شناسایی برنامه‌های درسی پنهان ناشی از جوّ اجتماعی مدارس ابتدایی: تعاملات‌ مدیران- نومعلمان

هدف از این پژوهش شناسایی برنامه‌های درسی پنهان ناشی از جوّ اجتماعی مدارس ابتدایی با تمرکز بر تعاملات میان نومعلمان فارغ‌التحصیل از دانشگاه فرهنگیان و مدیران مدارس ابتدایی بود. این مطالعه با رویکرد کیفی و روش تحلیل مضمون انجام شد. جامعۀ پژوهشی 108 نفر از دانشجو معلمان ورودی سال 1391 در دانشگاه فرهنگیان بودند که اکنون (سال 1400) به‌عنوان نومعلم در شهر مشهد مشغول به خدمت هستند. مشارکت‌کننده‌های پژوهش حاضر، 25 نفر از این نومعلمان بودند که با آنها مصاحبۀ ‌نیمه‌ ساختاریافته انجام گرفت. مصاحبه‌های مکتوب ‌شده با استفاده از روش تحلیل مضمون، تجزیه‌وتحلیل شد. برای اعتبار تحقیق، معیارهای لینکلن وگابا مورد استفاده قرار گرفت. بر اساس یافته‌های به‌دست‌آمده عمده‌ترین برنامه‌های درسی پنهان حاکم بر جوّ اجتماعی مدارس ابتدایی را می‌توان در قالب 4 مضمون فراگیر(شامل نگرش‌ها و انتظارات پنهان مدیر در تعامل نومعلم با دانش‌آموزان، تعامل ‌نومعلم با همکاران، تعامل نومعلم با مدیر و تعامل نومعلم با والدین دانش آموزان)، همچنین21 مضمون سازمان‌دهنده و 62 مضمون پایه دسته‌بندی کرد. نتایج این پژوهش بیانگر آن بود که بیشتر مدیران مدارس ابتدایی، به‌رغم برخورداری از سابقۀ بالای مدیریتی، اما فاقد دانش و مهارت‌های ضروری به‌عنوان مدیر مدرسه هستند و بسیاری از انتظارات مستقیم و غیرمستقیم آنها از نومعلمان، منجر به ایجاد مانع یا جوّ اجتماعی نامطلوبی برای عملکردهای اثربخش نومعلمان می‌شود

the hidden social curriculum in primary schools: interactions between new teachers and primary school principals

the purpose of this study was to investigate the hidden social curriculum in primary schools with a focus on the interactions between the new teachers, the teachers graduated from farhangian university, and the school principals. this study was conducted via a qualitative approach using thematic analysis. the study population included 108 student-teachers who were freshman students at farhangian university during the academic year 2012-2013 and are now serving as new teachers in mashhad. a total of 25 teachers were selected as the study participants to participate in semi-structured interviews. the interviews were transcribed and then analyzed by thematic coding. the findings revealed four inclusive themes and 21 organizing and 62 basic themes based on the observed hidden social curriculum in primary schools. the results showed that despite their many years of work experience, a large number of the principals do not have the knowledge and skills required of a school principal. introduction     a large number of studies show that the social climate at schools can significantly contribute to the development of prejudice (allbright, and hough, 2020), the level of cooperation, work commitment, sense of community and belonging to the school (daggol, 2019), job satisfaction, professional growth and citizenship-organizational behavior (sari and et al., 2019; akar, 2018; ashrafi and zainabadi, 2017), intrinsic motivation and sense of self-efficacy (reaves and cozzens, 2018), in-role and out-role behaviors (yasini, 2016), burnout (kaya and selvitopu, 2019), frequency of teachers’ relocation and resignation (grissom and bartanen, 2018). furthermore, the behaviors of the school principals can influence the teachers’ attitude toward their job (zainabadi, 2011), their organizational silence (durnali, m. akbasli and dis, 2020), quality of performance (eckert, 2019), professional development and job satisfaction (ashrafi and zainabadi, 2017) and even their participation in improving the school affairs and presenting of new ideas (ozen, 2018). nevertheless, the cited studies have not dealt with the essence of the hidden social curriculum at schools, which is especially influenced by the behaviors of the school principals. some researchers (such as lacireno-paquet, bocala and bailey, 2016; martinez and tadeu, 2018; baptiste, 2019; mirkamali, 2018) believe that school principals play an important role in shaping the schools’ social climate. it is imperative to delve deeper into this issue, especially in the case of new teachers graduating from farhangian university, as this particular university is responsible for educating professional teachers in iran, and the quality of the social climate in schools can threaten the survival and professional development of these new teachers in the iranian education system. the purpose of the present study was thus to investigate the hidden social curriculum in primary schools with a focus on the interactions between new teachers and the school principals.methodologythis research was conducted via a qualitative approach using thematic analysis. semi-structured interviews were held with the participants for gathering data. to understand participants’ experiences of the hidden social curriculum in the school environment, they were asked to describe in detail their recurring experiences (whether positive or negative) about the principal directly or indirectly conveying his expectations, values, and attitudes about interacting with other people in the school (including the principal, other colleagues, students, etc.). each interview lasted one hour on average, and the data obtained were analyzed in four steps. in the first step, the researcher read the whole text of every interview to get familiarized with its contained ideas and to carry out initial coding based on the research question.