آسیب شناسی نظام ارزشیابی عملکرد مدیران مدارس: پژوهشی کیفی

پژوهش حاضر با رویکرد کیفی انجام گرفت. مشارکت کنندگان بالقوۀ پژوهش مدیران مدارس دوره های ابتدایی و متوسطه شهر شیراز با سابقه مدیریت بیش از ده سال بودند. بمنظور انتخاب مشارکت کنندگان از نمونه گیری نظری به شیوه هدفمند استفاده شد، داده ها با استفاده از مصاحبه نیمه ساختار یافته با 16 نفر از  مدیران جمع آوری و به شیوه تحلیل محتوا مورد تجزیه و تحلیل قرار گرفت. روایی و پایایی با استفاده از حلقه های باز خورد و انجام مصاحبه مجدد توسط پژوهشگر همکار بررسی و مورد تایید قرار گرفت. تجزیه و تحلیل اطلاعات نشان داد مدیران مدارس از نظام ارزیابی عملکرد خویش ناراضی بوده و عمده مشکلات و نارسایی ها را ناشی از شیوه ارزیابی نامناسب و شاخص های تدوین شده می دانند، که این موضوع خود باعث به وجود آمدن مسائلی از قبیل ایجاد نفاق و بدبینی سازمانی، بهره وری پایین، ایجاد سکون در فرایند یاددهی و یادگیری، رشد بی عدالتی و بی اعتمادی سازمانی، کاهش انگیزه و تغییر پست، فرسودگی شغلی و.... می شود که در دو مقوله آسیب های فردی و سازمانی طبقه بندی گردید.

Pathology of Administrators performance evaluation system: The results of Qualitative research

Performance evaluation in facilitating organizational effectiveness is considered as an important task of human resource management, through evaluation, deficiencies and staffing weaknesses, and is addressed through guidance and training to address them. Since school leadership and management are often recognized as a key element in raising the quality of school activities, assessment of the performance of school principals is very important and should be of the highest quality (Branch et al, 2009). Performance evaluation in facilitating organizational effectiveness important tasks of human resource management is seen, in recent years the role of performance evaluation much attention has been paid, according to experts, an effective system of performance evaluation can be a huge advantage for organizations and their employees grant (Abdollahi & Raisi, 2018). Performance evaluation has led to strengthening working groups, active participation in the activities of the organization and the right people, motivate employees to perform better activities, improving communication within the organization and the successful achievement of the objectives (Capko, 2003). Professional assessment and timely feedback enable managers to be aware of their strengths and weaknesses, to recognize the organization’s values and develop leadership (Bedford, 2013). An assessment of the performance of the staff shows that the employee has performed the tasks assigned to him according to the job description. Through evaluation, the inadequacies and weaknesses of the service are identified and handled and directed to eliminate them (Sobhani Fard et al., 2011). With all the scientific and rational importance for staff evaluation, unfortunately today, in schools and educational institutions, like other devices, it has become a ceremonial act that is being addressed with the least care and importance, and this It has caused employee dissatisfaction. In addition to the above, it is worth noting that despite the importance of school management and leadership in improving educational processes, education and achievements of students, assessment of the performance of school principals has been a minor focus on research. This study aimed to evaluate the performance of school principals’ pathology system with qualitative approach was used. Potential participants consisted of primary and secondary schools of the city with a history of more than ten years of management. In order to select the participants of theoretical sampling was used in a purposeful way, the aim of the researcher was to select the items that were rich in information according to the purpose of the research. Data were collected using semistructured interviews and analyzed by content analysis method. The time for each interview was between 40 and 50 minutes. After 16 interviews, data saturation was achieved, in order to further ensure two complementary interviews. Validity and reliability were checked and verified by using feedback loops and reinterviewing. The main questions of the research were: 1 Do school administrators consider the current system of performance evaluation appropriate? 2. What is the most important damage caused by the performance evaluation system of school administrators? To answer the above questions, the data were collected by semistructured interviews. After the implementation of the interviews, the content was analyzed by means of content analysis method. Then, based on similarity, conceptual relationship, common characteristics between the codes and the integration of the cases that were overlapping, classification was made and, finally, four main categories 27 subcategories were extracted in two main axes: 1. Problems and failures of the performance appraisal system and 2. Damage caused by performance evaluation system. Data analysis showed that school principals were dissatisfied with their performance evaluation system and major Problems and failures caused by inappropriate evaluation practices These justification meetings before the evaluation and signing of the evaluation contract, the failure to carry out a continuous evaluation, the lack of evaluators, the presentation of formal documents, the special conditions governing the managerial environment, the inappropriate feedback at the end of the course, the absence of a meeting, the end of the course, Inappropriate monitoring of the evaluation process, unrealistic selfassessment) and developed indicators (lack of attention to ethical behavior and the spread of spirituality in the home, lack of creativity and innovation, insufficient research culture, insufficient attention to school and community relationships , Ignoring, managing information technology) know, On the damage caused by the performance evaluation system administrators extracted concepts and categories of interviews, including two major ones affected individual (the obvious lack of strengths and weaknesses, job performance poor, burnout, lower satisfaction and employee engagement, reduce motivation and Change Post, lack of development of personal and professional) and organizational (create stillness in the process of teaching and learning, low productivity, growing distrust and ability to create a system of punishment and reward efficient ability to identify employees are hard workers, growing organizational silence, Organizational injustice, organizational growth, organizational divorce). The results from judging or valuing human factors in the evaluations of an organization can be a place for managers and policymakers to stop using the results obtained to refine and improve the performance appraisal system of their organization. Regarding the results of the study, it is suggested that instead of performance evaluation, the term performance management should be used, because performance management is a strategic and comprehensive process that provides the organization with a sustained success through performance improvement, while positively evaluating the performance Often faced with a negative reaction from employees, indicating the importance of addressing Improve the performance of employees by management as a basic duty. A slight shift towards a performance evaluation process in favor of participatory qualitative approaches is another useful tool, which involves stakeholder participation in all stages of the management of the performance from setting goals to providing endtoend process feedback and describing qualitative descriptions of employee performance. Describe any decision to promote, maintain or retrain. Suggestions based on research findings • Review and review the indexes developed to evaluate the performance of school principals by provincial and ministerial experts in the field of performance evaluation • Briefing sessions organized by experts from education departments with school principals before signing a Performance Evaluation Form • Continuous assessment of the performance of school principals and providing corrective feedback • Selection of committed, competent and dominant individuals on the indicators and evaluation methods for continuous and final assessment of the performance of school principals and continuous monitoring of the departments on the process of assessing the performance of school principals. • Conduct a reflection session with managers after an annual evaluation of their performance in order to examine the strengths and weaknesses of the managers’ performance and review the whole process of assessing the performance of school principals.