علوم تربیتی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

طراحی مدلی برای توسعه فرهنگ پژوهش سازمانی در آموزش و پرورش (مورد مطالعه: معلمان دوره ابتدایی شهر شیراز)

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.

2 استادیار گروه مدیریت آموزشی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.

چکیده

پژوهش حاضر با هدف ارایه مدلی برای توسعه فرهنگ پژوهش سازمانی در میان معلمان دوره ابتدایی انجام شد. روش پژوهش، از نوع آمیخته اکتشافی متوالی در دو بخش کیفی و کمی صورت گرفت. در بخش کیفی از طریق مصاحبه نیمه‌ساختاریافته با 14 نفر از پژوهشگران و صاحب‌نظران که به شیوه نمونه‌گیری هدفمند و با تکنیک ملاک محور انتخاب شده بودند، ابعاد و مؤلفه‌های مدل شناسایی شد. در بخش کمی، جامعه آماری پژوهش کلیه معلمان دوره ابتدایی چهار ناحیه آموزش و پرورش شهر شیراز در سال تحصیلی 1399 به تعداد 6022 نفر بودند که تعداد 361 نفر بر اساس فرمول کوکران و به روش نمونه‌گیری تصادفی ساده به عنوان نمونه انتخاب شدند. ابزار پژوهش در بخش کیفی، مصاحبه باز با مشارکت کنندگان و بررسی اسناد بالادستی و در بخش کمی، پرسشنامه محقق ساخته بر اساس یافته‌های بخش کیفی بود. برای تایید روایی محتوا از دیدگاه اساتید و برای بررسی روایی سازه از تحلیل عاملی تاییدی استفاده شد. پایایی ابزار نیز به شیوه پایایی ترکیبی محاسبه گردید. تحلیل داده‌های بخش کیفی به روش تحلیل تفسیری از نوع مضمون و تحلیل داده‌های بخش کمی با آزمون‌های تی‌تک‌نمونه‌ای، تحلیل عاملی تاییدی و معادلات ساختاری به کمک نرم‌افزارهای SPSS 26 وLizrel 8  صورت گرفت. یافته‌های بخش کیفی نشان داد پنج عامل (فردی، سازمانی، فراسازمانی، برنامه‌ای و اطلاعاتی) با پانزده مؤلفه در طراحی مدل منظور گردیده است. نتایج بخش کمی نیز نشان داد که عوامل اطلاعاتی و برنامه‌ای از نظر اهمیت از دید معلمان بالاتر از سایر عوامل می‌باشند. همچنین برازندگی مدل تایید شد.

کلیدواژه‌ها

عنوان مقاله [English]

Designing the Development a Model of Organizational Research Culture in Education (Subject of Study: Primary School Teachers of the Four Districts of Shiraz City)

نویسندگان [English]

  • Parvin Razmjooei 1
  • Reza Zarei 2
  • Nader Shahamat 2
  • Moslem Salehi 2

1 - Ph.D. Student in Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.

2 Assistant Professor Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.

چکیده [English]

Introduction
Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research and the value of the culture of research and its development and questioning is a basic motto in education.
 
Method
The present research was conducted using a mixed exploratory method of sequential type. The statistical population of the research was all primary school teachers in the four educational districts of Shiraz in the academic year of 2019, numbering 6022 people. In the qualitative part, the sample was selected by purposive sampling, and in the quantitative part, 361 people were selected by simple random sampling. Research tools were used in the qualitative part, open interviews with the participants, and in the quantitative part, a researcher-made questionnaire was used based on the findings of the qualitative part. The content validity of the scale used in the quantitative section was calculated using the expert and corrective opinions of professors and experts, as well as using confirmatory factor analysis, and its reliability was also calculated using Cronbach's alpha method. Qualitative part data analysis was done by thematic analysis method and quantitative part data analysis from sample t-tech test and exploratory and confirmatory factor analysis was done by SPSS version 26 and Lisrel software. In order to test the factor structure of the general model and its fit, confirmatory factor analysis was used.
 
Results
The findings of the qualitative section showed that 5 criteria (Individual, organizational, extra-organizational, programmatic and informational)  with 15 indicators were used to determine the organizational research culture development model of primary school teachers. After triangulating the findings with previous research and experts' opinions, the initial conceptual model was obtained. The findings showed that organizational, programmatic and informational factors affecting the development of research culture among primary school teachers in Shiraz, in terms of importance the vision of teachers were above average and below optimal. Also, the highest average belonged to informational factors (3.68). The fit indices of the confirmatory factor analysis test showed a good fit of the model.
 
Discussion
Based on the obtained information, the research culture development model was designed and fitted. This model can reduce learning-centered and memory-centered learning and help improve learners' deep learning.

کلیدواژه‌ها [English]

  • Action research
  • Lesson Study
  • Curriculum
  • Teacher's research competency
مراجع
Aminoon. E, Sharifipoor, Z. (2016). The need to review textbooks and content analysis in the Iranian education system, the Second International Conference on Management and Humanities. [Persian]
Aspden, K., Hunt, L., McLaughlin, T., & Cherrington, S. (2023). Developing Teacher-Researchers Capacity to Support the Use of New Data Systems. In Assessment and Data Systems in Early Childhood Settings: Theory and Practice (309-330). Singapore: Springer Nature Singapore.
Bakhshandeh, Shamshiri, Karimi & Khoshbakht. (2021). Investigating the Relationship between the Incompetency of the Formal Education System of Iran and its Macro Objectives. Journal of Educational Sciences (JEDUS), 28(2), 1-20. [Persian]
Borg, S., & Alshumaimeri, Y. (2012). University teacher educators’ research engagement: Perspectives from Saudi Arabia. Teaching and Teacher Education, 28(3), 347-356.
Daryapour, E,  Dortaj, F, Abbaspour, A, Sadipour, E & Delavar, A. (2020). Effective factors on developing research culture in elementary education: study with the phenomenology approach. Journal of School Psychology, 9(1), 229-239. [Persian]
Enayati, T., Zameni, F., & Ghorbani, T. (2012). Examining obstacles to research from the point of view of middle school teachers. Journal of New Approach in Educational Administration, 3(4), 189-205. [Persian]
Entezari, M. (2017). The role of training on quality management and productivity of human resources in education and organizational excellence model. 2nd International Conference on New Research in Management, Economics and Accounting, Malaysia. [Persian]
Evans, L. (2007). Developing research cultures and researchers in HE: the role of leadership. In Annual Conference of the Society for Research into Higher Education (SRHE) (Vol. 11).
Fayaz, I., Homayoonfard, A., Sajjadi, S. M., & Saki, R. (2020). Interpretive expressions of the horizons, challenges and solutions of the researcher teacher program as action research on the teachers' scholars. Educational Psychology 15(54), 91-117. https://doi.org/10.22054/jep.2020.42576.2685 [Persian]
Fazlollahi Ghomshi, S, Norouzi, A, Malaki Tavana, M. (2014). Research Barries for Educators. Research in Curriculum Planning, 9(2), 108-122. [Persian]
Hajir, M. (2017). Understanding of Research Culture Levels: A Review of Literature [Electronic resource]. URL: https://www. academia. edu/5065971/Understand-ing_of_Research_Culture_ Levels_A_Review _of_Literature (date of access: 05.09. 2017).
Hamzerobati, M., & Javdani, H. (2022). Rethinking Education/ Learning: To Bring Profound and Transformative Changes through "Critical Thinking". Journal of Educational Sciences (JEDUS), 29(2), 1-22. DOI: 10.22055/edus.2022.39413.3314 [Persian]
HosseinPour, S., & Zeinabadi, H. (2019). The Research-Engaged School: The Development and Test of a Causal Model through an Exploratory Mixed Methods Design. QJFR, 16(1), 27-48. URL: http://qjfr.ir/article-1-1001-fa.html.
Impedovo, M. A. (2021). Teacher-Researcher Collaborations: Negotiations of Research Practices in School. Transformative Dialogues: Teaching and Learning Journal, 14(2).
Javidi Porkhabaz, M., & Salimi, S. (2022). Representation of Teachers' Experiences of the Opportunities and Challenges of the Lesson Research Process (Case study: Elementary School Teachers of Bajestan). Journal of Educational Sciences (JEDUS), Fall & Winter, 2022, 29(2), 169-188. DOI: 10.22055/edus.2022.41027.3371 [Persian]
Jennings, P. A. (2023). Minding the gap: Attending to implementation science and practice in school-based mindfulness program research. Mindfulness, 1-8.
Joram, E., Gabriele, A. J., & Walton, K. (2020). What influences teachers’ “buy-in” of research? Teachers’ beliefs about the applicability of educational research to their practice. Teaching and Teacher Education, 88, 102980.
Karami, Z. (2022). An Analysis on the Acquisition of Teacher Knowledge Through Narrative Inquiry Based on the Model of Kohler and Mishra. Journal of Educational Sciences (JEDUS), 29(2), 23-42. DOI: 10.22055/edus.2022.39413.3314 [Persian]
Manila, B. M., Dayanan, H. B. G., Barlis Jr, J. M., & III, J. D. F. (2022). Assessment of Teachers’ Research Capability towards the Promotion of Research Culture in Elementary Schools. Sustainable Development, 10(2), 45-50.
Puplampu, B. B. (2021). Tackling the behavioural antecedents of knowledge production: research culture, behavioural intentionality and proactive agenda setting by scholars in Africa. Journal of the British Academy, 9(s1), 183-213.
Reddy, C. (2019). Why Research is important for Students, Humans, Education. https://content.wisestep.com/research-important-students-humans-education/
Roostaei, E., & Shadbakht, M. (2017). Examining the place and importance of research in schools. The second national conference of new approaches in education and research, Mazandaran. [Persian]
Saedi, Z. (2019). Identifying and analyzing the factors of refusal and the conditions for the possibility of action research by primary school teachers in Tehran. Master Thesis. Department of Educational Management, Allameh Tabatabai University, Faculty of Psychiatry and Educational Sciences. [Persian]
Sirila, P., & Dansirisuk, W. (2019). The Effectiveness of Chanta Education to Enhance the Computational Thinking and Team Work Skill in Chanta Education Subject for Grade 3 Students at Srinakharinwirot University: Prasarnmit Demonstration School (Elementary) (Doctoral dissertation, Srinakharinwirot University).
Stein, S., Andreotti, V., Suša, R., Ahenakew, C., & Čajková, T. (2022). From “education for sustainable development” to “education for the end of the world as we know it”. Educational Philosophy and Theory, 54(3), 274-287.
Torkmandi, A. (2017). Identify and prioritize the professional qualifications of primary school teachers in Bijar. Master Thesis, Shahid Chamran Campus. Farhangian University of Tehran. [Persian]
Vahdati, M., Mazloomy, S. S., Salimi, T., & Eghbal A. (2014). A survey on educational research barriers in Shahid Sadoughi University of Medical Sciences in 2014. Journal of Medical Education and Development. 9(2), 33-40. [Persian]
Willson, R. (2019). Transitions theory and liminality in information behaviour research: Applying new theories to examine the transition to early career academic. Journal of Documentation, 75(4), 838-856.
علوم تربیتی
دوره 30، شماره 1
خرداد 1402
صفحه 189-210
فایل ها
هم رسانی
ارجاع به این مقاله
آمار