دیدگاه مدیران مدارس ابتدایی نسبت به حکمرانی مدرسه‌محور: چالش‌ها، الزامات و مؤلفه‌های کلیدی (مطالعه ترکیبی)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد مدیریت آموزشی، گروه حکمرانی آموزشی و سرمایه انسانی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران

2 دانشیار گروه مطالعات تربیتی و برنامه ریزی درسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران

10.30473/ns.2026.76833.1022

چکیده

هدف این پژوهش، شناسایی چالش‌ها، الزامات و مؤلفه‌های اجرایی حکمرانی مدرسه‌محور از دیدگاه مدیران مدارس ابتدایی شهر مشکین‌شهر بود. روش پژوهش آمیخته با استفاده از مصاحبه‌های نیمه‌ساختارمند با ۱۵ مدیر (بخش کیفی) و پرسشنامه محقق‌ساخته در میان ۶۸ مدیر (بخش کمی) انجام شد. داده‌های کیفی با تحلیل مضمون و داده‌های کمی با نرم‌افزار SPSS-26 تحلیل شدند. یافته‌ها نشان داد اجرای حکمرانی مدرسه‌محور با چالش‌های ساختاری، فرهنگی، قانونی، منابع انسانی و مدیریتی مواجه است. در بخش کمی، مؤلفه‌های «رهبری آموزشی» (β=0.42)، «استقلال ساختاری» (β=0.31) و «مشارکت نهادی» (β=0.27) به‌طور معنادار پیش‌بینی‌کننده پاسخگویی عملکردی بودند (R²=0.52). همچنین تفاوت معناداری در دیدگاه مدیران مدارس دولتی و غیردولتی مشاهده شد (p <0.05). نتایج حاکی از ضرورت اصلاحات ساختاری، توانمندسازی مدیران و تقویت فرهنگ مشارکتی برای اجرای موفق حکمرانی مدرسه‌محور است.

کلیدواژه‌ها

عنوان مقاله [English]

Primary School Principals' Perspectives on School-Based Governance: Challenges, Requirements and Key Components (Mixed Study)

نویسندگان [English]

  • Maryam Faraji 1
  • Yousef Namvar 2
1 Master's Degree, Educational Administration, Department of Educational Governance and Human Resources, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
2 Associate Professor, Department of Educational Studies and Curriculum Planning, Ardabil Branch, Islamic Azad University, Ardabil, Iran
چکیده [English]

The purpose of this research was to identify the challenges, requirements and executive components of school-based governance from the perspective of elementary school principals in Meshkinshahr city. The mixed research method was conducted using semi-structured interviews with 15 managers (qualitative part) and a researcher-made questionnaire among 68 managers (quantitative part). Qualitative data were analyzed with thematic analysis and quantitative data with SPSS-26 software. The findings showed that the implementation of school-based governance faces structural, cultural, legal, human resources and management challenges. In the quantitative part, the components of "educational leadership" (β=0.42), "structural autonomy" (β=0.31) and "institutional participation" (β=0.27) were significantly predictive of performance accountability (R²=0.52). Also, a significant difference was observed in the views of government and non-government school principals (p <0.05). The results indicate the necessity of structural reforms, empowering managers and strengthening the participatory culture for the successful implementation of school-based governance.

کلیدواژه‌ها [English]

  • School-Centered Governance
  • Educational Leadership
  • Structural Autonomy
  • Institutional Participation
  • School Principal
  • Primary Education
  • Mixed Method

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