مدل بومی ارتقای آگاهی و نگرش معلمان استان کردستان نسبت به سند تحول بنیادین آموزش و پرورش

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت اموزشی دانشگاه ازاد اسلامی، واحد سنندج،سنندج، ایران

2 استادیار گروه علوم تربیتی ،دانشگاه ازاد اسلامی واحد سنندج،سنندج، ایران

3 استادیارگروه علوم تربیتی ،دانشگاه ازاد اسلامی واحد سنندج،سنندج، ایران

چکیده

پژوهش حاضر از نوع پژوهش کیفی با رویکرد توصیفی _تحلیلی است. برای شناسایی عوامل موثر بر نگرش و آگاهی معلمان نسبت به سند تحول بنیادین، پس از تحلیل محتوای کیفی و سندکاوی، برای انتخاب نمونه‌های مصاحبه از تکنیک گلوله برفی با مشارکت 100 نفر از معلمان و صاحبنظران در زمینه پیاده‌سازی سند تحول بنیادین، استفاده شد. داده‌ها از طریق مصاحبه نیمهساختارمند در طی سه مرحله کدگذاری باز، محوری و انتخابی تحلیل شدند و با در نظر گرفتن شرایط علی، شرایط زمینهای و شرایط مداخلهگر، مجموعه راهکارها و راهبردهای عملیاتی در راستای ارتقای آگاهی و نگرش معلمان استان کردستان نسبت به سند تحول بنیادین آموزش و پرورش در قالب زیر نظامهای ششگانه سند تحول و به صورت یک مدل پیشنهاد شد. برای تامین روایی و پایایی نیز از رویکرد لینکلن و گوبا شامل مقبول بودن، انتقال‌پذیری، اطمینان پذیری و تاییدپذیری استفاده شد. از جمله ویژگیهای این الگو می‌توان به بومی بودن، توجه به ویژگی‌های مخاطبان، علمی بودن، اختصاصی بودن، بدیع بودن و واقعنگری اشاره کرد.

کلیدواژه‌ها


عنوان مقاله [English]

Native Model of Promoting the Knowledge and Attitude of Teachers of Kurdistan Province toward the Document of Fundamental Education Change

نویسندگان [English]

  • Taleb Mohammadi 1
  • Rafigh Hasani 2
  • Majid Mohammadi 3
1 PhD Student of Educational Management, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran
2 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran
3 Assistant Professor of Educational Sciences, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran
چکیده [English]

This research is a qualitative research with a descriptive-analytical approach. To identify the factors affecting teachers' attitudes and knowledge toward the Fundamental Transformation Document, after analyzing the qualitative content and documentary, the participation of 100 teachers and experts in the implementation of the fundamental change document was used to select the interview samples. The data were analyzed through semi-structured interviews during three stages of open, axial, and selective coding, and considering causal, contextual, and confounding conditions, operational strategies and strategies to enhance the knowledge and attitude of teachers in the Kurdistan province. In the form of six subsystems, the document evolved and proposed as a model. Participants were also used to secure credit based on the control or accreditation technique.
The research field consisted of all teachers of Kurdistan province with 24125 teachers. For this part of the study, experts from the education community who had executive backgrounds at various levels of decision making and were known as the so-called informed experts were selected from among the group after 100 participants theoretical saturation. That is, the sample consisted of 100 participants and participated in the interview process conducted during the summer of 1397.
Data were collected using two questionnaires of Fish and Semi-structured Interview to identify the dimensions and components of teachers' knowledge and attitude towards the concepts and commandments of education development document. To collect data, according to Sterberg's (2014) teaching method, a semi-structured interview guide was developed based on sensitive concepts derived from a review of the records and several exploratory interviews. Interviews were recorded, transcribed and implemented with the permission of teachers and then coded. Consequently, through studying the theoretical foundations and background of the research and through semi-structured interviews with experts and obtaining the necessary agreement, the dimensions, components and final indicators for the model of teachers' knowledge and attitude towards the concepts and commandments of the educational development document were identified and determined. After conducting the interviews, qualitative analysis of both quantitative and qualitative data was conducted for greater accuracy and reliability of the findings and for the assertions to be fully grounded in documented context. That is, the data were completely organized, and a thorough inductive analysis of the data set was conducted, and the interviews were then coded sentence by sentence. Initial coding or open coding was first performed, meaning the concepts were identified within the data set and were actually broken down into the smallest conceptual components, and after identifying the categories and linking them at the axial coding level, to the overarching relevance of the categories in a network More broadly, the categorization of the concepts of action and main axes in the dataset was identified. At the selective coding stage, given the codes and concepts identified in the previous two steps, the coding process was further strengthened and the sections that were more important in formulating the theory were emphasized.
The ultimate goal of this study was to present an indigenous model of promoting the knowledge and attitude of teachers in Kurdistan province regarding the Fundamental Transformation Document of education . The causal conditions of this model included human resource management policies, financial policies, social policies, social policies and educational policies. Intervention conditions also include teachers personality traits and proffessional development policies, and contextual conditions include teachers livelihoods, social status of the teachers, continuing education, and in-service cultures. The most influential sub-categories of causal conditions in teachers' attitudes are human and financial management policies that affect their job satisfaction and social status.
Since the level of knowledge and attitude of teachers towards the concepts and commandments of the Fundamental Transformation Document have a mutual effect, the factors related to the level of teachers' job satisfaction that have a direct impact on their willingness to learn the fundamental Transformation Document concepts and rulings are:
• Fair implementation of the teacher rating system
• Improving the livelihoods of the teachers with inflation
• Implement the law on the coordination of government employees
• Providing the opportunity for further education of the teachers, including the promotion of their degree
• Consider the optimal system for receiving performance feedback
• Delegate authority to teachers, administrators, and other staff in their field of operations
• A survey of the teachers on all the contents of the document and its restoration and updating according to their views.
Therefore, in addition to clarity and accurate information on the content of the Fundamental Transformation Document, the use of teachers' collective wisdom and participation in formulating its concepts and principles and in the process of document restoration will further align them with the organizational goals of education. Increasing inter-organizational communication horizontally and vertically, and holding periodic school-level meetings and district administrations, plays a significant role in achieving the goals and revitalizing teachers' commitment. The role of staff training and promotion of their level of education, competence and skills is very important. It should be noted that limitations such as limitations on research resources and subject matter, scattering of education and generalization of results to the whole country are important. Therefore, it is suggested that the primary focus is on the implementation of the six document subsystems in a balanced and independent manner. Second, in future research, advanced statistical models such as factor analysis and path analysis will be used to more accurately identify the influential factors.
According to the model presented, in order to increase the proportion of teachers awareness and professional skills with the goals of the fundamental transformation document, it is necessary to summarize the next strategies.
• Holding retraining and updating courses tailored to all curriculum changes.
• Holding workshops, conferences, in-service and online seminars on the concepts and commandments of the Fundamental Transformation Document for all teachers.
• Special attention to comprehensive education of different aspects of Transformation Document in Farhangian University curriculum.
• Conducting comprehensive periodic tests of the concepts and commandments of the Transformation Document.
• Considering the incentive mechanism for Document awareness and action.
• Developing multimedia contents, brochures  and educational posters on all sections of the Fundamental Transformation Document and making it available to all teachers.
• considering  the awareness level of  people in  which takepart in the Ministry of Education recruitment tests toward the FTD concepts and commandments