اﺳﺎس ﻓﺮﻣﻮل ﮐﻮﮐﺮان، ﺗﻌﺪاد 380 ﻧﻔﺮ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي- ﻃﺒﻘﻪاي ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺟﻬﺖ ﺟﻤﻊآوري دادهﻫﺎ از ﭘﺮﺳﺶﻧﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﻣﺪارس ﭘﮋوﻫﺶ ﻣﺤﻮر ﺑﺎ 81 ﺳﻮال اﺳﺘﻔﺎده ﺷﺪ. رواﯾﯽ ﺻﻮري و ﻣﺤﺘﻮاﯾﯽ اﺑﺰار ﺑﻪ ﺗﺎﯾﯿﺪ ﻣﺘﺨﺼﺼﺎن رﺳﯿﺪ و ﭘﺎﯾﺎﯾﯽ ﺗﺮﮐﯿﺒﯽ و آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ آنﻫﺎ ﻧﯿﺰ ﺑﺎﻻي 0/7 ﻣﺤﺎﺳﺒﻪ ﺷﺪ ﮐﻪ ﻣﻮرد ﺗﺎﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺖ. ﺟﻬﺖ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ از آزﻣﻮنﻫﺎي ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ اﮐﺘﺸﺎﻓﯽ و ﺗﺎﯾﯿﺪي ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰارﻫﺎي SPSS21 و PLS اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ؛ ﻣﺪارس ﭘﮋوﻫﺶ ﻣﺤﻮر داراي 13 ﺑﻌﺪ »ﻓﺮﻫﻨﮓ ﭘﮋوﻫﺶ، ﺳﺎﺧﺘﺎرﺣﻤﺎﯾﺘﯽ، ﻣﻨﺎﺑﻊ و اﻣﮑﺎﻧﺎت، ارﺗﺒﺎﻃﺎت، ﺧﻼﻗﯿﺖ، ﺗﺪرﯾﺲ و آﻣﻮزش، زﯾﺮﺳﺎﺧﺖﻫﺎ، ﺷﺎﯾﺴﺘﮕﯽﻫﺎي ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﯽ، ﺗﻔﮑﺮ اﻧﺘﻘﺎدي، ﯾﺎدﮔﯿﺮي و ﺗﮑﺎﻟﯿﻒ ﭘﮋوﻫﺶ ﻣﺤﻮر، ﻣﺤﺘﻮاي آﻣﻮزﺷﯽ، ﯾﺎدﮔﯿﺮي ﻣﺸﺎرﮐﺘﯽ و ﺟﻤﻌﯽ و ﺑﺮﻧﺎﻣﻪرﯾﺰي« اﺳﺖ و ﺑﻌﺪ ﻓﺮﻫﻨﮓ ﭘﮋوﻫﺶ ﺑﺎ ﺑﺎرﻋﺎﻣﻠﯽ 0/796 داراي رﺗﺒﻪ ﺑﯿﺸﺘﺮ و ﺑﻌﺪ ﻣﺤﺘﻮاي ﻮزﺷﯽ ﺑﺎ ﺑﺎرﻋﺎﻣﻠﯽ 0/453 داراي رﺗﺒﻪ ﮐﻤﺘﺮ اﺳﺖ.

The overall purpose of this study was to identify and rank the dimensions of research-based schools in education in Mazandaran province. In terms of purpose, this research is practical that was done with a mixed_ method (qualitative and quantitative) with an exploratory design. In a quantitative part, a descriptive survey method was used. The statistical population consisted of 20 people in the qualitative section, principals and educational experts of Mazandaran province and in the quantitative section, 39220 people of teachers and school staffs in Mazandaran province. in a quantitative part, based on Cochran's formula, 380 people were selected as a sample by cluster-stratified random sampling method. A researcher-made questionnaire with 81 questions was used to collect data. The face and content validity of the instrument was confirmed by experts and their combined reliability and Cronbach's alpha were calculated above 0.7 which was confirmed. Exploratory and confirmatory factor analysis tests were used to analyze the data. the results showed that; Research-oriented schools have 13 dimensions: " culture of research, support structure, resources and facilities, communication, creativity, teaching and learning, infrastructure, human resource competencies, critical thinking, learning and research-oriented tasks, educational content, collaborative and collective learning" an‎d planning "and then the culture of research with a factor of 0.796 has a higher rank and then the educational content with a factor of 0.453 has a lower rank.