پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 960 |
| تعداد مقالات | 7,934 |
| تعداد مشاهده مقاله | 13,424,083 |
| تعداد دریافت فایل اصل مقاله | 9,542,009 |
شناسایی عوامل مؤثر بر رهبری حکمت محور در مدارس | ||
| اندیشه های نوین تربیتی | ||
| دوره 17، شماره 2 - شماره پیاپی 60، شهریور 1400، صفحه 153-177 اصل مقاله (536.24 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.29842.2942 | ||
| نویسنده | ||
| نیره رحمانی* | ||
| دکتری مدیریت آموزشی، دانشگاه امام صادق(ع)، پردیس خواهران، تهران، ایران | ||
| چکیده | ||
| پژوهش حاضر از نظر هدف، بنیادی و به لحاظ روش پژوهش کیفی از نوع مطالعه موردی محسوب میشود. با توجه به هدف پژوهش که شناسایی عوامل موثر بر رهبری مبتنی بر حکمت از منظر اسلام در مدارس بود، جامعه آماری شامل محققان، مؤسسان، مدیران و معلمان مدارس خاص بود که به روش نمونهگیری هدفمند از نوع گلوله برفی، 30 نفر در پژوهش حاضر شرکت داشتند. ابزار پژوهش مصاحبه‌های عمیق نیمه ساختاریافته بود که پس از استخراج کدهای مورد نظر تجزیه و تحلیل دادهها با استفاده از روش تحلیل مضمون، صورت گرفت. به منظور سنجش اعتبار پژوهش از بهم تنیدگی استفاده شد و پایایی مصاحبه ها از طریق پایایی بازآزمون حدود 80% برآورد شد. یافته های پژوهش نشان می دهد، عوامل مؤثر بر رهبری حکمتمحور از 2 عامل (درون مدرسه ای و برون مدرسه‌ای) و 10مؤلفه تشکیل شده است که میتواند راهنمای عمل رهبران در مواجهه با مسائل پیچیده و چندبعدی محیط های آموزشی باشد تا از طریق خودسازی، تربیت معلمان شایسته و انتخاب دانشجوی مستعد و با توجه به سرمایه هویتی دانش آموزان و ملاحظات اخلاقی در محیط کار سازمان را در ارتقاء حکمت یاری رسانند و به مسائل خارج سازمان مانند تعامل مستمر با محیط، توجه به خانواده و فرهنگ جامعه به منظور تجلی هر چه بیشتر حکمت توجه نمایند. | ||
| کلیدواژه‌ها | ||
| عوامل؛ رهبری؛ حکمت؛ مدارس | ||
| عنوان مقاله [English] | ||
| Factors Affecting Wisdom-based Leadership in Schools | ||
| نویسندگان [English] | ||
| Nayere Rahmani | ||
| Education Management PhD, Emam Sadeq University, Compus of Sisters, Tehran, Iran | ||
| چکیده [English] | ||
| Abstract The present research is fundamental in terms of purpose and qualitative in terms of research method. This study aimed to identify the factors affecting wisdom-based leadership from an Islamic perspective in schools. Accordingly, the statistical population included researchers, founders, principals and teachers of special schools. The research tool was semi-structured in-depth interviews. The obtained data were validated by triangulation and the reliability of the interviews was estimated as 80% through retesting. Finally, the data were analyzed using thematic analysis. The findings indicate that factors influencing wisdom-based leadership comprises two factors (In-school and out-of-school) and 10 components. The present model can guide leaders in dealing with complex and multidimensional issues in educational environments to enhance wisdom-based leadership. Introduction One of the necessities of education in the 21st century is that people gain the necessary insight and knowledge about religious values and standards and be able to deal rationally and wisely with the problems of the new age (Marzooqi, 2009). Studies conducted in Iranian schools show that mismanagement, arbitrary management (Haddad Sabzevar, 1999) inexperience and poor scientific competencies have created problems for educational systems (Amrollahi and Azhari, 1998). Meanwhile, according to Organization for Economic Co-operation and Development (OECD) report, today's schools need principals and leaders who are determined, can judge fairly, ad understand the organizational complexities to lead schools based on current circumstances (Haji Pourabaei et al., 2015). One of the newest approaches to leadership that can answer today's problems is wisdom-based leadership, and the concept of wisdom in the verses of the Holy Qur'an shows its importance in leadership (Sura An'am, 85-89). The introduction of wisdom into educational organizations and at various levels of formal education and informal opportunities for learning increase thinking skills and reflection in students, teachers, administrators and educational leaders (Harms, 2014). Wise leaders consider current situation and judge consciously based on a participatory approach (Valenziano 2015 Wei & Yip 2008, Rowley 2006, Higgs 2004, Limas and Hanson 2004 Alemany 2015, Kaur 2013, Young 2011, MC Kena 2009, Valenziano 2015, Ylimaki et al. 2014, Sternberg 2005, Prewitt 2002), combine ideas with actions, and do the right action in the right direction (Samadi Miarkalaei 2015, Nayak 2016, Ylimaki and Klein 2009, Rowley 2006, Danaifard Et al. 2010). Therefore, the present study intends to identify the factors affecting wisdom-based leadership in schools. Methodology The present research is fundamental in terms of purpose and qualitative in terms of research method. The statistical population includes the founders and managers of educational organizations and specialists and experts in the field of management and Islamic education. The research tool was in-depth semi-structured interviews. In order to validate the interviews, the resumes and performance of experts, school principals, founders and teachers were examined to ensure they have scientific, professional, and executive competencies in the study subject. Therefore, the content of the interviews was reliable. Then, the researcher spent enough time and became engaged with the subject and people familiar with the study subject, identified the codes and pondered on the relationships, features and characteristics of the study subject, and finally used triangulation to adapt their interpretations to reality and validate the interviews. The reliability of the data was confirmed with test retest method and the data were analyzed by content analysis method. Results The model of wise leadership from an Islamic perspective in educational organizations was derived from content analysis of the obtained data and classified in Table 1. The results show that the factors affecting wisdom-based leadership include in-school and out-of-school factors. The in-school factors that influence wisdom-based leadership comprise the comprehensive themes of human capital, identity capital, moral considerations, economic issues, technology, and the facilities and atmosphere of the school. Out-of-school factors are related to factors out of the school environment that affect wisdom-based leadership through growth and development of families; effective cooperation and interactions; provision of the necessary infrastructure in the education system and the culture and attitude of the community. Discussion and conclusion The results of research conducted so far in terms of human capital are consistent with the results of the present study. The importance of having a wise leader in the organization can be seen in Alemany study 2015, Valenziano 2015, Ekmeki et al. 2014, Harms 2014, Kor 2013, Young 2011. Furthermore, attention to ethical principles in wisdom-based leadership has been discussed and emphasized by experts in Alemany studies 2015, Valenziano 2015, Kor 2014, Young 2011, M-Sikna 2009 and Higgs 2004. Given that wisdom has recently entered the field of management and leadership, especially in educational organizations, there is evidence of other factors such as economic issues, technology, school facilities and space, growth and development of families, cooperation and effective interactions, provision of the necessary infrastructure in the education system, culture and attitude of the community have not been addressed yet in research. Therefore, it is suggested that other similar studies be reviewed, schools be examined regarding the status of wisdom-based leadership and existing barriers be identified, and effective conditions to promote wisdom in educational organizations be created and attended. | ||
| کلیدواژه‌ها [English] | ||
| Factors, Leadership, Wisdom, Schools | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Adams,A(2007)."Developing Leadership Wisdom", International Journal of Leadership in Public Services, 3 (2), 39 – 50 Al-Kalini, Muhammad ibn Ya'qub (1983). Al-Kafi .vol. 1, 2. Tehran: Islamic Library( Text in Persian) Alam al-Huda Khorasani, Ali (1995). Approach to speech. Qom: Sadr Library ( Text in Persian) Alemany.J(2015). 20 Keys To Leadership Wisdom. Management and Leadership. The leadership quarterly, 13(2), 15-28 Amodi, Abdul Wahed bin Tamimi (2007). Ghorr al-Hekam and Dor al-Kalam, vols 6,1,2,3. ranslation: Rasooli Mahallati, Seyed Hashem.Tehran: Islamic Culture Publishing Office( Text in Persian) Amrollahi, Reza, Azhari, Sara (1998). How do you see higher education? .Special letter of higher education ( Text in Persian) Bassett, C. L. (2011). Understanding and teaching practical wisdom. New Directions for Adult and Continuing Education, 2011(131), 35-44. Danaeifard, Hassan. Rajabzadeh, Ali Mohammad Salari, Ali (2010). Beyond Managerial Knowledge and Experience: An Analysis of the Elements Shaping Managerial Wisdom from the Viewpoint of NAJA Managers. Disciplinary Management Studies. 5 (3): 397-417( Text in Persian) Ekmekçi, A. K., Teraman, S. B. S., & Acar, P. (2014). Wisdom and management: a conceptual study on wisdom management. Procedia-Social and Behavioral Sciences, 150, 1199-1204 Ghorbanizadeh, The Face of God (2008). Organizational learning and learning organization with a look at knowledge management. Tehran: Reflection ( Text in Persian) Haddad Sabzevar, M(1999). How do you see higher education? Special Issue of Higher Education Haji Pourabaei, Najmeh; Abolghasemi, Mahmoud; Qahramani, Mohammad; Saki, Reza (2015). Explaining the local model of secondary school management in Kerman province. Research in educational systems. 9 (30): 27-62( Text in Persian) Higgs, M. (2004). How can we make sense of leadership in the 21st century?. Leadership & organization development journal, 24(5), 273-284. Harani, Hasan ibn Ali ibn Husayn ibn Shu'bah (1404). The gift of the intellect. Translated by Hassanzadeh, Sadiq. Qom: AlE-Ali( Text in Persian) Harms.B(2014). Reflections on Wisdom in Education. Leadership & organization development journal, 22(3), 223-284 Huisheng.T(2007). Educational wisdom and intellectual teachers are called on by the times. Front. Educ, 2(1), 119–132. Ibn Hussein Mousavi (Sayyid Razi), Muhammad(2006). Approach to rhetoric. Translation: Dashti, Mohammad. Qom: Nasser( Text in Persian) Kaur,K(2013).Leadership Wisdom: from the annals of History. IOSR Journal of Business and Management. 12( 3), 01-03. Majlisi Mohammad Baqir (1996). Beharol-Anvar. Translation: Mousavi Hamedani, Seyyed Abu Al-Hassan Tehran: Islamic Bookstore ( Text in Persian) Marzooqi, Rahmatullah (2009). The presuppositions of the religious education curriculum in the age of globalization. Theoretical basis for Iran's public education system. 4 (15): 43-59 ( Text in Persian) McKenna, B., Rooney, D., & Boal, K. (2009). Wisdom principles as a meta-theoretical basis for evaluating leadership. Leadership Quarterly, 20, 177–190 Merriam.S.B(2009). Qualitative Research. A Guide to Design and Implementation. Published by Jossey-Bass Mirtaheri, Mohammad Hadi (2011). Factors affecting the management of individual wisdom in the organization. Master Thesis in Public Administration. Faculty of Management and Accounting. Allameh Tabatabai University ( Text in Persian) Moradi, Morteza (2015). Provide a model of wisdom-based organization in government offices. governmental management. 7 (1): 185-209 ( Text in Persian) Mostafavi, Hassan (1989). Investigation of the words of the Holy Quran. Tehran: She visited Farahn and Islamic Arshad ( Text in Persian) Nabi Meybodi, Morteza (2011).Designing a framework for smart government organization: from the perspective of wisdom. Master Thesis in Information Technology Management. Faculty of Management and Economics . Tarbiat Modares University ( Text in Persian) Nayak, A. (2016). Wisdom and the Tragic Question: Moral Learning and Emotional Perception in Leadership and Organisations. Journal of Business Ethics, 137(1), 1-13. Nowruzian Amiri, Seyed Mohammad; Khalkhali, Ali; Shakibaei, Zohreh (2019). Conceptualizing school-based wisdom management. school management. 7 (1): 1-22( Text in Persian) Prewitt, V. R. (2002). Wisdom in the workplace. Performance Improvement Quarterly, 15(1), 84–98. Rahmani, Nayreh; Dialmeh, Niko (2019). The model of wisdom-based leadership from the perspective of Islam in educational organizations. Applied issues in education. 4 (3): 53-78( Text in Persian) Rowley, J.(2006). “What do we need to know about wisdom?. Management Decision”, 44(9), 1246-1257. Reynolds,D.J(2003).A study of U.S chief executive officers managerial wisdom. Samadi Miarkalaei, Hamzeh. Samadi Miarkalaei, Hossein (2015). In the path of the theory of wise Islamic leadership. Social theories of Muslim thinkers. 5 (1): 163-201( Text in Persian) Tabatabai, Mohammad Hussein (2007). Tafsir al-Mizan, vols. 3, 12, 19. Translation: Mousavi Hamedani, Mohammad Baqir. Qom: Islamic Publications Office ( Text in Persian) Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational psychologist, 36(4), 227-245. Sternberg,R(2005). WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized. Educational Psychology Review, 17( 3). Sternberg, R. J., Jarvin, L., Grigorenko, E. L. (2009). Teaching for wisdom, intelligence, creativity, and success. Thousand Oaks, CA: Corwin. Valenziano.K.B(2015). Wisdom leadership in academic health science centers: leading positive change. change, Journal of Interprofessional Care, 29(1), 87-87 Wei.R& Yip.J(2008). Some Sage Advice for Leaders. LIA.28(4),23-34 Ylimaki,R.M. Clain,L(2009). Wisdom‐centred educational leadership. International Journal of Leadership in Education,12( 1), 13–33 Yang,S (2011). Wisdom displayed through leadership: Exploring leadership-related wisdom. The Leadership Quarterly, 22, 616–632 | ||
|
آمار تعداد مشاهده مقاله: 640 تعداد دریافت فایل اصل مقاله: 609 |
||
