طراحی و اعتباریابی الگوی شایستگی مدیران آموزشی براساس آموزه‌های قرآن کریم: رویکردی ترکیبی

نوع مقاله: علمی-پژوهشی (ترکیبی/ آمیخته)

نویسندگان

1 دانشگاه فرهنگیان ایلام

2 دانشگاه علامه طباطبایی

چکیده

چکیده

هدف این پژوهش ترکیبی طراحی و اعتباریابی الگوی شایستگی مدیران آموزشی براساس آموزه‌های قرآن کریم بوده است. درمرحله کیفی پژوهش با مطالعه‌ی دقیق متن قرآن کریم و تفاسیر مربوط و استفاده از روش تحلیل مضمون، ابعاد، مؤلفه‌ها وشاخص‌های شایستگی مدیران آموزشی استخراج وسپس با استفاده از مصاحبه‌ی نیمه ساختاریافته با 15 نفرازخبرگان، الگوی اولیه با 4 بعد، 34مؤلفه و 167 شاخص تدوین گردید. درمرحله کمی، داده ها با استفاده ازپرسشنامه وتکمیل آن توسط تعداد 60 نفرازخبرگان جمع آوری و با روش حداقل مربعات جزیی(pLs) تحلیل والگوی تدوین شده اعتباریابی گردید. انتخاب نمونه درهردو مرحله هدفمند و به روش گلوله برفی بوده است. نتایج پژوهش نشان داد که الگوی شایستگی مدیران آموزشی دارای 4بعد، 29مؤلفه و 131شاخص است:
الف-بعد ارزشی با 5 مؤلفه‌ی: خدامحوری، حق مداری، عدالت خواهی و ظلم ستیزی، معادباوری و آخرت گرایی و ولایت مداری و 25 شاخص. ب-بعد نگرشی با 5 مؤلفه‌ی: نگرش به هستی، نگرش به انسان، نگرش به دنیا و آخرت، نگرش به مدیریت و نگرش به نظارت و 25 شاخص. ج-بعد منشی با 10 مؤلفه‌ی: اخلاص، اعتدال، امید، توکل، تقوا، ذکرخدا، شکرگزاری، وفای به عهد، شرح صدر و امانتداری و 34 شاخص. د-بعد دانشی با 9 مؤلفه‌ی: توانایی برنامه ریزی، توانایی سازماندهی، توانایی ایجاد انگیزش، توانایی رهبری، توانایی توانمندسازی، توانایی ارزیابی، توانایی ایجاد فرهنگ مطلوب سازمانی، توانایی تصمیم گیری و توانایی نظارت و کنترل و 47 شاخص.

کلیدواژه‌ها


عنوان مقاله [English]

Design and validation of the model of competency of educational managers based on the instructions of the Holy Quran:A mixed method approach

نویسندگان [English]

  • Ramazan Piri 1
  • abbas abbaspour 2
  • hamid Rahimian 2
  • hasan Malaki 2
  • hosain skandari 2
1 Farhangian university of ilam
2 Allameh tabatabai university
چکیده [English]

Abstract
The purpose of this mixed research is to design and validate the model of competency of the educational managers based on the teachings of the Holy Quran. In the qualitative phase, by carefully studying the text of the Holy Quran and its related interpretations, especially the translation of Tafsir al-Mizan and Tafsir Nemooneh and using the Content analysis, dimensions, components, and competency indicators of educational managers were identified as 4 dimensions, 32 components, and 184 indicators. Then using a semi-structured interview with 15 experts, dimensions, components and indicators identified, modified and
corrected and the model of competency of educational managers with 4 dimensions, 34 components and 167 indicators were developed. In the quantitative phase, data were collected using a questionnaire and completed by 60 experts. Sampling was done in both phases, targeted, and based on the Snowball sampling method. Quantitative data was analyzed using Structural equation modeling with Partial least squares method (PLS) and the Validity and stability of the model and its fitness indicators were calculated and the developed model was validated. The results of this study showed that the competency model of educational managers has 4 dimensions, 29 components and 131 indicators:
1- Value dimension with 5 components:
A. God-Centeredness with the following indicators: True worldview (monotheistic), Belief in God's sovereignty and His absolute ownership, Convinced belief in God's righteousness, Belief in divine supervision, Believe in God's help and divine assistance.
B. Right-Orientation with the following indicators: Confidence in the truth of God and His commands, Believe in the truth of the creation of the universe, Believe in the truth of the promise of God, Practical commitment to following the right in all management activities, Inviting and ordering to the right and patience to realize it, Avoiding the mixing of the right and the wrong and the lack of concealment of the right.
C. Justice Seeking and the fight against oppression with the following indicators: The uprising for justice, Fight against oppression, Do not oppressing and rejecting oppression.
D. Belief in resurrection and in the afterlife with the following indicators: Believe in the Day of Judgment, Belief in physical and spiritual resurrection, Belief in the existence of a letter of deed, Believing in an accurate and fair audit, Belief in testimony of witnesses, Belief in the existence of heaven and hell.
E. Guardianship-Centeredness with the following indicators: Belief and practical commitment to the God-Centeredness, Belief and practical commitment to the Prophet Muhammad-Centeredness, Belief and practical commitment to the Imams- Centeredness, Belief and practical commitment to the Velayat-e Faqih, Avoid accepting centeredness other than God.
2- Attitude dimension with 5 components:
A. Attitude to being with the following indicators: Purposefulness of the being, God is at the head of the being, Beauty is the attribute of the being, Genetic guidance, Unseen and martyrdom are two effects of the being.
B. Attitude to Man with the following indicators: Man is the caliph of God, The originality of the soul and its immaterialness, Human dignity, Human perfection, The purpose of creation, Educability of Man, Need for religious guidance.
C. Attitude to world and the hereafter with the following indicators: Wanting the world and the hereafter together, Belief in the supremacy of the hereafter towards the world, Despising absolute worldliness and avoiding it, Using the world for the life of the Hereafter.
D. Attitude to management with the following indicators: Management is lending, Management is a duty, The goal of management is human growth and perfection, The intention and motivation of management is Divine proximity, Management is a favor, not a dominion and chairmanship.
E. Attitude to monitoring and control with the following indicators: Supervision of the God, Supervision of divine agents and angels, Recording thoughts and deeds by the God and his angels, Belief in the monitoring and recording of thoughts and actions by the agents of world, Accurately recording and monitoring.
3- Characteration dimension with 10 components:
A. Sincerely with the following indicators: Sincerity in religion, Sincerity in practice, Sincerity in speech.
B. Moderation with the following indicators: Moderation in religion, Moderation in practice, Moderation in speech.
C. Hope with the following indicators: Hope for God's help, Hope for grace and mercy of God, Hope for Improving the economic situation.
D. Piety with the following indicators: Obeying God and performing obligations and duties, Avoiding God's disobedience and Leaving sins and prohibitions.
E. Trust with the following indicators: Knowing that God is adequate and trust, Seeking success from God, believing in the domination of God and His predominance, believing that Satan is not dominant, Deep faith in God's help, leaving affairs to God.
F. Remembrance of God with the following indicators: Heartfelt remembrance, lingual remembrance, Continuity of remembrance , Avoiding negligence and forgetfulness.
G. Thanksgiving with the following indicators: Continuous reminding of the blessings of God, lingual praise of God, Doing worship assignments such as prayer, Proper use of blessings.
H. Honesty with the following indicators: Honesty in speech, Honesty in promise, Honesty in the covenant, Honesty in practice.
I. Patience with the following indicators: Tolerance of hardship and calamities and etc. (Patience in misery), Tolerance of doing duties and tasks (patience in obedience), Patience and resistance to sin (patience in sin),
M. Commitment to the covenant with the following indicators: Commitment to the covenant with God, Commitment to the covenant with others.
N. Bailment with the following indicators: Belief in the talent of human trusteeship, Believing that management is lending, Observance and maintenance of trust,
4- Knowledge dimension with 9 components:
A. Planning ability with 5 indicators.
B. The ability to organize with 5 indicators.
C. Ability to make the right decision with 4 indicators.
D. The ability to motivate with 5 indicators.
E. Ability to monitor and control with 8 indicators.
F. Leadership ability with 6 indicators.
G. Ability to empower with 4 indicators.
H. Ability to evaluate with the following indicators: Motivation and intention, Good deed, Good work, Piety, Observance of justice, High precision, Suitability, Applying encouragement and punishment.
I. Ability to create an optimal organizational culture with the following indicators: Capability culture, Trusteeship culture, Guardianship-Centeredness culture, Jihad culture, Trust culture, Piety culture, The culture of worship and servitude.

کلیدواژه‌ها [English]

  • " Design"
  • "Validation"
  • "Competency model"
  • "Educational managers"
  • "The teachings of the Holy Quran"