بازنمايي معنايي پديدۀ هويت حرفه‌اي مديران مدارس متوسطه و ارائة مدلي پارادايميك

Semantic representation of the phenomenon of high school principals’ professional identity and proposing a paradigmatic model

هدف اين پژوهش شناسايي ابعاد و مولفه هاي هويت حرفه اي مديران مدارس متوسطه و ارايه مدلي پارادايميك بود. روش شناسي انجام اين پژوهش، كيفي و مشاركت كنندگان شامل كليه مديران مدارس متوسطه نواحي سه گانه شهرستان كرمانشاه كه بر اساس قاعده اشباع نظري 24 نفر مورد مصاحبه قرار گرفتند. داده ها با روش نظريه داده بنياد و با كمك نرم افزار Maxqda تحليل شد ند. يافته هاي نشان داد كه شرايط علي پديده هويت حرفه اي شامل دانش تخصصي، مهارت حرفه اي و فلسفه حرفه؛ شرايط زمينه اي شامل ظرفيت حرفه اي و گرايش حرفه اي؛ شرايط مداخله گر شامل مديريت روزمر گي و ساختار سازماني بازدارنده؛ راهبردهاي موثر بر هويت حرفه اي شامل هم انديشي و تعامل حرفه اي و روابط انساني مبتني بر درك متقابل و پيامدهاي هويت حرفه اي الگو بودن در حرفه، غرور حرفه اي و مجذوب حرفه بودن بودند. سرانجام مقوله هسته پژوهش «هويت حرفه اي مدير مدرسه به مثابه درك خود به عنوان يك حرفه اي: كاتاليزور پيشرفت حرفه اي» شكل گرفت كه نسبت به ساير مقولات محوري انتزاعي تر و داراي جامعيت بالاتري است. درنهايت مضمون هاي محوري شناسايي شده در قالب مدل پارادايميك اشتراوس و كوربين ترسيم شد. با توجه به نتايج مصاحبه با خبرگان مي توان گفت، شكل گيري و توسعه هويت حرفه اي مديران مدارس متوسطه امري ضروري است كه سبب افزايش انگيزه، ارتقاء مهارت هاي مدير و ارايه خدمات باارزش به جامعه و ديگران مي گردد.

The aim of this research was to semantically represent the phenomenon of professional identity of high school principals and also to propose a paradigmatic model for it. The research methodology was qualitative and the research population included all high school principals of the three educational districts in Kermānshāh, among whom, 24 people were interviewed based on the principle of theoretical saturation. Data were analyzed through grounded theory method and using Maxqda software. Findings showed that casual conditions of the phenomenon of professional identity included the specialized knowledge, professional skills and philosophy of the profession. Contextual conditions included professional capacity and professional tendency; intervening conditions included routine management and coercive organizational structure; and also effective strategies on professional identity included the professional co-thinking and interaction and human relations based on the mutual understanding and the consequences of professional identity, being a role model in one's profession, professional pride and being attracted to one's profession. Finally, the core category of the research, i.e., “professional identity of the high school principals in terms of understanding oneself as a professional, and catalyst for the professional progress" was formed which wasmore abstract and comprehensive than the other core categories. Ultimately, the identified core themes were drawn in the form of the paradigm model of Strauss and Corbin.According to the results of interview with experts, it can be said that the formation and development of professional identity of high school principals is a necessity that increases the motivation, improves the skills of the principals and provides valuable services to the community and others.