رابطه علّی توانمندسازی روان‌شناختی و قابلیت فن‌آوری اطلاعات مدیران مدارس متوسطه شهر اصفهان با میانجی‌گری خودکارآمدی عمومی

محورهای موضوعی : فن‎آوری اطلاعات

سید اکبر نیلی‎پور طباطبایی ¹ (استادیار گروه مدیریت، پژوهشکده مدیریت، پژوهشگاه شاخص پژوه، اصفهان، ایران)
صفورا یزدچی ² (دانشجوی دکتری آیندهپژوهی، پژوهشگاه شاخص پژوه، اصفهان، ایران)

تاریخ دریافت : 1393/02/04 تاریخ پذیرش : 1393/05/31 تاریخ انتشار : 1393/08/10

کلید واژه: خودکارآمدی, توانمندسازی روان‌شناختی, قابلیت فن‌آوری اطلاعات, مدارس شهر اصفهان,

چکیده مقاله :

هدف پژوهش حاضر، تعیین رابطه علی توانمندسازی روان‌شناختی و قابلیت فن‌آوری اطلاعات با میانجی‌گری خودکارآمدی مدیران مدارس دخترانه متوسطه شهر اصفهان بوده که با روش پژوهش همبستگی انجام شد. جامعه آماری، شامل کلیه مدیران مدارس دخترانه متوسطه شهر اصفهان در سال تحصیلی 93-1392 به تعداد 250 نفر بود. حجم نمونه بر اساس فرمول کوکران، 152 نفر برآورد گردید و روش نمونه‌گیری تصادفی طبقه‌ای بر حسب ناحیه بود. ابزار جمع‌آوری داده‌ها، پرسش‌نامه‌های توانمند‌سازی روان‌شناختی اسپریتزر، خودکارآمدی شوارتز و جروسالم، و قابلیت فن‌آوری اطلاعات بود. روایی صوری پرسش‌نامه‌ها مورد بررسی و تأیید قرار گرفت. پایایی بر اساس آلفای کرونباخ برای پرسش‌نامه توانمند‌سازی 85/0، برای پرسش‌نامه خودکارآمدی 0/80 و برای پرسش‌نامه قابلیت فن‌آوری اطلاعات 0/82 برآورد گردید. داده‌ها با نرم‌افزارهای آماری Lisrel وSPSS نسخه 18 در سطح آمار توصیفی و آمار استنباطی با آزمون‌های رگرسیون چند‌گانه، ضریب همبستگی پیرسون و معادلات ساختاری مورد تحلیل قرار گرفت. نتایج نشان داد که بین توانمند‌سازی روان‌شناختی با قابلیت فن‌آوری اطلاعات مدیران رابطه مثبت معنادار وجود دارد. هم‌چنین، بین خودکارآمدی مدیران با قابلیت فن‌آوری اطلاعات رابطه مثبت معنادار وجود دارد. بعد معنی‌دار بودن توانمند‌سازی روان‌شناختی بهترین پیش‌بینی‌کننده قابلیت فن‌آوری اطلاعات مدیران بود. نتایج حاصل از معادلات ساختاری نشان داد توانمندسازی روان‌شناختی از طریق خودکارآمدی عمومی بر قابلیت‌های فن‌آوری مدیران تأثیرگذار است.

چکیده انگلیسی:

The aim of this study was to survey the causal relationship between psychological empowerment and IT capability, with mediation of self-efficacy, in female high school principals in Isfahan. The method of the study was descriptive-correlational. The study population was 250 female school principals in the academic year 2013-2014 in Isfahan City. A subset of 152 people was chosen by Cochran's formula and random sampling method stratified based on various regions. The data collecting tools were the psychological empowerment questionnaire of Spritzer, et al., self-efficacy questionnaire of Schwartz and Jerusalem and that of IT capability. The face validity of the questionnaires was confirmed and, using Cronbach alpha, the reliability of empowerment, self-efficacy and IT capability questionnaires were 0.85, 0.80 and 0.82, respectively. The data were analyzed via both SPSS-18 and Lisrel softwares at the level of descriptive and referential statistics with step-wise regression tests, Pearson correlation and structural equations. The results confirmed that there was a positive significant relationship between principals' empowerment and their IT self-efficacy. There was also a positive significant relationship between their self-efficacy and IT capability.  Moreover, the significance of psychological empowerment component was the best predictive factor for IT capability. The findings of structural equations revealed that the psychological empowerment through self-efficacy could influence IT capability.

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