واکاوی مولفه‌های رهبری برنامه درسی در مدارس ایران

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 مولفه‌های 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، تاییدپذیری و اطمینان‌پذیری مورد بررسی قرار گرفت. نتایج نشان دادند رهبری برنامه درسی شامل 13 مولفه 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.

an induction of curriculum leadership components in iranian schools

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.