پديد آورندگان :
محمدي پويا، سهراب دانشگاه تبريز - دانشكده علوم تربيتي و روانشناسي، تبريز، ايران , سيدي نظرلو، طاهر دانشگاه تبريز - دانشكده علوم تربيتي و روانشناسي، تبريز، ايران , فتحي آذر، اسكندر دانشگاه تبريز - دانشكده علوم تربيتي و روانشناسي - گروه علوم تربيتي، تبريز، ايران , محمودي، فيروز دانشگاه تبريز - دانشكده علوم تربيتي و روانشناسي - گروه علوم تربيتي، تبريز، ايران
كليدواژه :
تجارب زيسته , سياست , راهبران آموزشي و تربيتي , معلمان
چكيده لاتين :
Educational supervision and guidance include various patterns and dimensions and are viewed
as efficient and effective tools which can help teachers play an effective role in achieve their
desired educational results. Following the discourse of the necessity of educational supervision
and guidance, Iranian education system has paid attention to the policies made by Iranian
educational leaders during the recent years, for instance, through focusing on educational,
administrative and financial resources of rural, nomadic and border schools with multi-grade
classes and through training educational leaders who can guide and supervise the process of
teaching and learning in deprived schools. The similarities between educational leaders' plans and
general education policies increase the possibility for the implementation and evaluation of the
plans. However, a review of the relevant studies can indicate that little feedback has been received
from teachers, who are deeply involved in the implementation of educational leaders' policies.
Indeed, a review of the previous literature can reveal that no research has been conducted to
investigate teachers' viewpoints about the educational leaders' policies. Some previous studies
have only sought educational leader' opinions about their impacts on educational processes and
teacher performance. Most of these studies, however, neglect teachers and their roles in the
teaching process. The present study, therefore, is an attempt to cover this issue through examining
the strengths and weaknesses of educational leaders' policies from the perspective of teachers, who
can help educational leaders improve their policies. A qualitative approach to research and a
phenomenological method were used in order to cconduct this study. The study participants were
selected from among rural, nomadic and multi-grade primary school teachers in the East Azerbaijan Province, Iran, and by using purposive sampling. Accordingly, 13 teachers, eight males
and five females, with at least two years of working experience in rural areas and multi-grade
classes, who were interested in taking part in the present study, were included in the study. The
participanmts were then semistructurally interviewed and the data was recorded. The present
researchers continued interviewing the participants until data saturation was achieved. Based on
the analysis results, 4 main themes and 19 sub-themes were identified in this study. The main
themes were concerned with psychological issues related to educational leaders, educational
leaders' weaknesses, educational leaders' strengths, and educational leaders' professional and
moral requirements. The first main theme, i.e. psychological issues related to educational leaders'
policies, included the following subthemes: fear of encountering the leader and lack of sufficient
motivation to face the leader. The second main theme, i.e. educational leaders' weaknesses,
included the sub-themes of lack of knowledge and educational skills and leaders' unfamiliarity
with rural and nomadic areas. The third main theme, i.e. educational leaders' strengths, consisted
of the sub-themes of helping inexperienced teachers improve their professional competencies and
increase their self-confidence. Finally, the fourth main theme, i.e. educational leaders' professional
and moral requirements included lack of alignment between leaders' functional roles and other
school authorities' roles. In general, it can be stated that the educational policy and the Educational
Guidance Program were in line with the Article 9 of the general educational policies on
transforming the country's education system for extending education and empowering teachers and
students in border areas. Considering this, it can be observed that education authorities have taken
some measures for implementation of this article. Of course, there is a need to follow and pay
attention to educational leadership and policy through empowering and students who are living in
deprived areas, villages, suburbs, and nomadic tribes and creating diverse educational
opportunities. Despite these, there are still weaknesses in educational leaders' policies. This can
signify poor implementation of educational policies. Therefore, strong educational leaders need to
be elected for the effective implementation of the desired educational policies. Furthermore, data
concerning the efficacy of the implemented educational policicies must be continuously collected
from teachers and used to solve the probable problems arising from poor implementation of them.
This issue is addressed by the Document of Fundamental Transformation of Education with an
emphasis on the development of the field of research and increasing teahers' professional
competencies through providing them with opportunities for sharing their experiences with their
coleagues and allocating special funds for stimulating teachers' research activities.
