توانمندسازی رهبری مسئولیت‌پذیر میان مدیران مدرسه؛ برساخت راهبردهای حرفه‌ای

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران.

2 گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران

چکیده
پژوهش حاضر با هدف شناسایی و تبیین راهبردهای حرفه‌ای مدیران مدارس در جهت تحقق رهبری مسئولیت‌پذیر در بستر آموزش‌وپرورش ایران انجام شده است. این مطالعه با بهره‌گیری از رویکرد کیفی و راهبرد نظریه‌پردازی داده‌بنیاد، بر مبنای رهیافت سازنده‌گرای چارمز صورت گرفته است. مشارکت‌کنندگان پژوهش شامل ۱۲ نفر از مدیران مدارس دولتی ابتدایی، متوسطه اول و دوم شهر کرمانشاه بودند که با روش نمونه‌گیری هدفمند و بر پایه معیارهای تخصصی و تا رسیدن به اشباع نظری انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته گردآوری و با استفاده از روش کدگذاری سه‌مرحله‌ای (باز، محوری و انتخابی) تحلیل گردید. یافته‌های پژوهش نشان داد که راهبردهای حرفه‌ای مدیران برای رهبری مسئولیت‌پذیر در چهار مقوله اصلی قابل‌احصا هستند: فرهنگ مشارکت‌پذیری (شامل برگزاری شوراها، تفویض اختیار، مشارکت معلمان)، ارتباط حسنه مبتنی بر اعتماد (ازجمله گوش‌دادن فعال، همدلی، بازخورد سازنده)، تاب‌آوری در برابر مشکلات (شامل پذیرش تفاوت‌ها و مقاومت در برابر مداخلات بیرونی) و رهبری مبتنی بر رشد اخلاقی و حرفه‌ای. این راهبردها بر نقش مدیر به‌عنوان پرورندة مسئولیت‌پذیر، شنونده فعال، و رهبر مشارکتی تأکید دارند و می‌توانند زمینه‌ساز بازسازی اعتماد، تقویت عدالت آموزشی و بهبود فضای انسانی مدرسه باشند.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Empowering Responsible Leadership among School Administrators; Building Professional Strategies

نویسندگان English

Mehdi Salehi 1
Amirhossein Najafi 2
1 Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran
2 Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran
چکیده English

The present study aims to identify and explain the professional strategies of school principals to achieve responsible leadership in the educational context of Iran. This study was conducted using a qualitative approach and a data-based theorizing strategy, based on the constructivist approach of Charms. The research participants included 12 principals who were purposefully selected from public elementary, junior and senior high schools in Kermanshah. Data were collected through semi-structured interviews and analyzed using a three-stage coding method (open, axial, and selective). The research findings showed that principals' professional strategies for responsible leadership can be categorized into four main categories: participatory culture (including holding councils, delegation, teacher participation), good communication based on trust (including active listening, empathy, constructive feedback), resilience to problems (including accepting differences and resisting external interference), and leadership based on moral and professional growth. These strategies emphasize the principal's role as a responsible nurturer, active listener, and participatory leader and can pave the way for rebuilding trust, strengthening educational justice, and improving the human environment of the school.

کلیدواژه‌ها English

Responsible leadership
grounded theory
school principal
professional strategies
participatory culture
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