تحلیل چالشهای سیاست خصوصیسازی آموزش و پیامدهای آن بر منزلت حرفهای معلمان
محورهای موضوعی : مسائل اجتماعی مرتبط با نهاد آموزش و پرورش
علی اکبر تاج مزینانی
1
,
زهرا درویشی
2
1 - دانشیار گروه تعاون و رفاه اجتماعی، دانشکده علوم اجتماعی، دانشگاه علامه طباطبایی، تهران، ایران
2 - دانشجوی دکتری دانشگاه علامه طباطبایی تهران
کلید واژه: خصوصیسازی, مدارس, منزلت حرفهای, معلمان, ایران,
چکیده مقاله :
پژوهش حاضر با هدف تحلیل چگونگی تأثیر سیاست خصوصیسازی مدارس بر منزلت و توسعه حرفهای معلمان انجام شده است. برای رسیدن به این هدف از روش کیفی، و برای تحلیل دادهها از تحلیل مضمون و برای گردآوری دادهها از تکنیک مصاحبه استفاده شده است. با استفاده از نمونهگیری هدفمند 21 نفر از معلمان و مطلعین در حوزۀ خصوصیسازی مدارس شناسایی شده و مورد مصاحبه قرار گرفتند. یافتههای پژوهش بیانگر این است که خصوصیسازی مدارس نهتنها موجب ارتقا توسعۀ حرفهای معلمان نشده است بلکه موجب عدم امنیت شغلی نیز شده است. با نداشتن ثبات شغلی معلمانی که احساس ناامنی شغلی دارند کمتر تمایل به سرمایهگذاری در توسعه حرفهای خود دارند. همچنین کاهش نقش راهبردی و فرهنگی آنان باعث ازبینرفتن انگیزۀ و توانمندی شده و بر توسعۀ حرفهای معلمان نیز تأثیر منفی گذاشته است. کاهش تمرکز بر یادگیری عمیق و تأکید بر نتایج آزمونهای نهایی و کنکور موجب شده معلمان بیشتر وقت خود را صرف آمادهسازی دانشآموزان برای این آزمونها کنند و این امر موجب کاهش کیفیت آموزش شده است. یافتهها همچنین نشانمیدهد دانشآموزان به دلیل پرداخت شهریههای بالا خود را از معلمان برتر دانسته و این امر موجب پایینآمدن شأن معلمان شده و بر انگیزۀ و عملکرد آنان تأثیر منفی گذاشته و همچنین موجب شده درک متقابلی بین معلمان و دانشآموزان شکل نگیرد. نتایج نشان میدهد سیاست خصوصیسازی مدارس اگرچه منافعی برای کمکردن بار اقتصادی دولت دارد اما بواسطۀ تبعات سنگین اجتماعی و فرهنگی برای معلمان، نیازمند بازنگری و تأمل جدی است.
The present study aimed to analyze how the school privatization policy affects the status and professional development of teachers. To achieve this goal, a qualitative method was used, and thematic analysis was used for data analysis and interview technique was used for data collection. Using targeted sampling, 21 teachers and informants in the field of school privatization were identified and interviewed. The findings of the research show that the privatization of schools not only did not promote the professional development of teachers, but also caused job insecurity.With no job stability, teachers who feel job insecurity are less willing to invest in their professional development. Also, the reduction of their strategic and cultural role has caused the loss of motivation and ability and has had a negative impact on the professional development of teachers. Decreasing the focus on deep learning and emphasizing the results of final and entrance exams has caused teachers to spend more of their time preparing students for these exams and this has reduced the quality of education. The findings also show that students consider themselves superior to teachers due to paying high tuition fees, and this has caused teachers' dignity to decrease and negatively affected their motivation and performance, and also caused mutual understanding between teachers and students to not be formed. The results show that although the school privatization policy has benefits for reducing the economic burden of the government, it needs serious revision and reflection due to the heavy social and cultural consequences for teachers.
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