نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه مدیریت آموزشی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران.

2 عضو هیئت علمی، گروه پزشکی اجتماعی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران.

3 عضو هیئت علمی، گروه مدیریت آموزشی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران.

چکیده

پژوهش حاضر با هدف طراحی و ارائه مدلی برای شناسایی­ مولفه­های سرمایه­های فکری معلمان ابتدایی منتخب در استان قم انجام گرفت. موفقیت نظام آموزش و پرورش همانند سایر نظام­های انسانی در گرو توجه متعادل به سرمایه­های مادی و فکری می­باشد. شناسایی دارایی­های فکری به عنوان وجه پنهان و ناملموس در موفقیت سازمانی حائز اهمیت می­باشد. بدین منظور و با توجه به ظرفیت شگرف رویکردهای کیفی و به ویژه روش پدیدار شناسی، از مصاحبه نیمه­ساختارمند استفاده شد که در بیستمین مصاحبه با معلمان که به صورت هدفمند انتخاب شد، به حالت اشباع رسید و داده­های حاصل با راهبرد کًلایزی تحلیل شد. ضمنا فرایند اعتبار بخشی به داده­ها با استفاده از بازبینی اعضاء، ممیزی بیرونی، چندسویه سازی و درگیری طولانی مدت پژوهشگر در فرایند تحقیق انجام شد. یافته­های تحقیق حاکی از آن است که سرمایه­های فکری معلمان بیش از آنکه معرف وضع موجود آنان باشد به وضع مطلوب اشاره دارد. سرمایه­های فکری معلمان در 3 مضمون اصلی و تعدادی زیرمضمون شامل سرمایه­های ارتباطی (ارتباط با عناصر درون و بیرون مدرسه)، سرمایه ساختاری (ساختار مدیریتی، ساختار یاددهی-یادگیری، ساختار انگیزشی) و سرمایه­های شخصیتی (رفتاری، کلامی-غیرکلامی) طبقه بندی شده است. در نهایت، با بکارگیری سرمایه­های فکری احصاء شده می­توان گامی رو به جلو برای جذب، آماده­سازی و پیشرفت معلمان در دانشگاه­های تربیت معلم برداشت نتایج پژوهش حاضر نشانگر آن است که مسئله سرمایه فکری معلمان از وضعیت مطلوبی برخوردار نبوده و گاه با تاثیرات معکوسی نیز همراه بوده است.

کلیدواژه‌ها

عنوان مقاله [English]

Identifying the components of teachers' intellectual capital: A phenomenological study

نویسندگان [English]

  • Elham Mohammadi 1
  • Gholamreza Sharifi Rad 2
  • Seifollah Fazlollahi Ghomshi 3

1 PhD student of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran.

2 Faculty member, Department of Social Medicine, Qom Branch, Islamic Azad University, Qom, Iran.

3 Faculty member, Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran.

چکیده [English]

The aim of this study was to design and present a model to identify the components of intellectual capital of selected primary school teachers in Qom province. The success of the education system, like any other human system, depends on a balanced attention to material and intellectual capital. Identifying intellectual property as a hidden and intangible aspect is important in organizational success. For this purpose, due to the tremendous capacity of qualitative approaches, especially the phenomenological method, a semi-structured interview was used. After the twentieth interview with teachers who were purposefully selected, data saturation was achieved, and the data were analyzed based on a Colaizzi's process. In addition, the data validation process was performed using member review, external audit, triangulation, and long-term involvement of the researcher in the research process. The research findings indicate that teachers' intellectual capital is more concerned with the desired situation rather than their current situation. Teachers' intellectual capital was classified in 3 main themes and a number of sub-themes including communication capital (communication with elements inside and outside the school), structural capital (managerial structure, teaching-learning structure, motivational structure) and personality capital (behavioral, verbal-nonverbal). Finally, by using the calculated intellectual capital, a step forward can be taken for the attraction, preparation, and enhancement of teachers in teacher training universities. The results of the present study indicate that teachers' intellectual capital is not in a good condition, and is sometimes associated with adverse effects.

کلیدواژه‌ها [English]

  • Intellectual capital
  • Teachers
  • Phenomenology
  • Qualitative research
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