واكاوي عملكرد حرفه‌اي راهبران آموزشي- تربيتي از منظر مدير آموزگاران و معلمان مدارس ابتداييِ چند پاية روستايي

Analyzing the Professional Performance of Educational Leaders from the Perspective of Principal Teachers and Teachers of Rural Elementry Multi Grade Schools

اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺎ ﻫﺪف ﺗﻮﺻﯿﻒ و واﮐﺎوي ﻋﻤﻠﮑﺮد ﺣﺮﻓﻪاي راﻫﺒﺮان آﻣﻮزﺷﯽ- ﺗﺮﺑﯿﺘﯽ از ﻣﻨﻈﺮ ﻣﺪﯾﺮآﻣﻮزﮔﺎران و ﻣﻌﻠﻤﺎن ﻣﺪارس ﭼﻨﺪ ﭘﺎ ﯾﮥ اﺑﺘﺪاﯾﯽ روﺳﺘﺎﯾﯽ اﻧﺠﺎم ﺷﺪ. روشﺷﻨﺎﺳﯽ: ﺑﺎ اﺑﺘﻨﺎي ﺑﺮ ﭘﺎراداﯾﻢ ﺗﻔﺴﯿﺮي و روﯾﮑﺮد ﮐﯿﻔﯽ، و ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﮐﯿﻔﯽ ﻋﺮﻓﯽ، از ﻣﯿﺎن ﮐﻞ ﻣﺪﯾﺮآﻣﻮزﮔﺎران و ﻣﻌﻠﻤﺎن ﮐﻼسﻫﺎي ﭼﻨﺪ ﭘﺎﯾﮥ دورة اﺑﺘﺪاﯾﯽ در ﻣﻨﺎﻃﻖ آﻣﻮزش و ﭘﺮورش ﻧﻈﺮﮐﻬﺮﯾﺰي، ﭼﺎراوﯾﻤﺎق و ﻫﺸﺘﺮود، ﺗﻌﺪاد 18 ﻧﻔﺮ ﺑﺎ اﺳﺘﻔﺎده از ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ، ﺑﻪ ﻋﻨﻮان ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪه اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺮاي ﺟﻤﻊ آوري دادهﻫﺎ از ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﻣﻨﺪ اﺳﺘﻔﺎده ﺷﺪ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺷﯿﻮة ﺗﺤﻠﯿﻞ ارﺗﺒﺎﻃﯽ و ﺑﻪ ﺻﻮرت دﺳﺘﯽ اﻧﺠﺎم ﺷﺪ. راﻫﺒﺮدﻫﺎي اﻋﺘﺒﺎرﺑﺨﺸﯽ ﺑﻪ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از روشﻫﺎي ﺑﺎزﻧﮕﺮي ﻧﺎﻇﺮﯾﻦ، ﺑﺎزﻧﮕﺮي ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪﮔﺎن، ﺣﻀﻮر ﻃﻮﻻﻧﯽ ﻣﺪت در ﺑﺴﺘﺮ ﭘﮋوﻫﺶ و ﻣﺜﻠﺚ ﺳﺎزي ﻣﺤﻘﻖ اﻧﺠﺎم ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: دو ﺧﻮﺷﻪ ﻋﻤﻠﮑﺮد ﻣﺜﺒﺖ و ﻋﻤﻠﮑﺮد ﻣﻨﻔﯽ ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺎ ﻃﺒﻘﺎت اﺻﻠﯽ ﮐﺎرﮐﺮد ﺗﺴﻬﯿﻞ ﮔﺮي، ﻣﺤﺪودﯾﺖ- ﻫﺎي ارﺗﺒﺎﻃﯽ، و ﺑﺮآورده ﻧﮑﺮدن اﻧﺘﻈﺎرات ﻧﻘﺶ، ﺑﻪ ﻫﻤﺮاه ﻃﺒﻘﺎت ﻓﺮﻋﯽ و ﺗﻢﻫﺎي ﻣﺮﺑﻮط ﺑﻪ دﺳﺖ آﻣﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻋﻤﻠﮑﺮد ﻣﻨﻔﯽ راﻫﺒﺮان ﭼﺸﻤﮕﯿﺮﺗﺮ از ﻋﻤﻠﮑﺮد ﻣﺜﺒﺖ آﻧﺎن ﻣﯽﺑﺎﺷﺪ؛ ﻟﺬا ﻣﯽﺗﻮان ﮔﻔﺖ ﻋﻠﯽرﻏﻢ ﺗﻐﯿﯿﺮ ﻋﻨﻮان ﻣﻌﻠﻢ راﻫﻨﻤﺎ ﺑﻪ ﻃﺮح راﻫﺒﺮان آﻣﻮزﺷﯽ- ﺗﺮﺑﯿﺘﯽ، اﯾﻦ ﻃﺮح در ﻋﻤﻞ ﺑﺎ ﮐﺎﺳﺘﯽﻫﺎﯾﯽ ﻣﻮاﺟﻪ اﺳﺖ. ﻣﻄﺎﻟﻌﮥ دﺳﺘﺎوردﻫﺎي ﭘﮋوﻫﺶ ﻣﯽﺗﻮاﻧﺪ ﭼﺮاغ راﻫﻨﻤﺎي اﻗﺪاﻣﺎت و اﺻﻼﺣﺎت ﻣﻘﺘﻀﯽ در ﺣﻮزة ﻧﻈﺎرت و راﻫﻨﻤﺎﯾﯽ آﻣﻮزﺷﯽِ ﻣﺪارس اﺑﺘﺪاﯾﯽ ﭼﻨﺪ ﭘﺎﯾﻪ ﺑﺎﺷﺪ.

The aim of this study was to describe and analyze the professional performance of educational leaders from the perspective of Teachers principals and teachers of rural elementry multi grade schools, Methods: using interpretive paradigm and qualitative approach, a conventional qualitative content analysis method was follwed. Out of the total number of principals and teachers of elementry multi grade schools in the areas of Nazar Kahrizi, Charoymagh, and Hashtrood, 18 were selected as participants through purposeful sampling as participants. A semi-structured interview was used to collect data. Data analysis was performed manually using communication analysis. Data accreditation strategies were performed using supervisory review methods, participatory review, long-term presence in the research context, and researcher triangulation. Results: The two positive and negative performance clusters were obtained with the main category of facilitation function, communication constraints, and non-fulfillment of role expectations, respectively, along with the sub- category and related themes. Conclusion: The results showed that the negative performance of leaders is more significant than their positive performance; Therefore, it can be said that despite the change of the title of the guiding teachers to the plan of educational leaders, this plan has some shortcomings in practice. Studying the achievements of research can be a beacon for appropriate action and reform in the area multi grade elementry school supervision and guidance.