رابطه بين رهبري آموزشي مديران و اثربخشي مدرسه با نقش ميانجي فرهنگ مدرسه در مدارس دوره اول متوسطه استان اردبيل

The Relationship between Principals' Instructional Leadership and School Effectiveness with the Mediating Role of School Culture in Ardabil Province's Secondary Schools

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ رﻫﺒﺮي آﻣﻮزﺷﯽ ﻣﺪﯾﺮان و اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﻓﺮﻫﻨﮓ ﻣﺪرﺳﻪ ﺑﻮد. روش ﺷﻨﺎﺳﯽ: روش ﭘﮋوﻫﺶ ﺑﺮﺣ ﺴﺐ ﻧﺤﻮه ﮔﺮدآوري دادهﻫﺎ، ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ و ﻣﺒﺘﻨﯽ ﺑﺮ ﻣﺪلﺳﺎزي ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ، ﻫﻤﻪ ﻣﻌﻠﻤﺎن ﻣﺪارس دوﻟﺘﯽ دوره اول ﻣﺘﻮﺳﻄﻪ اﺳﺘﺎن اردﺑﯿﻞ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1397-98 ﺑﻪ ﺣﺠﻢ 3064 ﻧﻔﺮ )1684 ﻣﺮد و 1380 زن( ﺑﻮد. ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺑﺮ ﺣﺴﺐ ﺟﺪول ﺗﻌﯿﯿﻦ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﮐﺮﺟﺴﯽ و ﻣﻮرﮔﺎن 346 ﻧﻔﺮ ﺑﺮآورد ﺷﺪ ﮐﻪ اﯾﻦ ﺗﻌﺪاد ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ اﻓﺖ آزﻣﻮدﻧﯽﻫﺎ ﺑﻪ 418 ﻧﻔﺮ )236 ﻣﺮد و 182 زن( اﻓﺰاﯾﺶ ﯾﺎﻓﺖ. ﻧﻤﻮﻧﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪاي ﻧﺴﺒﺘﯽ اﻧﺘﺨﺎب ﺷﺪ. دادهﻫﺎ از ﻃﺮﯾﻖ ﺳﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ رﺗﺒﻪﺑﻨﺪي رﻫﺒﺮي آﻣﻮزﺷﯽ ﻣﺪﯾﺮ ﻫﺎﻟﯿﻨﮕﺮ )2013(، ﻓﺮﻫﻨﮓ ﻣﺪرﺳﻪ ﮔﺮوﻧﺮت و واﻟﻨﺘﺎﯾﻦ )1998( و اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ ﻫﻮي )2009(، ﺑﻪ روش ﺣﻀﻮري ﺟﻤﻊآوري ﺷﺪ. رواﯾﯽ و ﭘﺎﯾﺎﯾﯽ ﻫﺮ ﺳﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺖ. ﺑﺮاي ﺗﺤﻠﯿﻞ دادهﻫﺎ از ﻧﺮماﻓﺰار AMOS24 اﺳﺘﻔﺎده ﺷﺪ. دادهﻫﺎي ﺗﺤﻘﯿﻖ ﺑﺎ اﺳﺘﻔﺎده روش ﻣﺪلﺳﺎزي ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﮔﺮدﯾﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن داد: ﺑﯿﻦ ﻣﺘﻐﯿﺮﻫﺎي رﻫﺒﺮي آﻣﻮزﺷﯽ ﻣﺪﯾﺮان، ﻓﺮﻫﻨﮓ ﻣﺪرﺳﻪ و اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ، رواﺑﻂ ﻣﻌﻨﺎدار ﻣﺜﺒﺖ وﺟﻮد دارد. ﻫﻤﭽﻨﯿﻦ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﮐﺎﻣﻞ ﻓﺮﻫﻨﮓ ﻣﺪرﺳﻪ در راﺑﻄﻪ ﺑﯿﻦ رﻫﺒﺮي آﻣﻮزﺷﯽ ﻣﺪﯾﺮان و اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ ﺗﺄﯾﯿﺪ ﺷﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﺮ اﺳﺎس ﯾﺎﻓﺘﻪﻫﺎي ﺣﺎﺻﻞ، ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ رﻫﺒﺮي آﻣﻮزﺷﯽ و ﻓﺮﻫﻨﮓ ﻣﺪرﺳﻪ ﻣﯽﺗﻮاﻧﺪ ﺑﻪ اﺛﺮﺑﺨﺸﯽ ﻣﺪارس ﮐﻤﮏ ﮐﻨﺪ؛ ﺑﻨﺎﺑﺮاﯾﻦ ﻣﺪﯾﺮان ﺑﻪ ﻣﻨﻈﻮر دﺳﺘﯿﺎﺑﯽ ﺑﻪ اﺛﺮﺑﺨﺸﯽ ﻣﺪارس، ﺑﺎﯾﺪ ﻓﺮﻫﻨﮓ ﻣﺪرﺳﻪ را ﺗﻮﺳﻌﻪ دﻫﻨﺪ.

The purpose of this study was to investigate the relationship between principals' instructional leadership and school effectiveness with the mediating role of school culture. The research method was correlational and based on Structural Equation Modeling (SEM). The statistical population of the study consisted of all first secondary schools teachers in Ardabil province in the academic year 2018-19 with 3064 (1684 men and 1380 women) teachres. The sample size was 346 according to the Krejcie and Morgan sample size table, which increased to 418 (236 men and 182 women). The stratified random sampling method was used. Data were collected through three questionnaires: principals' instructional leadership ranking (Hallinger, 2013), school culture survey (Gruenert & Valentine, 1998) and school effectiveness index (Hoy, 2009). The validity and reliability of all three questionnaires were confirmed. Research data were analyzed by structural equation modeling method and AMOS24 software. The results showed that according to teachers' perception: There was a significant positive relationship between the principals' instructional leadership variables, school culture and school effectiveness. The full mediating role of school culture in the relationship between principals' instructional leadership and school effectiveness was also confirmed. According to the results of this study, educational leadership and school culture can contribute to the schools effectiveness; Therefore, in order to achieve the effectiveness of schools, principals must develop a positive school culture.