کوچینگ و توسعه مدیران مدارس: از ضرورت تا اجرا
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانی
زهرا زاهدی وفا
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فرنوش اعلامي
2
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اباصلت خراسانی
3
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سمیه رحیمی
4
1 - فارغ التحصیل کارشناسی ارشد آموزش و بهسازی منابع انسانی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
2 - استادیارگروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران ،
3 - دانشیار علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
4 - پژوهشگر دوره پسا دکتری، دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی، تهران، ایران
کلید واژه: توسعه فردی-حرفه ای, کوچینگ, مدیران مدارس.,
چکیده مقاله :
با توجه به اهمیت روزافزون نقش مدیران مدارس در بهبود کیفیت آموزش و پرورش و همچنین پیچیدگیهای محیط آموزشی امروز، توسعه مداوم مهارتها و توانمندیهای مدیران امری ضروری است. کوچینگ، به عنوان روشی مؤثر در توسعه فردی و سازمانی، میتواند نقش بسزایی در ارتقای عملکرد مدیران مدارس ایفا کند. با این حال، وضعیت مطالعات در خصوص مؤلفههای مؤثر در کوچینگ توسعه مدیران مدارس در سطح کشور جدی و پررنگ نیست. بنابراین پژوهش حاضر، با هدف بررسی مؤلفههای کوچینگ توسعه مدیران مدارس(از ضرورت تا اجرا)، به دنبال تبیین مسیر کوچینگ توسعه مدیران مدارس است. پژوهش از نظر هدف کاربردی و از لحاظ نحوه گردآوری داده ها در زمره پژوهش های کیفی قرار دارد. شرکت کنندگان در پژوهش خبرگان موضوعی(متخصصین کوچینگ، مدیران مدارس و اساتید حوزههای مرتبط) بودند که پس از اشباع نظری، 12 نفر به روش نمونه گیری هدفمند انتخاب شدند. برای تحلیل دادههای پژوهش از روش تحلیل مضمون شواهد گفتاری به دست آمده از مصاحبهها، در سه مرحله کدگذاری شده و مضامین استخراج شده است. یافته های پژوهش نشان داد مولفه های اصلی مسیر کوچینگ توسعه مدیران مدارس شامل: ضرورت و اهمیت کوچینگ توسعه مدیران مدارس، چهارچوب سازمانی و حقوقی، پیش نیاز های اجرایی کوچینگ توسعه مدیران مدارس، توسعه فردی و حرفه ای مدیران مدارس،نتایج و پیامد های کوچینگ توسعه مدیران مدارس و توجه به چالش ها و موانع اجرایی آن است. سازمان آموزشوپرورش با تدوین چارچوبهای قانونی و فراهمسازی زیرساختهای اجرایی، میتواند از کوچینگ بهعنوان ابزاری مؤثر برای توسعه فردی و حرفهای مدیران مدارس بهرهبرداری کند. همچنین مدیران مدارس با بهرهگیری از کوچینگ در تعامل با کارکنان، میتوانند محیطی حمایتی و انگیزشی برای رشد حرفهای معلمان و بهبود عملکرد مدرسه ایجاد نمایند.
The increasingly significance of the role of school principals in enhancing the quality of education as well as the existing complexities of today's educational environment make the continuous development of principals' competencies and skills an essential factor. Coaching, considered as an effective approach to individual and organizational development, can play a significant role in improving school principals' performance. However, limited research at the national level in Iran have been conducted on the key components influencing coaching for the development of school principals. Therefore, the present study, with the aim of investigating the components of coaching for the development of school principals (from necessity to implementation), seeks to explain pathway of coaching for school principals. In terms of purpose, this study is considered as applied research, and in terms of data collection, it adopts a qualitative research design. The participants consisted of subject-matter experts (coaching specialists, school principals, and university faculty members in related fields) and 12 participants were selected by purposive sampling until theoretical saturation was achieved. The content analysis method was used for coding the verbal data obtained in three stages and the main themes were extracted. The findings indicated that the major components of coaching path for school principals’ development include: (1) the necessity and significance of coaching for school principal development; (2) the organizational and legal framework; (3) implementation prerequisites for coaching; (4) the individual and professional development of school principals; (5) the outcomes and impacts of coaching; and (6) consideration of implementation challenges and barriers. Furthermore, educational organizations can employ coaching as an functional tool for the individual and professional development of school principals by creating legal frameworks and providing the executive infrastructure. Moreover, school principals can utilize coaching in their interactions with staff in order to create a supportive and motivating atmosphere that facilitates teachers' professional growth and improves school performance.
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