تدوین الگوی پیش بینی تعهد سازمانی معلمان بر اساس متغیرهای همبسته؛ تعارض نقش،گرانباری و قرارداد روانی

محورهای موضوعی : آموزش و پرورش

محسن گل پرور ¹ (دانشیار دانشگاه آزاد اسلامی واحد خوراسگان،اصفهان)
امین برازنده ² (کارشناس ارشد دانشگاه آزاد اسلامی واحد خوراسگان،اصفهان)
زهرا جوادیان ³ (کارشناس ارشد دانشگاه آزاد اسلامی واحد خوراسگان ،اصفهان)

تاریخ دریافت : 1394/09/10 تاریخ پذیرش : 1394/09/10 تاریخ انتشار : 1391/01/01

کلید واژه: تعهد سازمانی, معلمان, تعارض نقش, گرانباری نقش, قرارداد روانی,

چکیده مقاله :

این پژوهش با هدف تدوین الگوی پیش بینی تعهد سازمانی معلمان بر اساس تعارض نقش، گرانباری و قرار داد روانی به مرحله اجرا درآمد. پژوهش از نوع مطالعات همبستگی است که به صورت مقطعی به مرحله اجرا درآمد. جامعه آماری پژوهش معلمان زن و مرد برخی نواحی آموزش و پرورش (حدود 3000 نفر) در شهر اصفهان بودند که از میان آنها، 532 نفر به شیوه نمونه‌گیری سهل الوصول انتخاب شدند. ابزارهای پژوهش، شامل مقیاس تعارض نقش (با آ لفای کرونباخ 6/0)، پرسشنامه گرانباری نقش (با آ لفای کرونباخ 7/0)،‌ پرسشنامه قرارداد روانی ( با آلفای کرونباخ 77/0) و پرسشنامه تعهد سازمانی ( با آ لفای کرونباخ 72/0) بود. روایی سازه پرسشنامه‌ها از راه تحلیل عاملی اکتشافی مورد بررسی قرار گرفت. داده‌ها از راه ضریب همبستگی پیرسون، تحلیل رگرسیون واسطه‌ای و شبیه ‌سازی معادله ساختاری (SEM) مورد تحلیل قرار گرفتند. نتایج نشان دادند که تعارض و گرانباری نقش با تعهد سازمانی دارای رابطه منفی و معنادار (01/0P<) هستند، اما از بین تعارض و گرانبلری نقش، فقط تعارض نقش با قرارداد روانی در سطح روابط ساده دارای رابطه بود. نتایج شبیه‌سازی معادله ساختاری و تحلیل رگرسیون واسطه‌ای نشان دادند: قرارداد روانی متغیر واسطه‌ای پاره‌ای در رابطه بین تعارض و گرانباری نقش با تعهد سازمانی است. بدین ترتیب که بخشی از اثرات گرانباری و تعارض نقش بر تعهد سازمانی از راه قرارداد روانی به گونه غیرمستقیم اعمال می‌شود.

چکیده انگلیسی:

This research was conducted to investigate the predictive model of teachers’ organizational commitment on the basis of role conflict, overload, and psychological contract. This cross-sectional study was of correlational type. The target population included all teachers of Isfahan city education organization (approximately 3000 teachers). A convenience sample of 532 respondents was selected from the population. Research instruments included role conflict scale (Cronbach’s α=0/6), role overload (Cronbach’s α=0/7), psychological contract (Cronbach’s α=0/77), and organizational commitment (Cronbach’s α=0/72). Construct validity of research instruments was studied through exploratory factor analysis. Data were analyzed employing Pearson correlation coefficient, mediation regression analysis and structural equation modeling (SEM). The results revealed that while role conflict and overload had negative but significant relationship with organizational commitment (P<0.01), just role conflict had a significant relationship with psychological contract. The results of structural equation modeling and mediation regression analysis showed that psychological contract was the partial mediator variable in the relationship between role conflict and overload and organizational commitment. In other words, some of the effects of role conflict and overload were exerted indirectly on organizational commitment through psychological contract.

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