مفهوم‌سازي حكمراني خوب در آموزش‌و‌پرورش عمومي ايران با رويكرد پديدارشناسي

Conceptualization of Good Governance in Iran's Public Education System by Phenomenological Approach

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ ﺑﺴﺘﺮﻫﺎي ﻣﻔﻬﻮﻣﯽ ﺗﺤﻘﻖ ﺣﮑﻤﺮاﻧﯽ ﺧﻮب در آﻣﻮزشوﭘﺮورش ﻋﻤﻮﻣﯽ اﯾﺮان ﺑﻮد. اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺑﻪ روش ﮐﯿﻔﯽ، ﺑﺎ روﯾﮑﺮد ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ اﻧﺠﺎم ﺷﺪ. در اﯾﻦ ﭘﮋوﻫﺶ ﺗﻌﺪاد 30 ﺗﻦ از ﺻﺎﺣﺐﻧﻈﺮان و ﺧﺒﺮﮔﺎن ﻧﻈﺎم آﻣﻮزش ﻋﻤﻮﻣﯽ ﮐﻪ داراي ﺗﺎﻟﯿﻒﻫﺎي ﻣﻌﺘﺒﺮ در ﺣﻮزه ﺣﮑﻤﺮاﻧﯽ ﺧﻮب ﺑﻮدﻧﺪ، از ﻃﺮﯾﻖ ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ از ﻧﻮع ﮔﻠﻮﻟﻪ ﺑﺮﻓﯽ ﺗﺎ ﻣﺮز اﺷﺒﺎع ﻧﻈﺮي، اﻧﺘﺨﺎب ﺷﺪﻧﺪ و در ﻣﻌﺮض ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﻗﺮارﮔﺮﻓﺘﻨﺪ .ﻫﻤﭽﻨﯿﻦ دادهﻫﺎي ﺣﺎﺻﻞ از ﺑﺎزﺧﻮاﻧﯽ ﻣﺼﺎﺣﺒﻪﻫﺎ، ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﻣﻀﻤﻮن ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ و ﮐﺪﮔﺬاري ﺷﺪﻧﺪ. ﻫﻤﭽﻨﯿﻦ ﺟﻬﺖ اﺳﺘﺤﮑﺎم ﭘﺎﯾﺎﯾﯽ ﺗﺤﻘﯿﻖ از ﻗﺎﺑﻠﯿﺖ واﺑﺴﺘﮕﯽ، ﺑﺎور ﭘﺬﯾﺮي و ﺗﺎﯾﯿﺪ ﭘﺬﯾﺮي اﺳﺘﻔﺎده ﺷﺪ. ﺑﺮﻣﺒﻨﺎي ﮐﺪﮔﺬاري ﺑﺎز ﻣﺼﺎﺣﺒﻪﻫﺎ، در ﻣﺮﺣﻠﻪ ﻣﻘﺪﻣﺎﺗﯽ 87 ﻣﻮﻟﻔﻪ ﺑﺎزﺷﻨﺎﺳﯽ ﺷﺪﻧﺪ. ﻟﯿﮑﻦ در ﻧﻬﺎﯾﺖ 35 ﺳﺎزه در ﻗﺎﻟﺐ 3 ﺗﻢ اﺻﻠﯽ )ﻣﻘﺪﻣﺎت و ﭘﯿﺪاﯾﺶ 14 ﻣﻮرد، ﻓﺮاﯾﻨﺪ و اﺟﺮا 12 ﻣﻮرد و ﭘﯿﺎﻣﺪ و ﻧﺘﯿﺠﻪ 9 ﻣﻮرد( ﺑﻪ ﻋﻨﻮان ﺑﺨﺸﯽ از ﺳﺎﺧﺘﺎرﻫﺎي ﻣﻔﻬﻮﻣﯽ ﺟﻬﺖ ﺗﺤﻘﻖ ﺣﮑﻤﺮاﻧﯽ ﺧﻮب در ﺟﻮاﻣﻊ آﻣﻮزﺷﯽ ﺗﻢ ﯾﺎﺑﯽ ﺷﺪﻧﺪ. ﺗﺤﻠﯿﻞﻫﺎي اراﺋﻪ ﺷﺪه در اﯾﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ اﯾﻦ ﻣﻔﺎﻫﯿﻢ اﺳﺘﺨﺮاﺟﯽ در ﺷﺮاﯾﻂ ﺗﻐﯿﯿﺮات ﮔﺴﺘﺮده دروﻧﯽ و ﺑﯿﺮوﻧﯽ از ﻇﺮﻓﯿﺖ ﻻزم ﺑﺮاي اﺳﺘﻘﺮار ﺣﺎﮐﻤﯿﺖ ﺧﻮب در آﻣﻮزش ﻋﻤﻮﻣﯽ اﯾﺮان ﺑﺮﺧﻮردارﻧﺪ. ﻫﻤﭽﻨﯿﻦ ﺗﺤﻘﻖ ﺣﮑﻤﺮاﻧﯽ ﺧﻮب در ﻧﻈﺎم آﻣﻮزش ﻋﻤﻮﻣﯽ ﮐﺸﻮر در ﻗﺎﻟﺐ ﺳﺎزهﻫﺎي ﺷﺶﮔﺎﻧﻪ ﻧﺘﯿﺠﻪﮔﺮاﯾﯽ، اﺛﺮﺑﺨﺸﯽ ﻧﻘﺶﻫﺎ و وﻇﺎﺋﻒ، ارﺗﻘﺎي ارزشﻫﺎ، ﺷﻔﺎفﺳﺎزي، ﻇﺮﻓﯿﺖﺳﺎزي و ﭘﺎﺳﺨﮕﻮﯾﯽ ﻗﺎﺑﻞ ﻣﻔﻬﻮمﺳﺎزي اﺳﺖ

The purpose of this study was to examine the conceptual framework for the realization of good governance in Iran's general education and education. This qualitative study was conducted with a phenomenological approach. In this research, 30 experts in the field of public education, which had good authoritative papers in the field of good governance, were selected through targeted snowball sampling to theoretical saturation boundary and were subjected to semi-structured interviews. The data from interviews were also analyzed and coded using the analysis method. The dependability, reliability and verifiability were also used to determine the reliability of the research. Based on the open coding of the interviews, 87 component were identified in the preliminary stage. Finally, 35 concepts in the form of 3 main themes (pre-emergence 14 cases, process and implementation of 12 cases, and the outcome and 9 results) were identified as part of conceptual structures for achieving good governance in educational societies. The analysis presented in this study shows that these extractive concepts are in the conditions of extensive internal and external changes of the capacity to establish good governance in Iran's general education. Also, the realization of good governance in the public education system of the country is conceptualizing based on the six constructs as, the effectiveness of roles and tasks; promotion of values, transparency, capacity building and responsiveness.