رویکردی نو بر آموزش کودکان

رویکردی نو بر آموزش کودکان

رهبری آموزشی با محوریت یادگیری: به دنبال انگیزه پژوهشی معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری رشته مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
2 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
3 استاد گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
چکیده
زمینه و هدف: پژوهش حاضر باهدف اینکه آیا رهبران آموزشی یادگیرنده‌محور باعث افزایش انگیزه پژوهشی معلمان می‌شوند یا خیر، انجام شده است. روش پژوهش: جامعه آماری پژوهش شامل کلیه معلمان ابتدایی شهرستان شهریار در سال‌تحصیلی 1403-1402 بود که بر اساس آمار موجود تقریباً 4000 نفر بودند. روش نمونه‌گیری خوشه‌ای بود و با استفاده از جدول مورگان 351 نفر به‌عنوان نمونه پژوهشی انتخاب شد. ابزارهای پژوهش شامل پرسش‌نامه رهبری یادگیری محور لیو و همکاران (2016) و پرسش‌نامه انگیزش پژوهش دیمر و همکاران (2010) بود. در پژوهش حاضر روایی ابزارها توسط پاسخ‌دهندگان، اساتید و تحلیل عاملی تأییدی بررسی شد. ضرایب پایایی پرسش‌نامه‌های پژوهش با استفاده از ضریب آلفای کرونباخ به ترتیب 972/0 و 892/0 به دست آمد. برای تجزیه تحلیل داده‌ها آمار توصیفی و استنباطی (ضریب همبستگی پیرسون و مدل‌سازی معادلات ساختاری) از طریق نرم‌افزارهای SPSS28 و Smart PLS3 مورداستفاده قرار گرفت. یافته‌ها: نتایج نشان داد که بین رهبری یادگیری محور با انگیزش پژوهش رابطه مثبت و معنی‌داری وجود دارد. بین رهبری یادگیری محور با انگیزش درونی رابطه معنی‌داری وجود دارد. بین رهبری یادگیری محور با انگیزش بیرونی پژوهش رابطه معنی‌داری وجود دارد. بین رهبری یادگیری محور با پیشگیری از شکست تحقیق رابطه معنی‌داری وجود دارد. نتیجه‌گیری: رهبران آموزشی در مدارس ابتدایی با درگیرکردن معلمان در فعالیت‌های یادگیری مدرسه، می‌توانند انگیزه پژوهشی را در معلمان ایجاد کنند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Instructional Leadership with a Learning Focus: Pursuing Teachers' Research Motivation

نویسندگان English

Fatemeh Faghirnezhad 1
Kayvan Bolandhemmatan 2
Naser shirbagi 3
1 Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
2 Associate Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
3 Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
چکیده English

Background and Objective: The present study aimed to investigate whether Learning-centered leadership can enhance teachers' research motivation. Methodology: The study population included all elementary school teachers in Shahriar County during the 2024-2023 academic year, totaling approximately 4,000 individuals. A cluster sampling method was employed, and 351 participants were selected as the study sample using Morgan's table. The research instruments were the Learning-centered leadership Questionnaire by Liu et al. (2016) and the Research Motivation Questionnaire by Dimmer et al. (2010). The validity of the instruments was assessed by respondents, faculty members, and confirmatory factor analysis. The reliability coefficients of the questionnaires were calculated using Cronbach's alpha, yielding values of 0.972 and 0.892, respectively. Descriptive and inferential statistics, including Pearson's correlation coefficient and structural equation modeling, were utilized for data analysis with SPSS28 and Smart PLS3 software. Findings: The results indicated a significant positive relationship between Learning-centered leadership and research motivation. There is a significant relationship between learning-oriented leadership and intrinsic motivation. There is a significant relationship between learning-oriented leadership and extrinsic motivation. There is a significant relationship between learning-oriented leadership and the prevention of failure in research.Conclusion: Instructional leaders in elementary schools can foster research motivation among teachers by engaging them in school learning activities.

کلیدواژه‌ها English

Learning-Focused Instructional Leadership
Research Motivation
Teachers
Education
Learning
Alazmi, A. A., & Hammad, W. (2023). Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency. Educational Management Administration & Leadership, 51(5), 1141-1160.
Babai Farsani, Maitham; Fath Elahi Chalontari, Sohaila and Moradi, Mina (2022). Analysis of the relationship between knowledge-oriented leadership, knowledge management behavior and innovation performance (research sample: small and medium-sized companies in Chaharmahal and Bakhtiari province). Organizational Knowledge Management, 5(16), 135-163. [Persian].
Bi, P., & Liu, H. (2022). Effects of value and interest intervention on EFL student teachers’ research motivation in the Chinese context. Frontiers in Psychology, 13, 1039473.
Deemer, E. D., Martens, M. P., & Buboltz, W. C. (2010). Toward a tripartite model of research motivation: Development and initial validation of the research motivation scale. Journal of Career Assessment, 18(3), 292–309. doi:10.1177/1069072710364794
Donkoh, S., & Amoakwah, A. (2024). The use and challenges of learner-centered pedagogy: Basic school teachers’ perspective. European Journal of Education and Pedagogy, 5(1), 66-71.
Farnsworth SJ, Hallam PR and Hilton SC. (2019). Principal learning-centered leadership and faculty trust in the principal. NASSP Bulletin, 103(3): 209–228.
Fuhrmann, T. (2018). Motivation centered learning. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
Gan, Z., An, Z., & Liu, F. (2021). Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?. Frontiers in psychology, 12, 697045.
Garhani, A., Shafizadeh, H.,  Soleimani, N. (2024). Designing dimensions and components of creative thinking in educational managers. A New Approach to Children's Education, 6(1), 246-259. [Persian].
Haghshenas Ghazi Mahaleh, L. (2019). Investigating the effect of knowledge-based leadership and leader's competencies on employee loyalty (a case study of insurers of Iran Insurance Company, Gilan Province). New research approaches in management and accounting, 44 (5), 122-141.
Husain, R., Botutihe, S. N., Djafri, N., & Umar, A. A. (2022). Work Motivation and Leadership of Learning Activity Center Head on Tutors’ Performance. Academic Journal of Interdisciplinary Studies, 11(4), 324-334.
Ismaili, E., Samari, M., Hassani, M.   (2018). Investigating the effect of school organizational conditions, leadership perception and teachers' motivation on improving teaching activities through the mediation of teachers' professional development. New Educational Approaches, 14, 2 (30): 108-128. [Persian].
Ji, S., Qin, X., & Li, K. (2022). Chinese University English Teachers’ Professional Learning through Academic Reading on Social Media—A Mixed-Methods Approach. Behavioral Sciences, 12(10), 390.
Josephine, J., & Jones, L. (2022). Understanding the Impact of Generation Gap on Teaching and Learning in Medical Education: A Phenomenological Study. Advances in medical education and practice, 13, 1071–1079. https://doi.org/10.2147/AMEP.S370304
Kulophas, D., & Hallinger, P. (2020). Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand. Journal of educational administration, 58(6), 605-627.
Li, Z., Xue, J., Li, R., Chen, H., & Wang, T. (2020). Environmentally Specific Transformational Leadership and Employee's Pro-Environmental Behavior: The Mediating Roles of Environmental Passion and Autonomous Motivation. Frontiers in psychology, 11, 1408.
Liu, S., Hallinger, P., & Feng, D. (2016). Learning-centered leadership and teacher learning in China: Does trust matter?. Journal of Educational Administration, 54(6), 661-682.
Maravé-Vivas, M., Salvador-Garcia, C., Gil-Gómez, J., Valverde-Esteve, T., & Martín-Moya, R. (2022). How Can Service-Learning Shape the Political Perspectives of Pre-Service Teachers? A Program in the Field of Physical Education. International Journal of Environmental Research and Public Health, 19(15), 9175.
Mohammad Salehi, F., Ahmadi, Suleiman. Habibi, A., Tehranifar, F. (2024). Examining the views of faculty members and nursing students regarding the preparation of job motivation based on self-determined learning theory. Development horizon of medical science education doi: 10. 2038/hmed.2024.78147.1332. [Persian].
Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-centered leadership: A conceptual foundation. Learning Sciences Institute, Vanderbilt University (NJ1).
Nazarzade Danak, Z., Mahmoudi, Amirhossein and Soharri, A. (2024). Identifying the components of the model of professional competencies of educational managers of the Program and Budget Organization of the country using structural equations. A New Approach to Children's Education, 6(1), 203-219.
Özdemir, N., Gün, F., & Yirmibeş, A. (2023). Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement. Educational Management Administration & Leadership, 51(6), 1301-1321.
Parrello, S., Iorio, I., Carillo, F., & Moreno, C. (2019). Teaching in the Suburbs: Participatory Action Research Against Educational Wastage. Frontiers in psychology, 10, 2308.
Portin, B. S., Russell, F. A., Samuelson, C., & Knapp, M. S. (2013). Leading learning-focused teacher leadership in urban high schools. Journal of School Leadership, 23(2), 220-252.
Robbins, Stephen P. (2024). Fundamentals of organizational behavior. Translated by Ali Parsaian and Seyyed Mohammad Arabi, Tehran, Cultural Research Office Publications. [Persian].
Sabzipour, A, Jafarizadeh, Z, Heydari Wafa, R. (2024). Investigating the relationship between metacognitive beliefs and cognitive regulation of emotion and self-expression in female students of first secondary school in Kohnani city. A New Approach to Children's Education, 6(1), 73-78. [Persian].
Sarwar, U., Tariq, R., & Yong, Q. Z. (2022). Principals' leadership styles and its impact on teachers' performance at college level. Frontiers in psychology, 13, 919693.
Schmitt, L., Weber, A., Venitz, L., & Leuchter, M. (2023). Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning. British Journal of Educational Psychology, e12618.
Shen, J., Ma, X., Mansberger, N., Wu, H., Palmer, L. A. B., Poppink, S., & Reeves, P. L. (2021). The relationship between growth in principal leadership and growth in school performance: The teacher perspective. Studies in Educational Evaluation, 70, 101023.
Tondeur, J., Howard, S., Van Zanten, M., Gorissen, P., Van der Neut, I., Uerz, D., & Kral, M. (2023). The HeDiCom framework: Higher Education teachers’ digital competencies for the future. Educational technology research and development, 71(1), 33-53.‏
Vlasenko, K., Rovenska, O., Lovianova, I., Tarasenkova, N., & Achkan, V. (2022). A Learner-Centered Syllabus-Based Approach to engaging master students into research activity. In Journal of Physics: Conference Series (Vol. 2288, No. 1, p. 012019). IOP Publishing.
Wallo, A., Kock, H., Reineholm, C., & Ellström, P. E. (2021). How do managers promote workplace learning? Learning-oriented leadership in daily work. Journal of Workplace Learning, 34(1), 58-73.
Yousefi, A., Bablan, A., Moinikia, M. (2020). Examining the psychometric characteristics of the educational leadership rating scale of managers. School Management Scientific Research Quarterly, 1(9): 337-7. [Persian].
Zhang, L., Li, Q., & Liu, W. (2022). A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy. Frontiers in Psychology, 13, 921654.
Zhang, L., Wu, T., Liu, L., Ren, P., & Lin, C. (2022). The relationship between Chinese preschool principal leadership styles and teacher leadership: Exploring the mediating effect of psychological capital. Frontiers in psychology, 13, 1006184. https://doi.org/10.3389/fpsyg.2022.1006184

  • تاریخ دریافت 21 تیر 1403
  • تاریخ بازنگری 30 تیر 1403
  • تاریخ پذیرش 05 مرداد 1403
  • تاریخ اولین انتشار 05 مرداد 1403
  • تاریخ انتشار 01 آذر 1403