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مطالعه قوم نگارانه فرهنگ‌ سازمانی مدرسه بر اساس دیدگاه شاین: مطالعه موردی دو مدرسه ابتدایی شهر مشهد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشنسای ارشد گروه مدیریت آموزشی دانشگاه فردوسی مشهد، مشهد، ایران

2 دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی دانشگاه فردوسی مشهد، مشهد، ایران

3 دانشیار گروه علوم اجتماعی دانشگاه فردوسی مشهد، مشهد، ایران

چکیده

هدف: هدف این پژوهش مطالعه قوم نگارانه فرهنگ‌ سازمانی دو مدرسه ابتدایی شهر مشهد بر اساس دیدگاه شاین بود.
روش‌شناسی: این مطالعه از نظر هدف کاربردی و از نظر شیوه اجرا  قوم‌نگاری با رویکرد کیفی بود. نمونه موردمطالعه را 15 نفر از مدیران، معاونان، معلمان و دانش­آموزان در دو مدرسه ابتدایی  دخترانه و پسرانه در شهر مشهد در سال تحصیلی 99-1398 تشکیل دادند که به شیوه هدفمند و طبق اصل اشباع انتخاب شدند. کفایت حجم نمونه بر اساس اشباع نظری تعیین شد. جهت گردآوری داده‌ها از روش مشاهده‌ نیمه مشارکتی و مصاحبه نیمه­ساختاریافته و برای تحلیل داده‌ها از تکنیک کدگذاری در سه مرحله­ کدگذاری باز، محوری و گزینشی بهره گرفته شد. اعتبار نتایج بر اساس معیارهای چهارگانه گوبا و لینکن و با اطمینان از میزان «موثق بودن» داده‌ها و نیز کدگذاری و بازبینی توسط اعضای تیم پژوهش تأمین شد.
یافته‌ها: نتایج حاکی از شناسایی و استخراج 37 مقوله گزینشی در سه سطح  الگوهای رفتاری (18 کد گزینشی)،  ارزش‌ها و هنجارها (12 کد گزینشی) و مفروضات بنیادین و باورها (7 کد گزینشی) بر اساس دیدگاه  شاین بود. از مجموع 436 کد باز، 227 کد در سطح الگوهای رفتاری، 121 کد در سطح ارزش­ها و باورها و 88 کد در سطح مفروضات بنیادین شناسایی شدند. از مجموع 88 کد محوری نیز 42 کد در سطح الگوهای رفتاری، 29 کد در سطح ارزش­ها و هنجارها، و 17 کد در سطح مفروضات بنیادین فرهنگ‌سازمانی استخراج شدند. از ویژگی‌های مهم فرهنگ سازمانی در سطح الگوهای رفتاری می‌توان به تعامل اجتماعی ضعیف میان اعضای مدرسه و رفتار نامناسب کادر مدرسه با دانش­آموزان و در سطح ارزش‌ها و هنجارها به همکاری، همدلی اجتماعی با والدین و انگیزش دانش­آموزان و در سطح مفروضات به تعاون و همکاری والدین و دانش­آموزان در امور مدرسه، نظارت و مدیریت رفتار انضباطی دانش­آموزان و کارکنان اشاره نمود.
 بحث و نتیجه‌گیری: نظر به غلبه ویژگی‌های فرهنگ سازمانی بوروکراتیک، رسمی و قیمی از نوع کنترلی به ویژه دوگانگی بین بوروکراسی و مشارکت طلبی ضروری است توجه ویژه‌ای به مقوله نرم  و چندلایه‌ای فرهنگ سازمانی مدرسه که رفتارهای آشکار اعضای مدرسه را به‌ویژه در امر آموزش و یادگیری تحت تأثیر قرار می‌دهد، در فرایند سیاست‌گذاری و تصمیم‌گیری آموزشی از سوی سیاست‌گذاران آموزشی به‌ویژه مدیران مدارس صورت گیرد.  

کلیدواژه‌ها

عنوان مقاله [English]

An Ethnographic Study of School Culture and Organization Based on Schein’s Model: A Case Study of Two Primary Schools in Mashhad

نویسندگان [English]

  • Afsaneh Peermoghan 1
  • Rezvan Hosseingholizadeh 2
  • Mohsen Noghani Dokht Bahmani 3

1 M.Sc. Student, Department of Educational Management, Ferdowsi University of Mashhad, Mashhad, Iran.

2 Associate Professor, Department of Educational Management and Human Resources Development, Ferdowsi University of Mashhad, Mashhad, Iran

3 Associate Professor, Department of Social Sciences, Ferdowsi University of Mashhad, Mashhad, Iran.

چکیده [English]

Purpose: The purpose of this study was to study the ethnographic organizational culture of the two primary schools in Mashhad based on Schein's model.
Methodology: This study was applied in terms of purpose and ethnography with a qualitative approach. The study sample consisted of 15 principals, deputies, teachers and students in two primary schools for girls and boys in the city of Mashhad in the academic year 2019-20 who were selected in a purposeful manner and according to the principle of saturation. Sample volume adequacy was determined based on theoretical saturation. In order to collect data, semi-participatory observation and semi-structured interviews were used and for data analysis, coding technique was used in three stages of open, axial and selective coding. The validity of the results was provided by the members of the research team based on the four criteria of Goba and Lincoln, with the assurance of the "authenticity" of the data, as well as the coding and review.
Findings: The results showed the identification and extraction of 37 selective categories at three levels of behavioral patterns (18 selective codes), values ​​and norms (12 selective codes), and fundamental assumptions and beliefs (7 selective codes) based on Schein's view. Out of 436 open codes, 227 open codes at the level of behavioral patterns, 121 open codes at the level of values ​​and beliefs, and 88 open codes at the level of basic assumptions were identified. Out of a total of 88 central codes, 42 codes were extracted at the level of behavioral patterns, 29 codes at the level of values ​​and norms, and 17 codes at the level of basic assumptions of organizational culture. Important features of organizational culture at the level of behavioral patterns can be poor social interaction between school members and inappropriate behavior of school staff with students and at the level of values ​​and norms to cooperation, social empathy with parents and student motivation, and at the level of assumptions to cooperation. He mentioned the cooperation of parents and students in school affairs, students' discipline, school identity, monitoring and management of staff disciplinary behavior, and staff accountability.
Conclusion: Given the dominance of bureaucratic, formal and controlling organizational culture characteristics in the studied schools and the dichotomy between bureaucracy and participation in the three levels of organizational culture, it is necessary to pay special attention to the soft and multi-layered category of school organizational culture. Especially in the field of teaching and learning, in the educational policy-making and decision-making process at the local and national levels by educational policy makers, especially school principals.

کلیدواژه‌ها [English]

  • Organizational culture
  • School culture
  • Primary schools
  • Ethnography
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جامعه شناسی آموزش و پرورش
دوره 7، شماره 2 - شماره پیاپی 14
اسفند 1400
صفحه 116-129
فایل ها
سابقه مقاله
  • تاریخ دریافت: 26 تیر 1400
  • تاریخ بازنگری: 19 شهریور 1400
  • تاریخ پذیرش: 12 مهر 1400
  • تاریخ اولین انتشار: 16 آبان 1400
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