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مدل مفهومی رهبری آموزشی در مدارس نوظهور: زیستبومهای یادگیری پویا و آیندهمحور | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 8، دوره 6، شماره 2 - شماره پیاپی 21، تیر 1405، صفحه 113-128 اصل مقاله (743.66 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2026.77052.1392 | ||
| نویسنده | ||
| زینب صادقی* | ||
| استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| رهبری آموزشی مدارس نوظهور، بهعنوان رویکردی نوین در هدایت و راهبری مدارس، معطوف به پاسخگویی نظاممند به تحولات شتابان فناورانه، اجتماعی و شناختی در آموزش معاصر است. بر این اساس، هدف پژوهش حاضر شناسایی ابعاد و مؤلفههای رهبری آموزشی مدارس نوظهور و ارائه مدلی مفهومی برای راهبری مؤثر این مدارس است. پژوهش با رویکرد کیفی و به روش تحلیل محتوای کیفی استقرایی انجام شد. میدان پژوهش را استادان خبره مدیریت آموزشی در سطح کشور در بازه زمانی ۱۴۰5–۱۴۰4 تشکیل دادند که با بهرهگیری از روش نمونهگیری هدفمند ملاکمحور و تا دستیابی به اشباع نظری انتخاب شدند و در نهایت، ۲۱ نفر بهعنوان مشارکتکننده در پژوهش حضور یافتند. دادهها از طریق مصاحبههای عمیق نیمهساختاریافته گردآوری شد. تحلیل دادهها با استخراج واحدهای معنا، تولید کدهای اولیه، شکلدهی مقولههای اصلی و انتزاع مضامین فراگیر انجام گرفت و اعتباریابی یافتهها با تأکید بر راهبرد مثلثسازی در سه سطح صورت پذیرفت. یافتههای پژوهش نشان داد الگوی رهبری آموزشی مدارس نوظهور در زیستبومهای یادگیری پویا و آیندهمحور مبتنی بر هفت بُعد اصلی است؛ شامل رهبری چشماندازمحور و آیندهنگر، رهبری یادگیری و تحول تدریس، رهبری فناورانه و هوشمند، رهبری مشارکتی و توزیعی، رهبری امنیت شبکه دادهها، رهبری برنامهریزی راهبردی و رهبری اخلاقی و مراقبتی. در مجموع، نتایج حاکی از آن است که الگوی پیشنهادی میتواند مدیران آموزشی را در ارتقای پویایی، انعطافپذیری و بالندگی مدارس نوظهور یاری رساند. | ||
| کلیدواژهها | ||
| رهبری آموزشی؛ مدارس نوظهور؛ مدل مفهومی؛ زیستبومهای یادگیری | ||
| عنوان مقاله [English] | ||
| A Conceptual Model of Educational Leadership in Emerging Schools: Dynamic and Future Oriented Learning Ecosystems | ||
| نویسندگان [English] | ||
| Zeinab Sadeghi | ||
| Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran. | ||
| چکیده [English] | ||
| A B S T R A C T Educational leadership in emerging schools, as a novel approach to school guidance and administration, is oriented toward systematically responding to the rapid technological, social, and cognitive changes in contemporary education. Accordingly, the purpose of the present study was to identify the dimensions and components of educational leadership in emerging schools and to propose a conceptual model for their effective leadership.This study adopted a qualitative approach and employed inductive qualitative content analysis. The research field consisted of nationally recognized experts in educational management during the period 2025–2026, who were selected through criterion purposive sampling until theoretical saturation was achieved. In total, 21 participants took part in the study. Data were collected through in depth semi structured interviews.Data analysis involved the extraction of meaning units, generation of initial codes, formation of main categories, and abstraction of overarching themes. Trustworthiness of the findings was ensured through triangulation at three levels. The findings revealed that the educational leadership model for emerging schools within dynamic and future oriented learning ecosystems is grounded in seven core dimensions: visionary and future oriented leadership, leadership for teaching and learning, technological and smart leadership, participatory and distributed leadership, Data Network Security Leadership, Strategic Planning Leadership and ethical and caring leadership. Overall, the results indicate that the proposed model can support educational leaders in enhancing the dynamism, flexibility, and developmental capacity of emerging schools. | ||
| کلیدواژهها [English] | ||
| Educational Leadership, Emerging Schools, Conceptual Model, Learning Ecosystems | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 267 تعداد دریافت فایل اصل مقاله: 7 |
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