معناسازی مدیران مدرسه در فرایند پیاده‌سازی سیاست‌های آموزشی: مرور دامنه‏ای

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

2 دکتری مدیریت آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

3 استاد گروه مدیریت و برنامه ریزی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

4 دانشیار گروه زبان‏شناسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبائی، تهران، ایران.

چکیده

پیشینه و اهداف: تحقق اهداف سیاست‏های آموزشی به چگونگی پیاده‏سازی آن‏ها در مدارس وابسته است. مدیران مدرسه در مقام مجریان و هدایتگران اصلی، به تفسیر و ساخت معنای جدیدی از سیاست‏ها پرداخته و نحوه عملیاتی‏سازی آن‏ها را تعیین می‏کنند. چگونگی و چرایی ساخت این معانی و در نهایت اقدامات اجرایی مدیران مدرسه مورد توجه همیشگی پژوهشگران و سیاستگذاران بوده است. در این راستا، رویکرد معناسازی به‌عنوان رویکردی جدید از مطالعات سازمان به پژوهش‏های حوزه آموزش راه یافت و به‌عنوان چارچوبی برای تبیین فرایندهای درون مدرسه، مورد استقبال پژوهشگران قرار گرفت. بر مبنای این رویکرد افراد در مواجهه با ابهام و آشفتگی حاصل از تغییرات، به ساخت معنای تازه‏ای از نقش خود می‏پردازند تا با اتکا بر آن، اقدامات مقتضی را عملیاتی سازند. با وجود گذشت بیش از دو دهه از راهیابی رویکرد معناسازی به حوزه آموزش و به ویژه پیاده‏سازی سیاست‏های آموزشی، اما همچنان این رویکرد در مطالعات آموزشی داخل ایران مورد استفاده قرار نگرفته است؛ بنابراین، پژوهش حاضر با هدف شفاف‏سازی مفهوم معناسازی مدیران مدرسه در دوره پیاده‏سازی اصلاحات و سیاست‏های آموزشی و همچنین چگونگی کاربرد آن در پژوهش‏های این حوزه انجام شده است. روش‌ها‌: روش این پژوهش مرور دامنه‏ای بود که یکی از روش‏های نسبتاً جدید در مطالعات مروری است. چارچوب پنج مرحله‌ای Arksey & O'Malley (2005) مبنای روند انجام مرور بود. به این صورت که پس از تعیین پرسش‏های پژوهش به تعیین و انتخاب مطالعات پرداخته شد. در مراحل بعد جدولی شامل اطلاعات مطالعات منتخب ترسیم شد و داده‏ها ساماندهی و خلاصه‏سازی گردید و در نهایت گزارش یافته‏ها تدوین شد. یافته‌ها: مرور پژوهش‏های منتخب نشان داد، مدیران مدرسه، معناسازانی فعال در فرایند پیاده‏سازی سیاست‌ها و اصلاحات آموزشی در نظر گرفته می‏شوند. به این معنا که در مواجهه با سیاست‏ها و إصلاحات آموزشی به تفسیر اطلاعات، رویه‌ها و ترتیبات کاری جدید و خلق معنای تازه‌ای از نقش رهبری خود می‏پردازند. موضوعات اصلی پژوهش های متمرکز بر معناسازی مدیران مدرسه قابل تقسیم به دو دسته ۱. شناخت معنای ساخته شده مدیران مدرسه و ۲. جستجوی عوامل مؤثر در شکل‌گیری معناسازی آن‏ها بود. تمام پژوهش‏های مرور شده با استفاده از رویکرد کیفی طراحی شده و مصاحبه، حداقل یکی از ابزارهای گردآوری داده بود. نتیجه‌گیری: بهره‏گیری از یافته‏های پژوهش حاضر در طراحی و هدایت مطالعات با استفاده از رویکرد معناسازی می‏تواند پژوهشگران را به نگاهی تازه مجهز نموده و تحلیل‏های بدیعی به‏دست دهد. تبیین چگونگی پیاده‏سازی سیاست‏ها و إصلاحات آموزشی در بافت مدرسه و همچنین چرایی نتایج حاصل شده یاری‏گر سیاستگذاران و رهبران آموزشی در هدایت‏ سفر پیچیده سیاست‏ها از تدوین تا اجرا خواهد بود. این شناخت، زمینه لازم در جهت سیاستگذاری و برنا‏مه‏ریزی‏های آموزشی مؤثرتر آتی را فراهم خواهد ساخت.

کلیدواژه‌ها

عنوان مقاله [English]

Principals’ Sensemaking in the Process of Implementing Educational Policies: A Scoping Review

نویسندگان [English]

  • Morteza Taheri 1
  • Zahra Jalili 2
  • Abbas Abbaspour 3
  • Raheleh Gandomkar 4
1 Associate Professor, Department of Educational Administration and Planning, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.
2 Ph.D in Educational Administration, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran
3 Professor, Department of Educational Administration and Planning, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.
4 . Associate Professor, Department of Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
چکیده [English]

Background and Objectives: The achievement of educational policy objectives is contingent upon their implementation in schools. School principals, as the primary executors and leaders, interpret and construct new meaning from policies, thereby determining how these policies are operationalized. The "how" and "why" of this meaning construction and the subsequent actions of principals have consistently attracted the attention of researchers and policymakers. In this context, the sensemaking approach, as a novel framework from organizational studies, was introduced into educational research and has been welcomed by scholars as a lens for explaining intra-school processes. Based on this approach, individuals, when faced with the ambiguity and turbulence caused by change, construct a new sense of their role to guide appropriate actions. Despite over two decades since the introduction of the sensemaking approach into the field of education, and specifically into policy implementation research, this approach has not been utilized in educational studies within Iran. Therefore, this research aims to clarify the concept of school principals' sensemaking during the implementation of educational reforms and policies, and to illustrate its application in research within this domain. Methods: This study employed a scoping review methodology, a relatively new approach to literature reviews. The process followed the five-stage framework by Arksey & O'Malley (2005). After formulating the research questions, relevant studies were identified and selected. Subsequently, a table summarizing the key information from the selected studies was created, data were organized and synthesized, and finally, the findings were reported. Findings: The review of selected studies revealed that school principals are considered active sense-makers during the implementation of educational policies and reforms. This means that when encountering new policies and reforms, they interpret new information, procedures, and work arrangements, thereby constructing a fresh understanding of their leadership role. The main themes in research focused on principals' sensemaking can be divided into two categories: 1) understanding the meaning constructed by principals, and 2) investigating the factors influencing their sensemaking process. All reviewed studies utilized qualitative research designs, with interviews serving as at least one of the data collection tools. Conclusion: Utilizing the findings of this study in designing and guiding research through the sensemaking approach can equip researchers with a novel perspective and yield innovative analyses. Elucidating how educational policies and reforms are implemented within the school context, along with the reasons behind the resulting outcomes, will assist policymakers and educational leaders in navigating the complex journey of policies from formulation to execution. This understanding will provide the necessary foundation for developing more effective future educational policies and programs.

کلیدواژه‌ها [English]

  • sensemaking
  • educational policy
  • educational reforms
  • principals
  • policy enactment
  • policy implementation

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