hadi ghasemi; moslem cherabin; mohammad karimi; Ali Maghool
Abstract
The aim of this research was to evaluate the lived experiences of educational leaders, one of the characteristics of successful managers of multi-grade schools. The current research is applied in the basin and its method is based on the phenomenon of multi-grade schools and the need to deeply understand ...
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The aim of this research was to evaluate the lived experiences of educational leaders, one of the characteristics of successful managers of multi-grade schools. The current research is applied in the basin and its method is based on the phenomenon of multi-grade schools and the need to deeply understand it from the perspective of people who have had direct experience; It was selected based on qualitative approach and descriptive phenomenological method, and 15 principals of multi-grade schools in Torghabeh-Shandiz city were interviewed as a targeted research sample. A semi-structured interview was used to collect the data and thematic analysis was used to analyze the research data. In order to validate the results, it was given to three experts in educational sciences and approval was obtained based on expert judgment. In relation to the first question of the research, with the aim of analyzing the challenges and consequences of multi-level schools, fourteen general themes were placed in four central dimensions including organizational challenges, educational challenges, and cultural challenges. In relation to the second question of the research, with the aim of explaining the characteristics of efficient multi-level managers, ten general themes were calculated in the form of four central dimensions, the focus of local community interactions, educational facilitator, moral values and productive and constructive attitude. Based on the findings of this research, it can be concluded that facing the challenges and consequences of multi-level schools requires the change of capable and efficient managers, which will lead to a new orientation towards multi-level schools and reduce the reductionist view of these schools. If the existing procedure regarding multi-grade schools continues and its management process is neglected; It will cause a gap in the teaching and learning process and students drop-out.
atefeh khosravi rad; Ahmad Akbari; mohammad karimi; moslem cherabin
Abstract
The purpose of the current research is to design a model of skill-oriented education in schools based on the real needs of the society using data base theory. To answer this question, data-based theory research method was used with qualitative approach and MaxQDA software was used for data analysis. ...
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The purpose of the current research is to design a model of skill-oriented education in schools based on the real needs of the society using data base theory. To answer this question, data-based theory research method was used with qualitative approach and MaxQDA software was used for data analysis. The sampling method was of a targeted type, which reached saturation by conducting a total of 10 interviews with professors and experts in the fields of education management and skill-based education. The results and findings of the research showed that the central phenomenon of skill-oriented education has three components that facilitate individual and social life; It is a value-creating skill and a human-building skill. Appropriate strategies to achieve skill-oriented education based on the real needs of society in six categories of correcting wrong government processes and all-round support of the government; all-round culture building in the society; strengthening and enriching skill-oriented human resources in society; change in education procedures and processes; A fundamental change in education policies and attracting the support of effective supplements took place. the consequences of the implementation of strategies in the four components of economic benefits; positive social and cultural consequences; Individual positive outcomes and educational outcomes were included.Key words: skill-oriented education, real expectations of society, value-creating skill, human-building skill
