شناسائی و اولویت بندی نشانگرهای کلیدی عملکرد در مدارس ابتدایی باروش های دلفی فازی و سوآرا

این پژوهش به منظور شناسایی و اولویت بندی نشانگرهای کلیدی عملکرد در مدارس ابتدایی به روش اکتشافی و با بهره گیری از روش های دلفی فازی و سوآرا انجام شده است. خبرگان(جامعه آماری پژوهش)، شامل اساتید مدیریت آموزشی و متخصصان تعلیم و تربیت در وزارت آموزش و پرورش هستند که از طریق روش نمونه گیری هدفمند تعداد 15 نفر تا رسیدن به اشباع نظری انتخاب شدند. ابزار گردآوری داده ها، مصاحبه ساختاریافته است. از مولفه ها و نشانگرهای استخراج شده از ادبیات پژوهش به عنوان پایه و اساس طراحی مصاحبه ساختاریافته استفاده شد. برای شناسائی و غربالگری نشانگرها، از روش دلفی فازی استفاده شد. یافته های پژوهش نشان داد که مدارس دوره ابتدایی دارای 102 نشانگر در 6 مولفه توسعه روابط انسانی، برنامه ریزی استراتژیک، رشد و یادگیری، آموزش و ارزشیابی، مدیریت و رهبری و محیط و جامعه هستند. در پایان با روش سوآرا وزن نهایی مولفه ها و نشانگرهای کلیدی موردنظر به دست آمد که مولفه های مدیریت و رهبری، رشد و یادگیری و محیط و جامعه با اهمیت ترین مولفه ها معرفی شدند. با توجه به نتایج پژوهش می توان اذعان نمود، مدارس و نهادهای بالادستی آن هنوز نیازمند اقدامات موثرتری در زمینه مدیریت عملکرد در مدارس ابتدایی هستند.

identification and prioritization of key performanceindicators in elementary schools by fuzzy delphi andswara methods

in today’s competitive scenario, organizations are forced to monitor their performance on a sustained basis, across several dimensions. however, developing an effective performance management system (pms) remains a challenge. several problems regarding the building of a performance management system, such as the accuracy of data, the definition of meaningful metrics to support decision-making processes, and the measurement of company’s intangible aspects, continue to represent challenges for managers. in order to be useful, performance management systems should ensure that performance is clearly defined and metrics accurately measure performance. closely related to this subject is the selection of valuable performance indicators any effective performance management system has to adopt a limited number of indicators, i.e., key performance indicators (kpis), capable of providing an integrated and complete view of company’s performance and to measure progress toward organizational goals. in many organizations, the basic issue is that performance appraisal should be done with what criteria and indicators. because if an appropriate indicator is introduced, they can better manage their resources in particular and guide the sectors to the strategic goals of the organization in general.the selection of performance indicators is one of the major challenges of organizations developing and implementing a performance management system. the performance indicators represent the means for monitoring processes and related outcomes to drive management actions. therefore, the selection of performance indicators has to be addressed: limiting the number of indicators to prevent information overload, to avoid confusion for their potential users, to provide a clear picture of the critical organizational competitive factors and to facilitate the overall measurement. measurement of performance allows to make clear performance issues, compare the current situation to the goals and to provide exact steps towards the elimination of the problems.key performance indicators in education are also important for improving performance. the origin of kpis in education can be traced back to the requirement of accountability of education providers to different stakeholders. according to wu chen (2014), educational kpis have a dual purpose: first, they predict the outcomes of educational operations and second, they describe important characteristics of the educational system. also, their purpose can be described as summative and formative. in summative case, the evaluation based on pis can help an applicant choose an educational institution to apply to, inform prospective employee, inform the allocation of resources to institutions by financing agencies, or inform the licensing or accreditation of a degree of an institution. formative purposes may include: helping to communicate to all members of educational institution the importance of good organizational performance and its contribution to the desired direction, motivating members to reach institution’s targets or promoting continuous improvement and accountability to all stakeholders.for educational institutions, determining their kpi should include all stakeholders of the organization, and should have had a direct effect on the core budget. according to (burke et al, 2002)using kpi are important because “how well college and universities meet the needs of students, states, and society” (p. 116) is the true test of accountability. key performance indicators are measurable values that show how effective schools achieve key goals in different criteria (to enhance the quality of elementary schools, kpis must be explored and measured. kpis deem as a measurable value which explains the effectiveness of a school and how it is achieving key objectives. schools use kpis for ensuring that they are going on the right way or not.a challenge that schools now are faced with is to correctly select the key indicators for standardizing leaders and teachers performance in accordance with educational areas. public education’s changed mission dictates the need for a new type of school leader -- an executive instead of an administrator. no longer are school executives just maintaining the status quo by managing complex operations but just like their colleagues in business, they must be able to create schools as organizations that can learn and change quickly if they are to improve performance. schools need leaders who are adept at creating systems for change and at building relationships with and across staff that not only tap into the collective knowledge and insight they possess but powerful relationships that also stir their passions for their work with children. the wrong selection of key indicators will bring this risk to schools to place them in a wrong direction and encourage them to achieve something that will not cause any progress for them , while performance management will help them to use key performance indicators as a management dashboard. when dashboard is properly designed, it can be a rich tool for indicators, reports, and charts that can be dynamically acted so that managers by citing it be able to observe the performance of organization at any time and compare and investigate its status to short and long-term prospects and ultimately to be a powerful and unique tool to monitor the performance of organization.the purpose of this study was to identify and prioritize key performance indicators in elementary schools using fuzzy delphi and swara methods. experts (statistical population), including faculty members and specialists in the ministry of education, were selected through a purposive sampling method to reach the theoretical saturation of 15 people. the data collection tool is a structured interview. at first, by reviewing the existing literature, effective components and indicators were selected and a list of identified components and indicators was provided to the experts, and then the desired components and indicators were selected based on the expert opinion. fuzzy delphi method was used to identify and screen the indicators. research findings showed that elementary schools have 102 indicators in 6 components of human relations development, strategic planning, growth and learning, instruction and evaluation, management and leadership, and environment and community. in the end, the final weight of the key components and indicators was determined by the swara method. the most important components of management and leadership, growth and learning, and environment and community were introduced. according to the results of the research, it can be acknowledged that the ministry of education still needs more effective measures in the field of performance management in primary schools.