جستجوی مقالات مرتبط با کلیدواژه "مدیریت مدرسه محور" در نشریات گروه "علوم تربیتی"

The main goal of this research was to design and validate a school oriented management model based on Iranian national teachings.research methodology The research method was applied research in terms of its purpose, and in terms of its nature, it was a sequential exploratory instrument-making type. The participants in the qualitative section were senior staff managers and senior experts of the General Directorate of Education and professors of universities and higher education centers in Kohgiluyeh and Boyar Ahmad provinces who were selected by purposeful sampling and using the theoretical saturation approach.. In the quantitative part, the population were selected by stratified random sampling method and a total of 227 people were selected as samples. The instrument for collecting data in the qualitative part was a semi-structured interview and in the quantitative part, a researcher-made questionnaire. The validity of the questionnaire was done by content validity method by experts.

in the qualitative section 14 organizing themes under the headings of school perspective, national strategic teachings, student perspective, psychological standards of students, democratic approach The headquarters (ministry), authority of the teacher, professionalism and specialization, sharing, strategic formations, parents' involvement, organizations and institutions' involvement, computability and comprehensive monitoring, honoring employees and avoiding deviations and strays. The findings of the quantitative part also supported the qualitative part of the study

The results of the research show that the basic and necessary condition for the realization of school-oriented management, decentralization of the education system, removal of cumbersome laws and regulations and establishment of supporting laws and regulations, provision of financial resources and facilities and equipment needed by schools.

The Main Purpose of this Study Was to design and Validate a School-oriented management model with focus on national culture. The method of this  research is in the category of applied resrarch from the point of view of the goal and in the group of sequential exploratory research in terms of its nature. The statistical population in the qualitative part consisted of senior staff in the head office, master holders working in the central education building, university and higher education centers professors, within Kohgiluyeh and Boyer-Ahmad province and with sufficient experiences and related degrees. Targeted sampling was carried out through theoreetical saturation, while the key providers comprising 23members of the target population. In the quantitative part, the population included the educational assistants of the general departments of education in the provinces of the country, as well as the principals of independent schools of primary, secondary and technical and vocational conservatories, and the experts of the Department of Education of Boyer Ahmad city, who were randomly sampled. And they were selected by stratified random sampling and a total of 227 people were selected as samples. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part, a researcher-made questionnaire. Data analysis was done using confirmatory factor analysis method through SPSS 26 and SMARTPLS 3 software. Validity of the questionnaire was done by means of content validity and modification by experts. Qualitative validation of the research was considered as a qualitative paradigm based on four criteria: Credibility, Transferability, Dependability and Confirmability. The reliability of the questionnaire was obtained through Cronbach's alpha as 87.07%, then the fit of the model was checked and confirmed. The findings in the qualitative section include 14 organizing themes under the headings; School perspective, national strategic teachings, student perspective, psychological standards of students, democratic approach of headquarters (ministry), teacher authority, professionalism and specialization, sharing, strategic organizations , the acceptance of the role of parents, the acceptance of the role of organizations and institutions, accountability and comprehensive monitoring, honoring employees and avoiding deviations and wrong tracks revealed, which were initially 531 basic themes, and 85 basic themes upon strict reviewing. Confirmatory factor analysis and structural equation model were used to analyze the data in the quantitative section.

The purpose of the current research was to investigate the obstacles to the implementation of school-based management in Iran's educational system based on the interpretive structural modeling approach. The research method was a modeling study. The statistical population of the research was specifically the academic staff members of the university, 25 of whom were purposefully selected from the desired cases. The data collection tool was a researcher-made self-interactive questionnaire. In order to measure and evaluate the validity of the questionnaire, the criterion of content validity was used. The content validity of the questionnaire was 0.96. The data analysis was done with interpretive structural modeling method. The results of the research showed that 9 factors play a role as barriers to school-oriented management. Also, the results showed that financial obstacles (the cost of school-oriented management), socio-cultural obstacles and political obstacles (political focus on schools by the central government) as key independent variables have high influence power and low dependence. Also, the results showed that the lack of belief in the professional competence of school administrators, the lack of infrastructure facilities, the emphasis of upper management on the supervision and control of schools, and the lack of cooperation of local communities with school-based management as the linking variables with the greatest power of influence and the greatest power of dependence. and the centralism in the education system of the country and the lack of legal powers to school managers and staff as dependent variables have high dependency power and low influence power.

The purpose of this study was to study the research process in school-based management with emphasis on its concept and implications in education.

The present study is of applied purpose and has been conducted through mixed approach and descriptive-analytical method. The research population consisted of 1184 scientific documents indexed in the WOS database. Accordingly, the retrieval of the records of the present study was searched and filtered based on the keyword "school-based management" in the 2000-2020 period. To analyze the data and in order to find the most productive journals, countries, authors, the process of publishing articles, institutions and the pattern of cooperation between countries, the most frequent words and the evolution of the most frequent words and the semantic sphere governing the concept of school-based management and various bibliographic techniques and social networks were utilized. To validate the research data, the two methods of peer review and review by three scientometric experts familiar with bibliographic techniques were applied.

 

The results showed that in terms of quantity, school-based management articles had a growing trend in the period from 2010 to 2020. The articles in the field of school-based management were presented in the form of complete scientific-research and review articles. The most cited journals were in the United States, the United Kingdom, and Australia, respectively, and in the universities of Michigan, the University of Rochester, the University of Carolina, and Yale University. Researchers in the United States, China, the United Kingdom, and Australia also contributed the most to the international collaboration in terms of international collaboration. In the treasury of keywords used in the research of the study area, the concept of school-based management has been used mainly in interaction with the concepts of school-based management, decentralization, management, leadership, school autonomy, responsibility, school principal, participation, school governance, Teachers. In general, it can be seen from the total data extracted, considering the concept of school-based management, there has been an increasing trend. The results, perhaps on the one hand, indicate the increasing importance of the field under study. On the other hand, it expresses the importance of the position of education in the world and its educational role by emphasizing the social, economic, cultural and political education of the responsible citizen.

The main purpose of this study was to identify the important and basic components of school-based management at the level of the Islamic Republic of Iran. The method of the present research is qualitative in the method of content analysis with the method of Atreid Snerling. Semi-structured interviews were used to obtain information and a brief description of the experiences and perceptions of specialists, experts and presenters. In this study, the three-way strategy was used comprehensively and accurately, and in order to conduct a semi-structured interview, the purposeful sampling method "key people approach" was used and sampling with the "snowball" method was continued until theoretical saturation. In this regard, with 23 professors from universities and higher education centers in Kohgiluyeh and Boyer-Ahmad provinces in 1399, researchers in the field of educational sciences and experienced principals of primary schools and principals of high schools and vocational schools with doctoral and master's degrees (15 people) PhDs and 8 masters) were in related fields. Interviews were conducted to allow the research to evolve as much as possible. Validation of this study was considered as a qualitative paradigm based on four criteria: reliability (reliability), neutrality (verifiability), reliability (compatibility), and applicability (portability). Based on the research findings, for the comprehensive theme (school-based management at the level of the Islamic Republic of Iran), eleven organizing themes under the headings: Democratic approach of the headquarters (ministry), participation, strategic organizations, school perspective, student perspective, honoring Employees, professionalism and specialization, role of parents, role of organizations, institutions, etc., computability and comprehensive monitoring, and deviations and deviations and the number of sixty-two basic themes were identified.

A Study of Relationship between School-Based Management Style with Career Success and Job Compatibility Abstract This study investigated the relationship between school-based management style with career success and the first Secondary Schools Teachers job adaptability in Hamedan city academic year 1396-1397. The method of research was descriptive and correlation type. The statistical population consisted of all Teachers with a volume of 966 people who were selected using stratified random sampling method and 278 people were selected based on Krejcie and Morgan table. For collecting the research data, three questionnaires were used: questionnaire of school - based management, that Dadipour et al (2008) questionnaire was used to measure school-centered management it has three components and 33 items. Career success: to measure this variable, we used the Golparvar and the gazavi (2010) which has 2 dimensions and 12 sentences. And job compatibility questionnaire that the questionnaire is from Shahrabi Farahani (2012), which has36 questions and aims to measure job compatibility and its factors. Questionnaires justifiability was calculated based on their content justifiability and also their ending were calculated according to Cronbach's alpha90/, 0/89 and 0/86 respectively. Data were analyzed by SPSS software. Descriptive statistics and inferential statistics such as Pearson correlation coefficient and simultaneous multivariate regression analysis were used to analyze the data. The results showed: There is a positive and significant relationship between school-based management with career success and the first Secondary Schools Teachers job adaptability at the level of 0.01. Among the dimensions of school -based management, the only dimension of the mission was the ability to predict the career success of teachers. In addition, the dimension of mission and commitment has affected teachers' job compatibility and has predictive power.

Today technological changes have had a significant impact on the constituent elements of the educational structure in a way that the educational system has inevitably been forced to adopt new approaches such as the implementation of school-based system in board of trustee’s schools. As an unavoidable requirement, it is believed that this system holds the key to solving a myriad of current educational problems. The basic aim of this research was to present an operational model for evaluating the performance of the board of trustee’s schools with regard to a ten-year lack in Iran’s education system from the perspective of school-based management system. In terms of quality, the researcher has investigated the research subject, using the grounded theory, to identify the criteria and indicators of school-based management system so as to evaluate the performance of the board of trustee’s schools. The statistical community of research consisted of 20 planners and policy makers of the Ministry of Education especially public participation, faculty members from prestigious universities as well as managers and teachers of the board of trustee’s schools. Out of this pool, twelve members were finally selected to be interviewed under the title of the Delphi committee members. In this research, semi-structured interviews were used. The findings which were obtained from the analysis of qualitative data in-depth interviews with the participants ( Delphi committee members), and open, axial and selected coding as well as content analysis of the interviews showed that 12 categories and main factors, as participation, organizational commitment, flexibility, autonomy, devolution, accountability, responsibility, decentralization, mission, empowerment, restructuring and organizational culture, respectively and 38 sub-factors were also identified. The research results demonstrate that the implementation of the school management system for evaluating the performance of the board of trustee's schools is at an intermediate and mediocre level. This study provides a model through which it can practically and concretely evaluate the performance and functions of these schools. In addition, this assessment can expedite the anti-decentralization process following a universal model of school-based management. In addition to paving the way and taking the current research model into account, it is essential that, in a long-term effort (at least 5 years) the preconditions become provided and implementation of the school-based management gradually take place in such schools.

The main purpose of this paper is to explain the gap in theory, research and practice in the school management excellence program, relying on the historical course of the school effectiveness movement since the 1960s until now. To achieve this goal, documentary research method was used. A review of historical events focusing on the school effectiveness movement suggests a quantitative and qualitative development of systematic activities to reduce the gap between theory, research, and practice. Effectiveness, excellence and improvement are the climax of these systematic studies throughout the history of educational reform. The main achievement of these studies is the creation of the school effectiveness knowledge, which, with evolutionary process, provided a clear picture of the effective school's image in convergence with excellence and improvement. Convergence and co-operation of experts, educational researchers and executives, as well as emphasis on the implementation of programs based on field-based research evidence is one of the most important implications of effective school studies. However, the adaptation of these achievements with the experience of educational reforms in Iran, especially the school management excellence program, suggests that there is no inconsistency between the observations made with the characteristics and considerations of the movement of effectiveness and the lack of effective and dynamic communication between the educational researchers, educators and policy-makers.

The major aim of this research is the structural analysis of parameters of school-based management on comparative theorization. In terms of target, the research is functional and in terms of data collection method is descriptive – surveying. The statistical society of the research including 255 persons of principals and teachers of the second of high school with trustees who have been serving in the education year of 94-95 in the city of Tehran that based on Krejcie and Morgan table were chosen by simple random sampling of 148 them (119 teachers and 29 principals). In this study, a questionnaire containing 28 statements has been used. In this study for understanding the questions, the questionnaire distributed among a number of thematic experts (such as consultants and supervisors as well as a number of education experts). After applying expert's comments and points of views, the final edition of the questioner was done respectively. The validity of the scale is obtained by Cronbach's alpha coefficient method (0/87). The method of research is structural pattern. In order to analyze the data by structural equation modeling LISREL software was used. The results of structural equation analysis showed that among the components such as organizational commitment with path (0/89), responsibility with path (0/86), in participation with Path coefficient (0/78), decentralization with Path coefficient (0/73) and organizational culture with Path coefficient (0.69) have the greatest impact on the implementation of school-based management in their schools of Tehran respectively. The results of this research could pave the way for practitioners and planners in the Ministry of Education to implement the successful school-based management system in Iran's schools. The proposed model has a goodness-of-fit.

School-based management has certain prerequisites including accountability, responsibility, and professionalism of the staff, in addition to the financial feasibility. To assess the existence of such prerequisites from the perspective of teachers and principals, a categorical sampling method and a researcher constructed questionnaire were used to collect data. The results show that most teachers and principals consider their schools as being prepared to decentralize, cooperate, take charge, and make the curriculum more native and flexible. Although they considered their schools being ready to be accountable and responsible, when it came to taking financial charge, their view was not as positive.

To assess the feasibility of implementing the School Based Administration Project in the Guidance schools of Mashhad, 160 teachers and administrators were selected through multi-stage sampling and their views on their sense of mission and the extent of their participation and organizational commitment were explored using a questionnaire with 33 items. The results show that the research participants have the necessary level of all three characteristics. Hence, the implementation of the said project is feasible. At the end suggestions are made as to how to improve the school's capacity in this regard.

To study the effect of teachers written feedback on student's self-efficacy and math problem solving ability, 181 female 8 graders from three school districts in Tehran were selected using the cluster sampling method, and then randomly assigned to two groups. The experimental group received math teacher's written feedback while the control group received regular oral feedback. Both groups self efficacy and problem solving ability were initially assessed. Comparing the post test scores of the two groups show a significant improvement for the experimental group, indicating that teachers can learn how to give written feedback in order to improve student's self-efficacy and math problem solving ability.

The present study is on investigation of the possibility of establishing school-based management from principals’ point of view. School-based management is based on participatory management and is a move towards decentralization in educational system and more independence in schools.
Statistical population consisted of all principals of female high schools in Shiraz. Since the population was small, no sampling was done.
The data collection instrument was a school-based management questionnaire. The reliability of the instrument was established using Cronbachs Alpha. Reliability coefficient of the questionnaire was 0.22. using one – parameter t – test, we found that the principals saw school-based management as part of designating authority to schools and welcomed such arrangements.