چکیده:
پژوهش حاضر با هدف بررسی تجربه زیسته مدیران از رهبری برنامه درسی مدارس متوسطه شهرستان رودسر انجام شده است. این مطالعه، پژوهشی کیفی از نوع پدیدارشناسی تفسیری است. جامعه مورد مطالعه در این پژوهش، کلیه مدیران مدارس دوره متوسطه دوم شهرستان رودسر در سال تحصیلی 96-1395 بودند. برای انتخاب این افراد از نمونهگیری مبتنی بر هدف استفاده شد. برای جمعآوری دادهها از مصاحبه نیمهساختاریافته عمیق استفاده شده است. مصاحبه شامل 9 سؤال بازپاسخ در زمینه تجارب مدیران درباره رهبری برنامه درسی (از 30تا 40دقیقه) بود. پس از مصاحبه با 8 نفر از مدیرانِ با سابقه مدیریت و تجربه کافی در دوره متوسطه دوم، دستیابی به غنای اطلاعاتی، اشباع و تکرار دادهها حاصل شد. تجزیه و تحلیل دادهها براساس روش هفت مرحلهای کلایزی انجام شد. از دادههای پژوهش 30 زیردرونمایه استخراج شد که در 7درونمایه موضوعی اصلی (تجربیات مثبت مدیران از رهبری برنامه درسی و تجربیات منفی مدیران از رهبری برنامه درسی) طبقهبندی شدند. نتایج این پژوهش نشان داد که رهبری برنامه درسی ناظر بر مسئولیتها و نقشهای مدیران مدارس است، اما سازهای است که کمتر با رویکرد مدیران مدارس مورد توجه صاحبنظران این حیطه قرار گرفته است. بنابراین، نقش مدیران مدارس در رهبری برنامه درسی باید مورد توجه قرار گیرند.
Curriculum plays a central role in the education system. But Most of the attention in the curriculum literature has been placed on curriculum development with little attention given to the implementation process. The principal plays a major role coordinating curriculum change in the schools. Communication between administrators, supervisors, teachers and principals is critical at the implementation stage. The principals should have open communication lines with all school personnel. They should promote a strong staff development program to allow teachers the opportunity to successfully incorporate the curriculum change. The principal must also transmit the interest and enthusiasm about the new curriculum by encouraging and helping faculty members on a daily basis. The school administrator is responsible for the success of the implementation process: without his direction the new curriculum is often neglected. Therefore, curriculum leadership is essential for providing a proper curriculum and creating an effective educational system. The curriculum leader needs to focus on the two main themes of curriculum development, namely, preserving the curriculum and developing it in the best possible way. Traditionally, principals are expected to be in charge of supervising, regulating, and pursuing disciplinary matters, teacher assessment and similar issues, and less emphasis is placed on the principals' responsibilities to the curriculum. Some researchers have called the school principals as a curriculum leader. In fact, the school principal can become a translator of curriculum development in the language of everyday school activities. School principals in the role of curriculum leader should have a clear understanding of the core of any curriculum implemented at school. Therefore, the main objective of this study is to perceive principals' lived experience of curriculum leadership in secondary schools. Research Method: The research was conducted with a qualitative nature in the type of interpretive phenomenology. Interpretative phenomenological analysis is an approach which means that it aims to offer insights into how a given person, in a given context, makes sense of a given phenomenon. The participants of this study were all principals of secondary schools in Rudsar. The selection of the principals was based on the targeted sampling. To collect qualitative data, 8 highly skilled principals were interviewed with semi-structured interviews based on theirs lived experiences. Lived experience, as it is explored and understood in qualitative research, is a representation and understanding of a researcher or research subject's human experiences, choices, and options and how those factors influence one's perception of knowledge. The collected data were analyzed based on phenomenological research methodology and with the Colaizzi’s method. The method of data analysis is an approach to interpreting qualitative research data, to identify meaningful information and organize it into themes or categories. The approach follows seven data analysis steps. In the first step, the researcher reads a description of each person participating in the study to gain a sense of the participants. Next, the researcher extracts statements with significance to the research question. To reflect the research data accurately, the significant statements should be direct quotations from the participants. To analyze the significant statements, the researcher begins to articulate what the statements mean and creates themes from the meanings. The researcher groups similar themes together and organizes them into categories. Finally, the researcher integrates the results into a comprehensive description of the topic and returns to each participant to verify the results. Findings: Data analysis based on phenomenology method demonstrated that 30 subscales were extracted, which were classified in 7 main subject themes as positive and negative lived experiences of principals from curriculum leadership. The results show that principals can best discharge their leadership role if they develop a deep and broad knowledge base with respect to curriculum. Principals need to ensure that assessment of student learning is aligned with both the school’s curriculum and the teachers’ instruction. The instructional leadership of the principal is a critical factor in the success of a School’s improvement initiatives and the overall effectiveness of the school. The primary responsibility of the principal is to promote the learning and success of all students. School principals can accomplish this goal by focusing on learning, encouraging collaboration, using data to improve learning, providing support, and aligning curriculum, assessment, and instruction. The principal’s primary responsibility is to promote the learning and success of all students. They must accomplish this goal by focusing on learning, encouraging collaboration, analyzing results, providing support, and aligning curriculum, instruction, and assessment. Principals need to help teachers shift their focus from what they are teaching to what students are learning. The role of curriculum leader helps the school to maintain a focus on why the school exists, and that is to help all students. Shifting the focus forming collaborative structures and processes for faculty to work together to improve instruction; and ensuring that professional development is ongoing and focused toward school goals are among the key tasks that principals must perform to be effective curriculum leaders in a professional learning community. This will require districtwide leadership focused directly on learning. School principals as a curriculum leader can accomplish this by (1) focusing on learning, (2) encouraging collaboration, (3) using data to improve learning, (4) providing support, and (5) aligning curriculum, instruction, and assessment. Taken together, these five dimensions provide a compelling framework for accomplishing sustained districtwide success for all students. Principals must develop and sustain school structures and cultures that foster individual and group learning. That is, principals must stimulate an environment in which new information and practices are eagerly incorporated into the system. Teachers are more likely to pursue their group and individual learning when there are supportive conditions in the school, such as particularly effective leadership. As a Principal they should assess needs in theirs building and district, be a Leader and a team-player on several teams (central administrative, district level and building level team) have a knowledge base regarding the value of curriculum and purpose/function Principal. As a Principal they should assess needs in theirs building and district, be a Leader and a team-player on several teams ( central administrative, district level and building level team) have a knowledge base regarding the value of curriculum and purpose/function Principal. As a Principal they should assess needs in theirs building and district, be a Leader and a team-player on several teams (central administrative, district level and building level team) have a knowledge base regarding the value of curriculum and purpose/function Principal. Also they should be able to plan and develop the structures needed to ensure that students succeed, be able to plan and develop the structures needed to ensure that the success of theirs building contributes to the success of the district (goal alignment and common vision). Principals as a curriculum leader should be positive believe all kids can learn and attitude is everything Motivate faculty, staff, and students. Finally they should be able to plan and develop the structures needed to ensure that students succeed, be able to plan and develop the structures needed to ensure that the success of theirs building contributes to the success of the district (goal alignment and common vision). Principals as a curriculum leader should be positive believe all kids can learn and attitude is everything Motivate faculty, staff, and students.
خلاصه ماشینی:
همچنين ، نقطه تمرکز و سمت وسوي آموزش ها را به طرفي هدايت کند که طراحي، اجرا و ارزيابي برنامه درسي در آن تسهيل شود ( ,Avizhgan 1 - Curriculum Leadership ٢٠١٤ ,Changiz &Mirshah Jafari, Nasr ).
البته به طور سنتي، از مديران انتظار ميرود که در نقش سرپرستي، تنظيم و پيگيري امور انضباطي، معرفي مدرسه در سطح اجتماع ، ارزيابي معلمان و مواردي مشابه خدمت نمايند و به اين ترتيب ، به مسئوليت هاي مديران نسبت به برنامه درسي کم تر توجه ميشود، اما مديران مؤثر آن هايي هستند که ضمن انجام وظايف اشاره شده به طور کارآمد، بر توسعه ، تحکيم و تداوم يک برنامه درسي غنيشده تأکيد کنند.
باوجود آن که اغلب مديران آموزشي، برنامه درسي و هدايت مطلوب آن را مهم ترين وظيفه خود دانسته و صرف وقت بيشتر براي آن را لازم ميدانند ( & Zein Abadi ٢٠١٣ ,Asadzade)، اما احساس ميکنند که تقاضاهاي ديگر در همان زمان امکان چنين توجهي را غيرممکن ساخته است ( ,Changiz &Avizhgan, Mirshah Jafari, Nasr ٢٠١٦).
(2017 از آنجاييکه ايفاي نقش رهبري به عنوان جوهره مديريت شناخته شده است ( & Kazemi ٢٠١١ ,Mahram)، رهبري برنامه درسي نيز از نقش ها و مسئوليت هاي مديران مدارس محسوب ميشود (٢٠١٤ ,.
نقش اساسي رهبري برنامه درسي فراتر از مسئوليت هاي پيش بيني شده است و فرايند ايجاد هماهنگي بين نيروي انساني و منابع آموزشي، انگيزه دادن به دبيران و دانش آموزان و بهبود جو مدرسه را در برمي گيرد (٢٠١٠ ,ECRA Group).