واکاوی مؤلفه‌های رهبری برنامه درسی در مدارس ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای مدیریت آموزشی، گروه مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.

2 دانشیار گروه مدیریت آموزشی، واحد تنکابن، دانشگاه آزاداسلامی ، تنکابن، ایران

3 دانشیار گروه مدیریت و کارآفرینی، دانشکده اقتصاد و کارآفرینی، دانشگاه رازی، کرمانشاه، ایران.

4 استادیار گروه مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.

10.22034/trj.2023.62852

چکیده

رهبری برنامه درسی یکی از مهم‌ترین عناصر برای جاری‌سازی یک نظام آموزشی است؛ و در این میان نقش مدیران مدارس در رهبری برنامه درسی، حیاتی است. به همین دلیل هدف پژوهش حاضر واکاوی مؤلفه‌های رهبری برنامه درسی در مدارس ایران است. این پژوهش با رویکرد کیفی و با به‌کارگیری روش تحلیل محتوا جهت‌دار انجام پذیرفت. جامعه موردمطالعه این پژوهش ترکیبی از اعضای هیئت‌علمی دارای تخصص و رزومه مرتبط، مدیران ستادی باتجربه و صاحب‌نظران ادارات آموزش‌وپرورش، مدیران مدارس و معلمان خبره در سراسر کشور بودند. بر اساس شاخص اشباع نظری، 19 تن دعوت به مشارکت شدند. برای جمع‌آوری داده‌ها، از مصاحبه نیمه ساختاریافته استفاده شد. کیفیت داده‌ها، از طریق چهار معیار اعتبارپذیری، انتقال‌پذیری، تأییدپذیری و اطمینان‌پذیری مورد بررسی قرار گرفت. نتایج نشان دادند رهبری برنامه درسی شامل 13 مؤلفه سازمانی (A)، یادگیری (B)، علمی و فناوری (C)، مدیریتی (D)، مشارکتی (E)، ارتباطاتی (F)، مبتنی بر تجربیات (G)، توسعه شناختی (H)، ایدئولوژیک (I)، بروکراسی‌زدائی (J)، مالی (K)، توسعه فرصت‌ها (L) و توسعه کالبدی (M) بودند. این پژوهش پیشنهادهای کاربردی مناسبی را برای برنامه‌ریزان و سیاست‌گذاران در زمینه رهبری برنامه درسی به همراه دارد.

کلیدواژه‌ها

عنوان مقاله [English]

An Induction of Curriculum Leadership Components in Iranian Schools

نویسندگان [English]

  • Nahid Fazli 1
  • Ali Khalkhali 2
  • Nader Naderi 3
  • Javad Soleimanpour 4
1 Ph.D. Student in Educational Management, Department of Educational Management, Tonekabon Branch, Islamic Azad University, Tonkabon, Iran.
2 Associate Professor, Department of Educational Management, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
3 Associate Professor, Department of Management and Entrepreneurship, Faculty of Economics and Entrepreneurship, Razi University, Kermanshah, Iran.
4 Assistant Professor, Department of Educational Management, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
چکیده [English]

One of the important elements of the educational system, which forms the core of all educational activities, is the curriculum. The concept of "curriculum" refers to a combination of scientifically structured, practical and experiential elements that help improve learning and aims to prepare and help students' ability to continue living with a particular occupation is by equipping them with knowledge and skills related to that profession. Curricula play a significant role in realizing educational and learning goals, in this sense; it can be considered the heart of the educational system. On the other hand, one of the main and important elements of improving the quality of education is to create a balance between students' attitudes and skills with the latest educational scientific achievements; As a result, the quality of education and its promotion as one of the supreme goals in education is dependent on the implementation of quality and comprehensive curricula. Considering the mentioned materials and considering that research in the field of curriculum leadership is still in a relatively early stage of development worldwide and especially in Iran, the lack of accepted models for making changes in programs as an obstacle to improvement. The curriculum works. Therefore, the vital role of principals in leading the curriculum in schools should be considered. There is a need to analyze the leadership components of the curriculum for Iranian school principals. In the case of analyzing the components of curriculum leadership and its application by Iranian school principals, one can imagine positive consequences such as more correct implementation of educational programs and improving the educational quality of schools, reducing educational costs and generally achieving educational goals while increasing effectiveness and efficiency in the Iranian education system. So curriculum leadership, as one of the most important key elements in reforming and improving the educational system, needs more attention, and the role of principals in curriculum leadership in schools is vital. In this regard, it is necessary to analyze the leadership components of the curriculum for Iranian school, and achieving it is the main goal of the present study.The current research is a part of applied research, which is qualitative in terms of approach and has been carried out using the method of content analysis. Qualitative content analysis is a research method that is used to discover people's understanding of everyday life phenomena and interpret the content of subjective data. The qualitative content analysis method is not only a tool and technique for data analysis, but also a research method that is used by various researchers to conduct research and collect data, in other words researchers stated that the research method of content analysis has epistemological assumptions and has a structure for collecting, analyzing data and organizing data in order to achieve a model or theory. Considering the mentioned explanations, it can be said that qualitative content analysis is an independent research method that is used in order to describe and summarize data, infer from them and develop a model. The studied community of this research included all experts in the field of the studied subject, such as faculty members with expertise and relevant resumes, experienced staff managers and experts of education departments, school principals and expert teachers across the country. In order to identify the subjects, successive purposeful snowball sampling method was used. The criterion for determining the sample size was to reach data saturation, and theoretical saturation was achieved after 19 interviews. The research tool was an in-depth and semi-structured individual interview. Simultaneously with the interviews, their opinions were recorded with prior permission. It should be noted that the interviews lasted 49 minutes on average. Using four related concepts, including the concepts of credibility, transferability, verifiability, and reliability, the reliability of the research was investigated. In order to analyze the data, qualitative content analysis with a directional approach was used. According to the theory of Hsieh & Shannon, content analysis approaches are divided into three categories: conventional or conventional content analysis; summary or cumulative content analysis, and directional content analysis. Sometimes there are theories or previous researches about a phenomenon that are either not complete or need more analysis. In this case, the qualitative researcher chooses the method of content analysis with a directional approach. Data content analysis was done using three stages of open, central and selective coding. In this way, first in open coding, all the notes from the interview were re-read and the main concepts were extracted. In the axial coding phase, according to the semantic affinity of the extracted concepts, the axial categories (components) were formed, and finally, in the selective coding, using the technique of constant comparison of the results and the course of the story, the relationship between the categories with each other and with the main category was determined. And finally, the research model was presented (Figure 2). The results showed that curriculum leadership includes 13 components such as organizational (A), learning (B), scientific and technological (C), management (D), collaborative (E), communicative (F), factors based on experiences (G), cognitive (H), ideological (I), De bureaucratic (J), financial (K), opportunity development (L) and physical development (M). This research brings practical recommended for planners and policy makers in the field of curriculum leadership. Of course, it is necessary to explain that in this research, the curriculum as an independent and integrated subject has been exposed to the judgment of the interviewees, and maybe if the curriculum was presented to the participants in this research, different results would have been obtained in the conceptualization of curriculum leadership. And its components were obtained. Therefore, it is recommended that readers consider this challenge as an important limitation. Among the most important research suggestions, we can mention the analysis of the lived experiences of the principals in the leadership of the curriculum in schools, as well as the analysis of the strategies for developing the participation of all stakeholders in the leadership of the curriculum in Iranian schools.

کلیدواژه‌ها [English]

  • Content Analysis
  • Curriculum
  • Curriculum Leadership
  • School Principals

مراجع

Abbasi, M., Fathi Azar, E., Yari Haj Ataloo, J., Adib, Y., & Maleki Avarsin, S. (2023). Analysis of Educational Leaders' lived Experiences of Curriculum Leadership in Schools. Educational Leadership & administration, 16(4), 173-196. (In persian).
Adams, J. (2007). "Development and testing of an initial model of curricular leadership culture in middle schools" (Doctoral dissertation, Texas Tech University).
Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2016). Curriculum leadership in action: A tale of four community college heads of department leading a curriculum development project. Community College journal of research and Practice, 40(5), 401–413. (In persian).
Atencio, M., & Ratnam-Lim, C. (2016). Curriculum implementation in the Singaporean education context. In Curriculum Leadership by Middle Leaders (pp. 160-176). Routledge.
Avijegan, M., Mirshah Jafari, S. I., Nasr, A. R., & Changiz, T. (2015). Designing Curriculum Leadership Development Tools in Graduate Studies, Journal of Yazd Center for the Study and Development of Medical Education, 11 (1), 11-26. (In persian).
Avijgan, M., Jafari, I., Nasr, A. R., & Changiz, T. (2014). How do faculty members see the role of curriculum leadership in graduate school? A qualitative study, Developmental Steps in Medical Education, Journal of Success in Medical Education Development, 11 (2) , 153-169. (In persian).
Baghmirani, M., Esmaili Givi, M. R., Hassanzadeh, M., & Noruzi, A. R. (2017). Developing the Conceptual Model of Research Problem Finding Using Directed Content Analysis. Human Information Interaction. 4 (3), 34-47 (In Persian).
Bottery, M. (2007). Reports from the Front Line: English Headteachers' Work in an Era of Practice Centralization. Educational Management Administration & Leadership, 35(1), 89-110.
Carless, D. (2010). "From testing to productive student learning. London: Routledge".
Cheah, Y. M. (1998). The examination culture and its impact on literacy innovations: The case of Singapore. Language and Education, 12 (3), 192–209.
Chen, J., Yang, Y., Xu, F., Xu, W., Zhang, X., Wang, Y., & Zhang, Y. (2021). "Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China. Sustainability", 13(21), 12007. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su132112007.
Davis, S. H., & Darling-Hammond, L. (2012). Innovative principal preparation programs: What works and how we know. Planning and Changing, 43, 25-45.
Dexter, S. (2011). School technology leadership: Artifacts in systems of practice. Journal of School Leadership, 21 (2), 166–189.
Ferdig, R. E. (2006). Assessing technologies for teaching and learning: Understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37 (5), 749–760.
Fishman, B. J., & Pinkard, N. (2001). Bringing urban schools into the information age: Planning for technology vs. technology planning. Journal of Educational Computing Research, 25 (1), 63–80.
Ghorchian, N. G. (2005). "Curriculum design and engineering in the third millennium. Tehran: Metacognitive Publishing of Thought". (In ppersian).
Glatthorn, A. A., Boschee, F. A., Whitehead, B. M., & Boschee, B. F. (2011). Curriculum leadership: Strategies for development and implementation (3rd ed.). Thousand Oaks, CA: Sage.
Hajiyan Hikoui, M. (2021). "Familiarity with the use of curriculum leadership among primary school principals". Master Thesis, Faculty of Social Sciences, Mazandaran University. (In persian).
Hallinger, P., & Chen, J. (2015). "Review of research on educational leadership and management in Asia: A comparative analysis of research topics and methods", 1995–2012. Educational management administration & leadership, 43(1), 5-27.
Harris, A., Jones, M., & Crick, T. (2020). Curriculum leadership: a critical contributor to school and system improvement, School Leadership & Management, 40:1, 1-4, DOI: 10.1080/13632434.2020.1704470.
Hesami, H., Adib, Y., Imanzadeh, A., & Mahmoodi, F. (2023). Designing the model of internship curriculum for university technical engineering courses. Applied Educational Leadership, 4 (1), 1-.20 doi: 10.22098/ael.2023.12332.1230. (In persian).
Jahandideh, J., Arefi, M., & Khorasani, A. (2021). Representation Bilingual students' expectations of the formal curriculum. Research in Teaching, 9(2), 127-103.
Jamalabadi, M., & Jahani, J. (2016). “A Study of the Relationship between Curriculum Leadership and the Effectiveness of Primary Schools in Shiraz: The Mediating Role of Teacher Professional Development, World Conference on Psychology and Educational Sciences”, Law and Social Sciences at the Beginning of the Third Millennium. (In persian).
Jorgensen, R. (2012). Curriculum leadership: Reforming and reshaping successful practice in remote and regional indigenous education. Mathematics Education: Expanding Horizons Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia.
Joye Beard, C., Pearce, DL., Hemmer, L., Griffith, B., & Zeng, G (2014). “Curriculum Leadership: An Investigation Into The Literacy Knowledge, Practices, And Beliefs Influencing Middle School Administrators’ Identity Salience. Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor Of Philosophy, Texas A & M University-Corpus Christi Corpus Christi, Texas”.
Khalkhali, A. (2006). “Curriculum Leader, School Management Growth”, 15. 1, 8-10. (In persian).
Klassen, M., & Donald, J. (2018). Using an Academic Plan Model to Analyze Canadian Engineering Leadership Curriculum. Proceedings of the Canadian Engineering Education Association (CEEA).
Koskei, K. K. (2015). Assessment of Stakeholders’ Influence on Curriculum Development Process in Secondary Schools in Kericho County. Journal of Humanities And Social Science, 3 (20), 79-87.
Kufi, E. F. (2013). The Role of Different Stakeholders in Ethiopia in the Improvement of Educational Quality. International Journal of Research Studies in Education, 1 (2), 11-24.
Maleki, H. (1373). Knowledge of Principles and Criteria of Curriculum Planning (Teacher Professional Qualifications)", Teacher Development Magazine, May, No. 101, pp. 73-70. (In persian).
Maleki, H., Abbaspour, A., Salmani, B., Hakimzadeh, R., & Amir Teymouri, M. H. (2018). A Model for Curriculum Leadership in Elementary Iran, Iranian Curriculum Quarterly, 13 (48): 5-38. (In ppersian).
Manouchehri, H., Imani, E., Atashzadeh-Shoorideh, F., & Alavi Majd, H. (2017). Challenges of work during studying from the perspective of nurses: A qualitative study with content analysis approach. Koomesh.19 (2): 294-308 (In Persian).
Martin, K. W. (2018). “Exploring Curriculum Leadership Capacity-Building Through Biogrphical Narrative: A Currere Case Study (Doctoral dissertation, Kent State University)”.
McGrath, S., Needham, S., Papier, J., Wedekind, V., Attwal, H., Calitz, M., & Van Der Merwe, T. (2010). “Employability in the college sector: A comparative study of England and South Africa. British Council: Department for Business Innovation and Skills. London”.
Mestry, R., Moonsammy-Koopasammy, I., & Schmidt, M. (2013). “The instructional leadership role of primary school principals. Education as Change”, 17(sup1), S49-S64.
Mirzabeigi, Ali (2010). “Curriculum and lesson plan in formal education and training of human resources, Tehran: Yastroon”. (In persian).
Momeni rad, A. (2013). Qualitative content analysis in research tradition: nature, stages and validity of the results. Quarterly of Educational Measurement, 4 (14), 187-222 (In Persian).
Naidu, A. (2008). “Education management and leadership: a South African perspective. Oxford University Press”.
Nejad Irani, F., makhdoomi, H., Rahimi, G., & Hojati, S. (2020). Explaining and designing a performance appraisal model for the staff of Kurdistan University of Medical Sciences with a data theory approach. Research in Teaching, 8(4), 34-13.
Noroozzadeh, R., Mahmoudi, R., Fathi Vajargah, K., & Grandson Ibrahim, A. (2006). “Status of the contribution of universities in the review of curricula approved by the Higher Planning Council, Research in Higher Education Planning”, 12 (4): 71-92. (In persian).
Pan, H. L. W., Wiens, P. D., & Moyal, A. (2023). A bibliometric analysis of the teacher leadership scholarship. Teaching and Teacher Education, 121, 1–11. https://doi.org/10.1016/j.tate.2022.103936.
Rahimi, E., Assareh, A., & Ahghar, G. (2021). “Status of components of Farhangian University undergraduate internship curriculum model (feasibility study)”. Research in Teaching, 9(2), 155-127. (In persian).
Salehi, Z. (2019). “Investigating the role of university department managers in leading the curriculum, Master Thesis, Faculty of Social Sciences, Mazandaran University”. (In ppersian).
Schwella, E. (2008). “Administrative reform as adaptive challenge: Selected public leadership implications”. Politeia, 27(2), 25-50.
Shakeri, G. R., Abbasi, E., & Gramipour, M. (2022). Designing And Validating The Curriculum Model of The Elementary School With An Emphasis on Emotional Intelligence. Research in Teaching, 10(4), 128-90.
Shakeri, G. R., Abbasi, E., & Gramipour, M. (2022). Designing And Validating The Curriculum Model of The Elementary School With An Emphasis on Emotional Intelligence. Research in Teaching, 10(4), 117-82 (In persian).
Silver, J., G., Alexander, A., & Louis, A. J. (2006). “Curriculum Planning: For Better Teaching and Learning, translated by Khoynejad, Publisher: Astan Quds Razavi”. (In persian).
Skinner, L. A., Stiffler, D., Swigonski, N., Casavan, K., Irby, A., & Turman Jr, J. E. (2019). “Grassroots Maternal Child Health Leadership Curriculum. ENGAGE! Co-created Knowledge Serving the City”, 1(1), 64-77.
Stark JS., & Briggs CL. (1998). “Program leadership for college curriculum development: A background paper and guide to future research”.
Stark, J.S. (2002). Testing a model of program curriculum leadership. Research in Higher Education, 43(1), 59-82.
Tapala, T. T., Niekerk, M. P., & Mentz, K. (2020). Curriculum leadership barriers experienced by heads of department: a look at South African secondary schools, International Journal of Leadership in Education, DOI: 10.1080/13603124.2020.1740796.
Terblanche, T. E. D. P. (2017). “Technical and vocational education and training (TVET) colleges in South Africa: A framework for leading curriculum change” (Doctoral dissertation, Stellenbosch: Stellenbosch University).
Terblanche, T., & Bitzer, E. (2018). Leading curriculum change in South African technical and vocational education and training colleges. Journal of Vocational, Adult and Continuing Education and Training, 1(1), 104-104.
Tingle, E., Corrales, A., & Peters, M. L. (2019). Leadership development programs: Investing in school principals. Educational Studies, 45(1), 1-16.
Tingle, E., Corrales, A., & Peters, M. L. (2019). Leadership development programs: Investing in school principals. Educational Studies, 45(1), 1-16.
Verrett, S. L. (2012). “Gender Perceptions of Administrative Team Members Regarding Secondary Principals' Leadership Actions and Behaviors in Managing Change”.
Wang, X., Chen, J., Yue, W., Zhang, Y., & Xu, F. (2022). “Curriculum Leadership of Rural Teachers: Status Quo, Influencing Factors and Improvement Mechanism-Based on a Large-Scale Survey of Rural Teachers in China. Front”. Psychol. 13:813782. doi: 10.3389/fpsyg.2022.813782.
Wedekind, V. (2008). “Report on the research on further education and training (FET) colleges in South Africa. Pietermaritzburg, South Africa: University of KwaZulu-Natal”.
Yang, F., & Chen, X. M. (2014). Group deliberation and reform in classroom: Discourse negotiation among teachers. Research in Educational Development 34(15–16), 28–34.
Yaro, I., Arshad, R., & Salleh, D. (2016). Education Stakeholder’s Constraints in Policy Decisions for Effective Policy Implementation in Nigeria, British Journal of Education, Society & Behavioural Science, 1 (14), 1-12.
Zainabadi, H., & Asadzadeh, S. (2012). “The quality of curriculum leadership culture and teachers' professionalism: findings of a quantitative research in primary schools in Tehran”. (In persian).
تدریس پژوهی
دوره 11، شماره 2
تیر 1402
صفحه 193-171

فایل ها

هم رسانی

ارجاع به این مقاله

آمار