ارائه و اعتباریابی مدل مدیریت آموزشی بازدهمحور برای مدارس افغانستان با رویکرد ترکیبی
کلمات کلیدی:
مدیریت آموزشی بازدهمحور, نظام آموزشی افغانستان, سیاستزدگی آموزشی, بهبود کیفیت یادگیری, مدیریت مشارکتیچکیده
پژوهش حاضر با هدف ارائه و اعتباریابی مدلی بومی برای مدیریت آموزشی بازدهمحور در مدارس افغانستان انجام شد پژوهش با طرح آمیخته متوالی اکتشافی انجام شد. در مرحله کیفی، از نظریه دادهبنیاد نظاممند استراوس و کوربین استفاده شد و 14 نفر از خبرگان حوزههای آموزش، مدیریت، علوم اجتماعی، سیاستگذاری و مطالعات فرهنگی به روش نمونهگیری هدفمند و نظری انتخاب شدند. دادهها از طریق مصاحبههای نیمهساختاریافته گردآوری و با کدگذاری باز، محوری و انتخابی در نرمافزار MAXQDA 2020 تحلیل شدند. مصاحبهها تا دستیابی به اشباع نظری ادامه یافتند. در مرحله کمی، پرسشنامه محققساخته مبتنی بر مقولات کیفی در اختیار 14 خبره قرار گرفت. روایی صوری و محتوایی ابزار با نظر متخصصان و پایایی آن با آلفای کرونباخ بررسی شد. دادهها با آزمون شاپیرو–ویلک، تی تکنمونهای، فریدمن و ضریب توافق کندال تحلیل شدند. تحلیل کیفی به شناسایی پدیده محوری «شکاف سیستماتیک و تعمیقیافته»، شرایط علّی، بستر تاریخی و فرهنگی، شرایط مداخلهگر، راهبردها و پیامدهای مدل منجر شد. نتایج آزمون تی تکنمونهای نشان داد میانگین همه ابعاد مدل بهطور معناداری بالاتر از مقدار نظری 3.00 بود و کل مدل نیز تأیید شد، t(13)=18.44، p<0.001. آزمون فریدمن تفاوت معناداری میان رتبه ابعاد مدل نشان داد، χ²(5)=61.72، p<0.001؛ راهبردها در رتبه نخست و پیامدها در رتبه دوم قرار گرفتند. ضریب توافق کندال برابر با 0.88 بود که بیانگر توافق بسیار بالای خبرگان در رتبهبندی ابعاد مدل است. مدیریت آموزشی بازدهمحور در مدارس افغانستان مستلزم تمرکززدایی هوشمند، تفویض اختیار همراه با پاسخگویی، توانمندسازی معلمان، بومیسازی برنامهها، مشارکت ذینفعان و استقرار نظام ارزیابی حمایتی است؛ بااینحال، اجرای آن باید با تأمین منابع و حمایت جبرانی از مدارس محروم همراه باشد تا از تشدید نابرابری جلوگیری شود.
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حق نشر 2025 Ghulamudin Kalantari (Author); Hasan Givarian; Mahmood Mohammadi (Author)

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