فهم پدیدارشناسانه تجربه زیسته مدیران مدارس دوره ابتدائی از برنامه توسعه فردی

نوع مقاله : مقاله پژوهشی

نویسنده

گروه مدیریت و برنامه‏ریزی آموزشی، دانشگاه علامه طباطبائی تهران، ایران

چکیده
مدیران مدارس یکی از ارکان اساسی فرایند آموزش‌وپرورش هستند لذا از تجربیات زیستة آن‏ها می‏توان اطلاعات مفید و گران‏بهایی استخراج کرد. هدف اصلی از انجام پژوهش حاضر، فهم پدیدارشناسانة تجربة زیستة و درک مدیران دورة ابتدایی از برنامه توسعه فردی است. این پژوهش کیفی با استفاده از روش پدیدارشناسی اجرا و روش گردآوری اطلاعات، استفاده از مصاحبه‏های عمیق و نیمه‏ساختاریافته بود. بر این اساس، از بین مدیران دورة ابتدایی، 13 نفر بر اساس معیارهای ورود به پژوهش به روش هدفمند انتخاب و مصاحبه‏ با آن‌ها تا رسیدن به حد اشباع ادامه داشت. تحلیل مصاحبه‏ها با استفاده از الگوی تأملی شش مرحله‏ای ون‏منن (1990) انجام شد که پس از استخراج موضوعی و طبقه‏بندی آن‏ها، 14 مضمون اولیه شناسایی‌شده پژوهش، در قالب چهار مضمون اصلی 1. دیدگاه آماده‏سازی برنامه توسعه فردی 2. دیدگاه کاربردی برنامه توسعه فردی 3. دیدگاه پیامدی برنامه توسعه فردی و 4. سایر دیدگاه‌های برنامه توسعه فردی، شناسایی و احصا شدند. نوآوری این مقاله در ارائه یک درک عمیق و پدیدارشناسانه از تجربیات مدیران مدارس ابتدایی در زمینه برنامه‌های توسعه فردی است که می‌تواند به بهبود فرآیندهای مدیریتی و آموزشی در این حوزه کمک کند. لذا احصا برداشت‏های منسجم و مؤثر در جهت توسعه منابع انسانی از برنامه توسعه فردی، می‏تواند به تحقق کارا و اثربخش برنامه‏های توسعه مدیران مدارس منجر می‏شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Phenomenological Understanding of the Lived Experience of Elementary School Principals from the Personal Development Program

نویسنده English

Morteza Badri
Ph.D of Educational Management, Allameh Tabataba'i University, Tehran, Iran
چکیده English

School principals play a critical role in the educational process, and their lived experiences can offer valuable insights. The present study aimed to develop a phenomenological understanding of elementary school principals’ lived experiences and perceptions regarding personal development plans. This qualitative research was conducted using a phenomenological approach, and data were collected through in-depth, semi-structured interviews. Thirteen primary school principals were purposively selected based on specific inclusion criteria, and interviews continued until data saturation was achieved. The data were analyzed using Van Manen’s (1990) six-stage reflective analysis model. Four overarching themes were identified from 14 initial sub-themes: (1) the preparation-oriented perspective of personal development plans, (2) the practical perspective, (3) the outcome-based perspective, and (4) other viewpoints on personal development plans. This study contributes a deep, phenomenological insight into how elementary school principals experience and interpret personal development planning, which can inform and enhance managerial and educational practices. The identification of coherent and impactful perspectives on personal development can facilitate the effective implementation of leadership development programs in schools.

کلیدواژه‌ها English

Personal Development Plan
Lived Experience
Perspectives on Personal Development
Elementary School Principals
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