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مرور سیستماتیک نقش رهبری آموزشی در پیشرفت تحصیلی دانشآموزان: یک مطالعه فراترکیب | ||
رهبری آموزشی کاربردی | ||
مقاله 12، دوره 4، شماره 4 - شماره پیاپی 16، دی 1402، صفحه 187-214 اصل مقاله (1.29 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/ael.2023.13764.1350 | ||
نویسندگان | ||
فاطمه صغری شفیعی* 1؛ نیکو دیالمه2؛ محدثه شعبانی3 | ||
1گروه معارف اسلامی و علوم تربیتی، پردیس خواهران دانشگاه امام صادق علیهالسلام. تهران. ایران | ||
2معارف اسلامی و علوم تربیتی. پردیس خواهران. دانشگاه امام صادق علیهالسلام. تهران. ایران | ||
3معارف اسلامی و علوم تربیتی. پردیس خواهران. دانشگاه امام صادق علیه السلام. تهران. ایران | ||
چکیده | ||
مقدمه و هدف: رهبری در سازمانهای آموزشی به علت تأثیر آموزش و پرورش در پیشرفت جوامع، از اهمیت ویژهای برخوردار است. تراکم پژوهشها دربارة نقشآفرینی رهبری مدرسه در اثربخشی مراکز تربیتی، موجب پدید آمدن ادبیات و پیشینهای غنی برای توضیح اهمیت و نقش رهبری در مدارس شده است، اما با بررسی ادبیات موجود در این حوزه، به علت پراکندگی و تنوع یافتههای مطالعات گذشته پیرامون نقش رهبری آموزشی، نمیتوان به نتایج منسجمی که بهطور مشخص چگونگی نقش رهبری آموزشی در پیشرفت تحصیلی را تبیین نماید، دست یافت. بنابراین هدف پژوهش حاضر، مرور پژوهشها در این حوزه و دستیابی به چگونگی نقشآفرینی رهبری آموزشی در پیشرفت تحصیلی دانشآموزان است. روششناسی پژوهش: پژوهش پیشرو با روش فراترکیب با استفاده از الگوی سندلوسکی و باروس انجام گرفته است. جامعة پژوهشی این تحقیق، شامل همة مطالعاتی است که در بازه زمانی 2000-2022 به رابطة رهبری آموزشی و نتایج تحصیلی دانشآموزان پرداختهاند. این مطالعات با جستجو در پایگاههای اطلاعات علمی خارجی و داخلی به دست آمدند و از میان آنها 44 منبع، با روش نمونهگیری هدفمند به عنوان نمونة پژوهش انتخاب شدند. یافتهها: تجزیه و تحلیل ادبیات بررسی شده در نوشتار حاضر، به شناسایی سه مضمون فراگیر در چگونگی نقشآفرینی رهبری آموزشی در پیشرفت تحصیلی دانشآموزان منجر شد که عبارتند از: سبک رهبری (با چهار مضمون سازنده و بیست و یک مضمون پایه)، نقش مستقیم (با سه مضمون سازنده و سی و پنج مضمون پایه) و نقش غیرمستقیم رهبری آموزشی (با چهار مضمون سازنده و پنجاه و هفت مضمون پایه). بنابراین مطابق با یافتههای پژوهش، چهار سبک رهبری که عبارتند از رهبری یکپارچه، رهبری آموزشی توزیعشده، رهبری اقتضایی و رهبری رفتاری میتوانند به ارتقاء اثربخشی رهبر آموزشی در پیشرفت تحصیلی دانشآموزان کمک کنند. همچنین یافتهها حاکی از تأثیر مستقیم رهبری آموزشی از طریق ویژگیهای شخصی رهبر، مهارتها و اقدامات؛ و تأثیرغیرمستقیم رهبری آموزشی از طریق بهبود شرایط مدرسه، بهبود شرایط کلاس درس، ارتقاء اثربخشی معلمان و تعامل با شرکای اجتماعی است. بحث و نتیجهگیری: بر اساس نتایج پژوهش، میتوان گفت، رهبری آموزشی از طریق بهکارگیری سبکهای رهبری مؤثر، به صورت مستقیم از طریق ویژگیها، مهارتها و اقدامات؛ و بهصورت غیرمستقیم از طریق تأثیر بر شرایط مدرسه، شرایط کلاس درس، معلمان و تعامل با شرکای اجتماعی در پیشرفت تحصیلی دانشآموزان نقشآفرینی میکند. | ||
کلیدواژهها | ||
رهبری آموزشی"؛ پیشرفت تحصیلی"؛ مرور سیستماتیک"؛ "؛ مطالعه فراترکیب" | ||
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