بررسی نقش مدیران مدارس به عنوان رهبران یادگیری در تشکیل اجتماعات حرفه‌ای معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکترای مدیریت آموزشی دانشکده مدیریت دانشگاه خوارزمی، تهران، ایران.

2 استاد دانشکده مدیریت دانشگاه خوارزمی، تهران، ایران.

چکیده

پیشینه و اهداف: باتوجه‌به تأثیر اجتماعات یادگیرنده حرفه‏ای در مدارس و نقشی که می‏توانند در رشد حرفه‏ای معلمان، بهبود فرایندهای آموزشی کلاسی، ارتقای یادگیری دانش‏آموزان و بهره‏وری و کارایی مدرسه داشته باشند، ضروری است که عوامل اثرگذار بر تشکیل و تثبیت اجتماعات یادگیرنده حرفه‏ای در مدارس، مورد واکاوی قرار بگیرد. این پژوهش، با هدف بررسی نقش مدیران مدارس به‌عنوان رهبران یادگیری در تشکیل و توسعه اجتماعات یادگیرنده حرفه‏ای معلمان و شناسایی راهبردها و باورهای مدیران دراین‌باره انجام شده است. روش‌ها‌: این پژوهش یک پژوهش کیفی است که حاصل ترکیب یافته‌های به‌دست‌آمده در دو بخش «مرور کیفی نظام‏مند» و «مصاحبه نیمه‌ساختاریافته» است. تحلیل و سنتز داده‏ها در سه سطح کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی صورت گرفته است. قابلیت اعتماد از طریق کنترل توسط مشارکت‏کنندگان، بازبینی همکاران و سه سویه ‏نگری انجام پذیرفت. یافته‌ها: 7 مؤلفه در کد انتخابی «راهبردهای مدیران مدارس در تشکیل و توسعه اجتماعات یادگیرنده حرفه‏ای معلمان» و 5 مؤلفه در کد انتخابی «باورهای اساسی مدیران مدارس در تشکیل و توسعه اجتماعات یادگیرنده حرفه‏ای معلمان» شناسایی گردید نتیجه‌گیری: نتایج این پژوهش نشان می‏دهد که جنبه‏های مختلفی از رهبری مشارکتی، رهبری آموزشی، رهبری تحولی و رهبری حمایتی در اجتماع یادگیری حرفه‏ای با یکدیگر تلاقی می‏کنند. برآیند این تلاقی اجتماع یادگیری حرفه‏ای را شکل می‏دهد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the role of school principals as learning leaders in the formation of teachers' professional communities

نویسندگان [English]

  • Monire Zamani 1
  • Bijan Abdollahi 2
  • Hassan Reza Zein Abadi 2
  • Abdol Rahim Naveh Ebrahim 2
1 Ph.D. in Educational Management, Faculty of Management, Khwarazmi University, Tehran, Iran
2 Professor, Department of Educational Management, Faculty of Management, Khwarazmi University, Tehran, Iran.
چکیده [English]

Background and Objectives: Given the impact of professional learning communities in schools and their role in the professional growth of teachers, enhancing classroom processes, promoting student learning, and improving school efficiency, it is essential to analyze the key factors influencing the formation and stabilization of these communities. This study aimed to investigate the role of school principals as learning leaders in the formation and development of teachers' professional learning communities, as well as to identify the principals' strategies and beliefs in this regard. Methods: This is a qualitative study, combining findings from two parts: a 'systematic qualitative review' and 'semi-structured interviews'. Data analysis and synthesis were conducted in three stages: open coding, axial coding, and selective coding. Reliability was ensured through participant validation, peer review, and triangulation. Findings: Seven components were identified in the selective code 'Strategies of school principals in the formation and development of teachers' professional learning communities,' and five components in the selective code 'Basic beliefs of school principals in the formation and development of teachers' professional learning communities. Conclusion: The results of this study reveal that various aspects of collaborative, educational, transformational, and supportive leadership intersect in the professional learning community, and that this intersection is what forms the professional learning community.

کلیدواژه‌ها [English]

  • teachers' professional learning community
  • school principals' beliefs
  • school principals' strategies
  • learning leadership
  • school principals' role
ولی‌زاده، مطهره، نامی، کلثوم، و ذاکری، مختار. (1402). تجارب زیسته معلمان ابتدایی از اجرای فرصت‌های پژوهش درس‌پژوهی (مورد مطالعه: آموزش‌وپرورش ناحیه یک شهر بندرعباس). نظریه و عمل در تربیت معلمان، 9(16)، 1-26. https://doi.org/10.48310/itt.2023.3107
مطهری‌نژاد، حسین، اسمعیلی‌ماهانی، حانیه، و مهدوی، فاطمه السادات. (1401). نقش فعالیت‌های پژوهشی و یادگیری فعال در توسعه شایستگی‌های حرفه‌ای دانشجو معلمان. نظریه و عمل در تربیت معلمان، 8(14)، 1-20.  https://itt.cfu.ac.ir/article_2590.html
عنایتی‌زاده، فاطمه، و قرونه، داوود. (1402). بررسی شایستگی‌های سرگروه آموزشی از دیدگاه معلمان و مدیران مدارس ابتدایی شهر مشهد. نظریه و عمل در تربیت معلمان، 9(16)، 185-212.  https://doi.org/10.48310/itt.2023.3114
 
Admiraal, W., Emmelot, Y., Schenke, W., Sligte, H., & Jong, L. d. (2019). Schools as professional learning communities: what can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684–698. DOI.org/10.1080/19415257.2019.1665573
Avidov-Ungar, O. (2018). Professional learning communities of teachers: Israeli principals’ perceptions. Journal of Educational Administration, 57 (6), 658-674. DOI:10.1108/JEA-10-2017-0126 
Balyer, A., Karatas, H., & Alci, B. (2015). School Principals’ Roles in Establishing Collaborative Professional Learning Communities at Schools. Procedia - Social and Behavioral Sciences, 197(1), 1340–1347. DOI.org/10.1016/j.sbspro.2015.07.387
Bezzina, C. (2008). Towards a learning community: The journey of a Maltese Catholic Church School. Management in Education, 22(3), 22–27. DOI.org/10.1177/0892020608093261
Boom-Muilenburg, S. N., Vries, S. d., Veen, K., Poortman, C. L., & Schildkamp, K. (2021). Understanding sustainable professional learning communities by considering school leaders’ interpretations and educational beliefs. International Journal of Leadership in Education, 1-29. DOI:10.1080/13603124.2021.1937705 
Bozdoan, T. (2013). A Research on Knowledge Leadership Characteristics in Accounting Department Managers in Turkey. International Journal of Business and Social Science, 4(14): 125-136.
Bredeson, P. V., & Johnsson, O. (2000). The school principal's role in teacher professional development. Journal of In-Service Education. 26(2): 385-401. DOI:10.1080/13674580000200114
Cherkowski, S. (2016). Exploring the Role of the School Principal in Cultivating a Professional Learning Climate. Journal of School Leadership, 26(3), 523–543.  DOI:10.1177/105268461602600306 
Collinson, V. (2004). Learning to share, sharing to learn. Journal of Educational Administration, 42(3),312–332.
Duling, K. S. (2012). The PrIincipal’s Role in Supporting Professional Learning Communities. Doctoral research. Kansas State University. DOI:10.1108/09578230410534658 
Enayatizadeh, F., & Ghorooneh, D. (2023). IExamining the competences of the head of the educational group from the point of view of teachers and principals of elementary schools in mashhad city. The Journal of Theory and Practice in Teachers Education9(16), 212-185 [In Persion]. DOI:20.1001.1.26457156.1402.9.16.8.8
Haiyan, Q., Allan, W. (2020). Creating conditions for professional learning communities (PLCs) in schools in China: the role of school principals. Professional Development in Education, 47(4), 1–13. DOI:10.1080/19415257.2020.1770839 
Hang To, K., Yin, H., Yi Tam, W. W., & Chi Keung, Ch. P. (2021). Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership, 1-23. DOI:10.1177/17411432211015227 
Ho, J., Ong, M., & Tan, L. S. (2019). Leadership of professional learning communities in Singapore schools: The tight–loose balance. Educational Management Administration & Leadership, 48(4),1-16. DOI:10.1177/1741143219833698 
Jones, C. M., & Thessin, R. A. (2017). Sustaining Continuous Improvement through Professional Learning Communities in a Secondary School. Journal of School Leadership, 27(2), 214–241. DOI:10.1177/105268461702700203 
King, F. (2011). The role of leadership in developing and sustaining teachers' professional learning. Management in Education, 25(4), 149–155. DOI:10.1177/0892020611409791
Kruse, S. D., & Johnson, B. L. (2017). Tempering the normative demands of professional learning communities with the organizational realities of life in schools: Exploring the cognitive dilemmas faced by educational leaders. Educational Management Administration & Leadership, 45(4), 588–604. DOI:10.1177/1741143216636111 
Kulophas, D. & Hallinger, Ph. (2020). Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration. ahead-of-print. DOI: 10.1108/JEA-12-2019-0222.
Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76–100. DOI:10.1108/IJEM-03-2014-0035
Little, J. W. (2012). Professional community and professional development in the learningcentered school. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters. International perspectives (pp. 22–44). Routledge.
Motahhari-Nejad, H., esmailimahani, H., & mahdavi, F. (2023). The Role of Research Activities and Active Learning in the Development of Professional Competencies of Student Teachers. The Journal of Theory and Practice in Teachers Education8(14), 20-1[In Persion]. DOI:20.1001.1.26457156.1401.8.14.1.0
Olivier, D. F., & Hipp, K. K. (2010). Assessing and Analyzing Schools as Professional Learning Communities. In K. K. Hipp & J. B. Huffman (Eds.). Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman & Littlefield Education
Roy, P. & Hord, Sh. M. (2006). It's Everywhere, but What is it? Professional Learning Communities. Journal of School Leadership, 16(5), 490–504. DOI:10.1177/105268460601600503
Sutton, A., Clowes, M., Preston, L., & Booth, A. (2019). Meeting the review family: exploring review types and associated information retrieval requirements. Health Information & Libraries Journal, 36(3), 202-222. DOI.org/10.1111/hir.12276
Teague, G. M. (2012). The Principal's Role in Developing and Sustaining Professional Learning Communities: A Mixed Methods Case Study. Doctoral Dissertations. University of Tennessee, Knoxville.
Thornton, K., & Cherrington, S. (2018). Professional learning communities in early childhood education: a vehicle for professional growth. Professional Development in Education, 45(3),1–15. DOI:10.1080/19415257.2018.1529609 
Valizadeh, M., Nami, K., & zakeri, M. (2023). The Lived Experiences of Primary School Teachers from Implementing Opportunities of Lesson Research (a Case Study of Education and Training Office of the 1st District of Bandar Abbas City). The Journal of Theory and Practice in Teachers Education9(16), 26-1 [In Persion]. DOI: 20.1001.1.26457156.1402.9.16.1.1
Vanblaere, B., & Devos, G. (2017). The Role of Departmental Leadership for Professional Learning Communities. Educational Administration Quarterly, 54(1), 1-30. DOI:10.1177/0013161X17718023 
Voelkel, R. H. (2019). Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy. International Journal of Leadership in Education, 25(3), 345-366. DOI:10.1080/13603124.2019.1690699 
Voulalas, Z. D., & Sharpe, F. G. (2005). Creating schools as learning communities: obstacles and processes. Journal of Educational Administration, 43(2), 187–208. DOI:10.1108/09578230510586588 
Wright, R. W., Brand, R. A., Dunn, W., & Spindler, K. P. (2007). How to Write a Systematic Review. Clinical Orthopaedics and Related Research, 455,23–29. DOI: 10.1097/BLO.0b013e31802c9098
Zhao, G., Yang, X., Long, T., & Zhao, R. (2019). Teachers' perceived professional development in a multi-regional community of practice: Effects of beliefs and engagement. Learning, Culture and Social Interaction, 23(12), 1-11. DOI:10.1016/j.lcsi.2019.100347