نوع مقاله : مقاله پژوهشی
نویسندگان
گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Multi-grade teaching faces numerous challenges as a solution for achieving educational equity in deprived regions. Previous research has highlighted inadequate facilities, lack of professional training, and stakeholders’ negative attitudes as primary barriers. This study aimed to identify optimal strategies for recruiting and enhancing the performance efficacy of educational leaders in multi-grade classrooms within rural and nomadic areas of Lorestan Province.
Methods: This qualitative study employed a Grounded Theory Approach, utilizing semi-structured interviews with 22 participants (12 teachers and 3 educational leaders) along with 7 headquarters experts, at which point theoretical saturation was achieved. Data were analyzed through a three-stage coding process (open, axial, selective). Validity and reliability were ensured via member checking and triangulation.
Findings: educational leader efficacy depends on competencies (multi-grade teaching experience, relevant academic qualifications) and financial/non-financial incentives. Key barriers include infrastructural challenges (geographical remoteness, lack of facilities), cultural factors (negative attitudes toward girls’ education), and organizational constraints (insufficient support). Integrated teaching strategies, peer teaching, and community participation mitigate these challenges. educational leaders exhibit greater sensitivity to logistical and digital issues, whereas teachers prioritize basic facilities and livelihood concerns.
Conclusion: Proposed solutions encompass localized recruitment, infrastructure improvement, practical training programs, financial incentives, and community engagement. These findings can inform educational policymaking to advance educational equity in underserved regions.
کلیدواژهها [English]
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