چكيده فارسي :
اين پژوهش با هدف تأثير اقتصاد رفتاري اولياي دانش آموزاني كه فرزندان خود را از مدارس عادي به مدارس ابتدايي هيأت امنايي انتقال داده اند انجام شده است. براي گرد آوري داده هاي مورد نياز با استفاده از روش نمونه گيري گلوله برفي 15 نفر انتخاب و با اين افراد مصاحبه نيمه ساختاريافته انجام شد. از اطلاعات گرد آوري شده در مصاحبه ها ، بر اساس فرآيند نظريه داده بنياد ، طي مراحل سه گانه كدگذاري داده بنياد (باز ، محوري و انتخابي) به ترتيب 101 كد باز ، 44 مفهوم و 23 مقوله مقوله استخراج گرديد. در مرحله نهايي نيز مقولات در ذيل مؤلفه هاي اساسي نظريه داده بنياد ( شرايط علي ، محوري ، مداخله اي ، راهبردي و پي آمدي ) قرار گرفتند و نهايتا مدل نهايي پژوهش شكل گرفت كه نبود نيروي انساني كافي و كمبود تجهيزات به عنوان مقوله هاي زمينه اي مشخص شدند و در پايان مشخص شد در صورت ايجاد شرايط و امكانات مناسب پيامدهايي مانند گسترش عدالت آموزشي ، مشاركت همه جانبه اوليا در مدارس ، افزايش كارايي مدارس ، جلوگيري از تراكم دانش آموزان در مدارس و بالابردن اعتماد اجتماعي به مدارس را به دنبال خواهد داشت.
چكيده لاتين :
This study aims to investigate the behavioral economics of parents of students who have transferred their children from regular schools to board of trustees primary schools. Due to the characteristics and conditions prevailing in these schools, the data theory of the foundation was used to achieve the purpose of this research. In order to collect the required data, a semi-structured interview was conducted and the study population includes all stakeholders in behavioral economics in the boarding schools of District 1 of Ardabil. They have the authority. From the information collected in the interviews, based on the foundation data theory process, 101 open codes, 44 concepts and 23 categories were extracted during the three stages of foundation data coding (open, axial and selective), respectively. In the final stage, the categories were placed under the basic components of the foundation data theory (causal, pivotal, interventional, strategic and consequential conditions) and finally the final research model was formed. The performance of parental behavioral economics as a central category and the lack of sufficient manpower and lack of equipment were identified as underlying categories. With appropriate conditions and facilities in place, empowerment of schools and human resources, lack of concentration and delegation of authority to ordinary schools, comprehensive participation of parents in schools, consequences such as expanding educational justice, comprehensive participation of parents in schools, increasing school efficiency, preventing knowledge accumulation students in schools and will increase social trust in schools might result.
