كاربست دانش آينده‌پژوهي براي توسعه منابع انساني آموزش و پرورش استان مازندران

Application of futurology in the development of human reEducation Office in Mazandaran province

هدف اصلي پژوهش حاضر بررسي كاربست دانش آينده پژوهي براي توسعه منابع انساني آموزش و پرورش استان مازندران مي باشد. پژوهش حاضر از نظر هدف كاربردي و از نظر روش گردآوري داده ها در گروه پژوهش هاي توصيفي- پيمايشي قرار دارد كه براي بررسي سوال هاي پژوهش روش تحليل اكتشافي بهره گرفته شد. ابزار گردآوري داده هاي پژوهش پرسشنامه­ مي باشد كه براي طراحي از منابع موجود در حوزه ادبيات و با ديدگاه متخصصان بهره گرفته شد. نتايج به دست آمده در پژوهش حاضر نشان مي دهد از نظر رتبه بندي شاخص به ترتيب 1) آينده نگري و آينده سازي؛ 2) تفكر سيستمي؛ 3) خلاقيت و نوآوري؛ 4) كارآمدي و اثربخشي؛ 5) مسئوليت پذيري و پاسخگويي؛ 6) شايستگي حرفه اي؛ 7) ايمان و خداهراسي؛ 8) وجدان كاري؛ 9) نقدپذيري و مشاركت جويي؛ 10) پرهيز از اسراف؛ 11) روحيه تعاون؛ 12) بصيرت و فضيلت اخلاقي؛ 13) مردم سالاري؛ 14) سلامت؛ 15) نظم و انضباط؛ 16) انگيزه و نشاط؛ 17) سازگاري اجتماعي؛ 18) اصول­گرايي؛ 19) مهارت و جسارت؛ 20) خودباوري و خوداتكايي مي باشند. هم چنين، از بين ابعاد آينده ­پژوهي تنها وضعيت موجود ابعاد خودباوري و خوداتكايي، اصول­گرايي، پرهيز از اسراف و مهارت و جسارت مطلوب بوده و ساير ابعاد آينده ­پژوهي از وضعيت مطلوبي در سازمان ها برخوردار نبوده ­اند.

The aim of this study was to present an empowerment model for primary school teachers based on lesson study approach (case study in Tehran). The research method was applied in terms of purpose and mixed (qualitative-quantitative) in terms of data collection and the nature of the data. The statistical population in the qualitative phase of the study included education experts and distinguished teachers in education office districts. The sample size in the qualitative phase was calculated based on the theoretical saturation principle using purposive sampling method. In the quantitative phase, the statistical population of the study included all 3,500 primary school teachers of Tehran. Cochran's formula was used to estimate the sample size and 350 participants were selected using cluster sampling. Interviews and questionnaires were used to collect data in the present study. The validity and reliability of the instruments were reviewed and confirmed. In the qualitative phase, the data analysis method was theoretical coding that was done using MAXQDA software. In the quantitative phase, inferential statistics tests such as Pearson correlation, one-sample t-test, structural equation modeling, and heuristic factor analysis were performed using SPSS-v21, Smart Pls-v2, and Lisrel-v8.8. The results of factor analysis showed that out of the 120 available indicators (items), 18 main components were identified. Accordingly, the components of knowledge, skill, attitude as constituent factors and individual factors, organizational factors and group factors were identified as effective factors.