چكيده لاتين
The educational system is one of the organizations where a significant number of its employees are women. Meanwhile, in designing the organizational structure of schools, no attention has been paid to the characteristics and gender roles of women. Therefore, the current research was conducted with the aim of developing a gendered organizational structure for girlsʹ schools in the year 2022-2023. This research was practical and had a qualitative approach and exploratory method. The statistical population included experts in the fields of management, educational management, educational policy, psychology, and womenʹs issues, and 21 of them were selected using a purposeful (criterion-based) sampling method. Data collection was done by Delphi method and using two tools, interview and questionnaire, and thematic analysis method was used for data analysis. After data analysis, the approved themes and items were identified in Excel software by calculating CVR, and 77 themes approved by experts, along with related items, were categorized in the eight dimensions of organizational structure according to the Axiomatic Theory of Hage, including centralization, formality, complexity, stratification, job satisfaction, adaptiveness, production and efficiency. Based on the results, the gender is effective in developing a gendered organizational structure for girlsʹ school and it is necessary to consider it in all eight dimensions of Hageʹs theory. It is recommended to determine the dimension of centralization in girlsʹ schools at a medium level. In the dimension of formality, the clarity of duties and rules, in the dimension of complexity, non-interference of jobs and the use of teamwork, in the dimension of stratification or status system, avoiding comparing women with each other and emphasizing on personal growth, and paying special attention to spiritual rewards is recommended. In the dimension of job satisfaction, managers should pay attention to the family roles of women, especially the role of mothers, and continuously engage in informal interaction with employees. In the dimension of adaptiveness, changes should be applied gradually, and in the dimensions of production and efficiency, the goals and the expected quality level should be clearly determined and followed up.
