چکیده:
پژوهش حاضر با هدف شناسایی چالش ها و موانع گسترش نقش مشاوره ای مدیران مدارس انجام گرفت. پژوهش به روش کیفی انجام شد. نمونه گیری از بین مدیران، مشاوران، معلمان و دانش آموزان استان آذربایجان غربی در سالتحصیلی 96 – 95 و از نوع هدفمند بود. داده ها از طریق مصاحبه فردی نیمه ساختاریافته جمع آوری و با روش تحلیل چارچوبی یک چارچوب موضوعی تنظیم و مقوله های اساسی شناسایی گردید. مهم ترین موانع در سه حوزه فردی شامل ویژگی های شخصیتی، عمل فکورانه و صلاحیت و شایستگی ها، حوزه آموزشگاهی شامل زیرساخت ها، ارتباطی- اطلاع رسانی، انگیزشی-انسانی و رهبری و مدیریت پویا و حوزه سازمانی شامل پشتیبانی و حمایت، اقتصادی-مالی و فرهنگی-اجتماعی شناسایی و طبقه بندی شدند. مهم ترین موانع در سه حوزه فردی شامل ویژگی های شخصیتی، عمل فکورانه و صلاحیت و شایستگی ها، حوزه آموزشگاهی شامل زیرساخت ها، ارتباطی- اطلاع رسانی، انگیزشی-انسانی و رهبری و مدیریت پویا و حوزه سازمانی شامل پشتیبانی و حمایت، اقتصادی-مالی و فرهنگی-اجتماعی شناسایی و طبقه بندی شدند.به منظور پیشگیری از آسیب ها و موانع شناسایی شده در گسترش نقش مشاوره ای مدیران مدارس، اهتمام جدی از سوی مدیران، پرسنل مدارس و نطام آموزشی کشور ضرورت دارد.. به منظور پیشگیری از آسیب ها و موانع شناسایی شده در گسترش نقش مشاوره ای مدیران مدارس، اهتمام جدی از سوی مدیران، پرسنل مدارس و نطام آموزشی کشور ضرورت دارد.
School counseling is an integral part of the student's educational experience, providing a professional activity by a qualified person at the school, and as facilitator of the educational process, guidance, counseling and psychological services for all aspects of education, occupation and personal and Their social offerings. School counseling deals with the educational problems of students in the school context from a psychological point of view. The school counseling activities are intended to serve all students, classes, teachers, other school staff, and in general, school management and school-related issues. Counseling activities are carried out in two areas of continuous and monthly activities. Continuous activities include activities such as individual counseling, group counseling, education guidance, occupation and family counseling, coordination, referral and follow up, and monthly activities as complementary to continuous activities based on time and in accordance with the relevant rules and regulations. To be carried out correctly and as long as these activities lead to an important part of intra-school guidance and counseling. Because the efficient and effective implementation of school counseling activities involves employee participation and the use of different capacities and potential motivations in schools to provide advisory services, these capacities, in addition to school counselors, include managers, teachers, and students. Even parents can be seen, therefore, the need to mobilize forces and leadership and cooperation between them in pursuit of these activities during the school year can not be ignored. Participation and collaboration in school counseling activities by its implementing agents can lead to the sustainability of the outcomes of education and help students to progress at higher levels. One of the factors influencing the effectiveness of school counseling activities is the awareness of school staff, in particular counselors, managers and teachers, about their role in school guidance and counseling, interaction and participation in counseling activities for student change and growth. Managers' awareness of their role in counseling in schools and the impact of school counseling activities, as well as the perception of this activity and its place in schools by school educators, especially school administrators, teachers and students, are influential on school counseling activities. Managers' lack of awareness of their consultative role creates disagreements over the implementation of school counseling activities between them and counselors and teachers. The purpose of this study was to identify the challenges to expanding the role of counseling school principals. Research method: The research sample was 48 executives of counseling activities in schools of West Azarbaijan during the educational year of 2016 - 2017 and including managers (12 managers), counselors (14 counselors), teachers (12 teachers) and students (10 students) who were selected to achieve The purpose of the research and the necessity of the presence of knowledgeable and knowledgeable individuals in the subject matter was through targeted sampling. Data were collected through semi-structured individual interviews and grounded theory and For analyzing data, framework analysis and three-step coding (open, axial, and selective) coding were used and a thematic framework and key issues were identified. Finding: Findings based on 51 semi-structured interviews revealed that 3 main subjects and 10 sub-topics were considered as Damaging factors in the role of counseling of school principals. The main themes were identified and classified in three areas: personal, environmental and organizational. The most important challenges were identified and categorized in three categories of personal including personality traits, factional action, and competencies; the environmental includes infrastructure, communication-information, motivational - human and leadership and dynamic management and the organizational includes support and support, economic, financial, and socio-cultural. The interviewees identified ways of identifying Damaging factors that Informing and empowering principals in their counseling and communication skills (for individual Damaging factors), informing school personnel about the role of counseling principals and attracting their active participation and utilizing in-house resources and capacities (for environmental Damaging factors). Designing, implementing and implementation of macro programs, organizational support and support from the role of counselors principals in general policy and educational system policy (for organizational Damaging factors).Therefore, for the purpose of culturalization, the role of counseling of school principals and their importance in the learning-learning process is to pay close attention to research findings in general policy and macro education in the educational system as well as to analyze the factors affecting the expansion of the role of counseling managers in The upstream documentation of the education system is proposed. In order to prevent the identified damaging in expanding the role of counseling of school principals, serious efforts are needed from the principals, school staff and educational staff of the country. And it is suggested that the selection and training of school principals should be designed and implemented on the basis of personality traits, special competencies and core competencies. Also, in the general policy and policy framework of the educational system, the organizational support and support, budget forecast, credits, equipment and facilities necessary for the development and implementation of counseling programs in schools, the culture of counseling in schools through Mass media and awareness raising for school staff, parents, students, and students about the role of counseling for school administrators. The implementation of the management excellence program in secondary schools to enhance the managerial competencies and managerial capacities in school counseling programs is another suggestion derived from the research findings. It is suggested that the modeling and validation of dimensions and barriers components of the role of counseling managers, designing the model of managers training based on the competence-based approach and its impact on the quality of counseling in schools, comparative study of the role of counseling managers in educational systems in order to Providing the native model and identifying and explaining the hidden factors affecting the advancement of managers' role and presenting a model based on it will be considered by researchers in the near future.The present study was accompanied by some constraints, the most important of which was the general response and summary of some respondents to interview questions and the negative attitudes of some participants to school counseling programs. Due to the fact that the present study is carried out with qualitative and grounded methodology, the results of this research are not generalizable and are considered as research constraints.
خلاصه ماشینی:
يافته ها پژوهش حاضر باهدف واکاوي و شناخت چالش ها و موانع گسترش نقش مشاوره اي مديران مدارس انجام شده است که براي رسيدن به اين مهم در مرحله کدگذاري باز، جهت اطمينان و دقت بيشتر، در دو مرحله نسبت به کدگذاري مفاهيم اوليه اقدام شده است که در مرحله اول تعداد ٦٥ مفهوم از مصاحبه با عوامل اجرايي فعاليت هاي مشاوره اي در مدارس استخراج گرديد.
نتايج اين بخش از تحقيق که به ضعف مديران در ابعاد شخصي، رفتاري و مهارتي اشاره دارد با تحقيقات ( ;٢٠١٤ ,Dawood ;٢٠١٣ ,Connie, James ;٢٠١٣ ,Lee &Low, Kok Mohamadi, 2011; Lambie, Ieva & Mullen, 2011; Overington, 2010; ;٢٠٠٦ ,Lovell &McAuliffe ) همخواني دارد.
نتايج اين بخش از تحقيق که به ضعف زيرساخت ها و عوامل محيطي مدرسه اشاره دارد با تحقيقات (Oye, Obi, Mohd Bernice, 2012; Shajith & Erchul, 2014; Van Schalkwyk, 2013; & Young & Kaffenberger, 2013; James, Logan & Davis, 2011; Phillips & ٢٠١١,Smith) همسويي دارد.
اين نتايج با نتايج پژوهش هاي( ,Van Schalkwyk ;٢٠١٤ ,Kimber, Campbell 2013; Anagbogu, Nwokolo, Anyamene, Anyachebelu & Umezulike, 2013; Carew, 2001; Lynch, Vansteenkiste, Deci & Ryan, 2011; ٢٠٠٩ ,DeVoss &Curry ;٢٠١١ ,Reeves) همسو و سازگار است .
Identifying the Effective Factors on Extending the Effective managemnt Plan Based on the School-Based Approach: A Case Study of Tehran Directors, Master's Thesis Faculty of Educational Sciences and Psychology, University of Tehran.