واکاوی گسست برنامه‌درسی قصد‌شده دوره‌‌کارشناسی‌ارشد رشته‌‌ مدیریت آموزشی با توجه به چالش‌ها و مشکلات مدیریتی مدارس در ایران

هدف این پژوهش واکاوی گسست برنامه‌درسی قصد‌شده دوره‌کارشناسی‌ارشد رشته‌ مدیریت آموزشی با توجه به چالش‌ها و مشکلات مدیریتی مدارس در ایران بود. پژوهش حاضر با رویکرد کیفی و روش آن در بررسی سوال‌ اول پدیدارشناسی تاویلی و سوال دوم تحلیل مضمون بود. برای مصاحبه نیمه‌ساختارمند تعداد(17)مدیر مدرسه از نمونه‌گیری‌دردسترس انتخاب و در گردآوری داده‌های برنامه ‌درسی‌مصوب ازنمونه‌گیری‌هدفمند با روش گلوله‌برفی تا مرز اشباع‌نظری استفاده شد. تجزیه و تحلیل یافته‌های سوال اول از طریق کدگذاری؛ باز، محوری وانتخابی،و داده‌های سوال دوم با سه روش؛ قالب مضامین، ماتریس مضامین،و شبکه مضامین، با استفاده از نرم‌افزار(nvivo10 ) بود. اعتباریابی با از طریق تکنیک کنترل اعضاء و با نظرخواهی و مشاوره با کارشناسان، تعیین پایایی با توافق‌ دو کدگذار به میزان(67٪) محاسبه شد. بر اساس یافته‌ها سوال اول چالش‌ها و مشکلات مدیریتی مدارس در (57) کدباز و (35) کدنهایی با (13)مولفه آموزشی،(10) مولفه پرورشی و (12)مولفه اداری- مالی شناسایی و طبقه‌بندی گردید. یافته‌ها سوال دوم با (5) مضمون‌پایه برنامه‌درسی مصوب توانست صرفاً (8) کد از (35) نهاییِ مربوط به چالش‌ها و مشکلات مدیریتی مدارس را پوشش دهد. نتایج نهایی نشان داد برنامه‌ درسی‌مصوب درکاهش چالش‌ها و مشکلات مدیریتی مدارس موفقیت نسبتاً نامطلوبی دارد. در آخر پیشنهادهایی ارائه شده است.

analyzing the discount of the intended curriculum of the master's course in educational administration with regard to the challenges administration problems of schools in iran

introduction: higher education is one of the most important origins of knowledge creation and development and can apply theoretical knowledge and update it. the curriculum plays an effective role in the status of the university's field and scientific contexts, so countries have made efforts to make the curriculum decisions at the institute of education itself. in this regard, educational administration science should be given a chance to revise its curriculum to meet the administration needs of schools. because the science of educational administration has an effective role in guiding and improve the quality of activity educational system. but the reality is that the current universities have not reduced the challenges faced by school administrators. because in the process of revising the curriculum, they only limited themselves to removing and adding courses, or they implement the curriculum approved twenty-nine years ago, or they failed to operationalize their strategic document for revising the field of educational administration. for this reason, the ministry of science, research and technology, the regulations on surrender of authority it has issued a revision of the curriculum to the universities, in which the adaptation of the curriculum to the needs of the society and its up-to-date is emphasized. research questions: this research, with the aim of analyzing the discontinuity of the intended curriculum of the master's course in educational administration, with regard to the administration challenges and problems of schools, aims to answer two questions: what are the most important administration challenges and problems facing school administrators? and the status of the intended curriculum of the master's course in educational administration. how is education to cover the challenges and administration problems of schools? to answer.methods: the present study within the framework of the qualitative approach using two methods; hermeneutic phenomenology and thematic analysis. in the first question of hermeneutic phenomenology, using experience and describing current school administrators was analyzed by postgraduate education administration, challenges and problems of school administration, from (17) school principals four provinces; khorasan-razavi (7 people), mazandaran (6 people), qom (2 people), and tehran (2 people) cities (2 people) were selected using available sampling and snow bullets to the theoretical saturation. content narrative was used by the researcher's self-regulation, review of the results and cohesion of the research process, and the technique of member control, determining the reliability using the training group, re-interviewing the administrators, and the reliability coefficient of the two coders (67%). performed by the holesti method (1969). in the second question, theme analysis was used using approved curriculum courses. the statistical community (125) is a master's degree in educational administration and research sample approved curriculum ministerial through purposive sampling with snowball to the boundary theoretical saturation has been selected , using content validity by using university faculty members to approve and accuracy of the overall and components of the ministry approved ministerial programs, determining the reliability by measuring the accuracy of the general data and the components of the approved program through the accuracy of the research process, understandable. the data and documentation of the documents have been.results: based on the findings of the first question, based on the findings of the first question, (35) ended codes with (13) instructional components, (10) educational components, and (12) administrative-financial component were classified from the challenges and administration problems of the schools. by analyzing the resulting findings, (1) selected code, (3) central code, and (57) open identification codes, and it was determined instructional challenges facing school principals more than other challenges. findings of the second question, after identifying (285) initial code and converting and naming themes, concluded that out of (16) the basic theme of the approved curriculum only (5) themes were able to (8) of the (35) final code cover the challenges and administration problems of the schools. that's mean (11) the basic theme of the intended curriculum and (27) of the school administration challenge has not yet been resolved. data analysis using three methods of theme format, theme matrix, and themes network, at three levels; 16 basic themes, 4 organized themes, and 1 inclusive theme have been done. the analysis tool both questions was software (nvivo10). the final results showed that the approved curriculum has a relatively unfavorable success in reducing the challenges and administration problems of schools. discussion: this research has explored the intended curriculum in accordance with the administration challenges of schools to reduce the challenges facing school administrators by applying educational administration graduates. this is not possible unless there is a qualitative relationship between managerial theories and school realities. the most important administration challenges and problems faced by school principals were educational (37.14%), administrative-financial (34.28%) and breeding (28.57%) respectively. (68.75%) of intended curriculum is barren and (77.15%) of the challenges and problems faced by school administrators remain unresolved. considering these challenges and the lived experience gained, the two official educational institutions of the country should try to train and provide school principals to align themselves with the rapid national and international changes and progressive challenges. the present study could encourage the administrators of the university education administratoin department to review or redesign the intended curriculum. help the education authorities to reduce the administratoin challenges of schools by repairing and changing the indicators of employing administrators. of the limitations of the current research has been the lack of formal access to school principals and their cooperation for the interview. lastly, it is suggested that in order to develop the approved curriculum and reduce the administratoin challenges of the joint committee, consisting of specialist professors and educated school administrators, and in subsequent research, the undergraduate and doctoral curriculum gape analyze the challenges and administratoin problems of the schools, and the content disruption of the program has been analyzed by the master of education administration with the country's upstream educational documents.