بررسی نقش میانجی جهت گیری هدف شغلی در ارتباط بین سلامت سازمانی مدرسه و تعهد شغلی نمونه ای از معلمان
محورهای موضوعی : آموزش و پرورشیاسر رضاپور میرصالح 1 , اعظم دهقانی 2 , مریم ذاکری 3
1 - استادیار گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه اردکان، اردکان، ایران.
2 - دانش آموخته کارشناسی ارشد علوم تربیتی، دانشگاه آزاد اسلامی اردکان، اردکان، ایران
3 - دانش آموخته کارشناسی ارشد مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه اردکان، اردکان، ایران
کلید واژه: تعهد شغلی, معلم, جهت گیری هدف شغلی, سلامت سازمانی مدرسه,
چکیده مقاله :
پژوهش حاضر با هدف بررسی نقش میانجی جهت گیری هدف شغلی در ارتباط بین سلامت سازمانی مدرسه و تعهد شغلی نمونه ای از معلمان صورت گرفت. پژوهش حاضر از نوع مطالعات همبستگی بود. جامعه پژوهش را کلیه معلمان تمامی مقاطع تحصیلی در شهرستان اشکذر در سال تحصیلی 94-93 تشکیل می دادند. 302 نفر از این معلمان با استفاده از شیوه نمونه گیری تصادفی خوشه ای انتخاب شدند و به پرسشنامه های جهت گیری هدف شغلی، سلامت سازمانی مدرسه و تعهد معلم پاسخ دادند. آلفای کرونباخ پرسشنامه های سلامت سازمانی و تعهد معلم به ترتیب 94/0 و 84/0 و پرسشنامه جهت گیری هدف شغلی به ترتیب برای زیرمقیاس های جهت گیری هدف یادگیری، گرایشی و اجتنابی 92/0، 88/0، و 85/0 بود. در نهایت، داده های جمع آوری شده با استفاده از تحلیل همبستگی پیرسون و تحلیل معادلات ساختاری مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان داد که تمامی متغیرها به غیر از جهت گیری هدف یادگیری و اجتناب، با یکدیگر همبستگی معنی دار مثبت دارند. همچنین جهت گیری هدف شغلی یک نقش میانجی بین سلامت سازمانی مدرسه و تعهد شغلی معلم ایفا می کند و مدل مفروض در پژوهش حاضر از برازش خوبی برخوردار است. به عبارتی دیگر، می توان نتیجه گرفت که که سلامت سازمانی مدرسه، بستر مناسبی برای همه معلمان با هر سه جهت گیری هدف شغلی فراهم می آورد تا تعهد بالایی نسبت به کار خود داشته باشند.
The purpose of present study was to investigate the mediating role of work domain goal orientation in relationship between school organizational health and job commitment in a sample of teachers. This study was a correlational research. The research population was all of teachers of Ashkezar city in 1393-94 school years. Between them, 302 teachers were selected by random cluster sampling and answer to work domain goal orientation questionnaire, school organizational health questionnaire and teacher commitment scale. Cronbach's alpha of organizational health and teacher commitment scales were .94 and .84 respectively. Cronbach's alpha of goal orientation questionnaire for Learning goal orientation, prove performance and avoid performance goal orientation subscales were .92, .88 and .85 respectively. Finally, gathered data were analyzed by Pearson correlation and structural equation modeling. The results show that correlation between all variables, except correlation between learning and avoid goal orientation, were positive and significant. Also, work domain goal orientation has a mediating role in relationship between school organizational health and job commitment and proposed model of the present study have a good fitness. In the other word, can conclude that school organizational health provides a situation that teachers with any work goal orientation can have high job commitment.
- Ashraf, Z., Jaffri, A. M., Sharif, M. T., & Khan, A. (2012), Increasing employee organizational commitment by correlating goal setting, employee engagement and optimism at workplace. European Journal of Business and Management, 4(2), 71-77.
- Atkinson, C. M. (2011), Examining Differences in Work-life Balance, Job Satisfaction, Organizational Commitment, and Learning Goal Orientation in Baby Boomers and Generation Xers, Unpublished Doctoral Dissertation, San Diego State University.
- Beikzadeh, J., Sarmast, B., & Khishi, B. (2009), Investigate the relationship of school organizational heath with performance of administrators of Schools of Maragheh city. Educational Administration Research Quarterly, 2, 175-193. (Persian)
- Bruhn, J. G. (2001), Trust and the health of organisations. New York: Kluwer Academic/Plenum Publishers.
- Caillier, J. G. (2016). Does Public Service Motivation Mediate the Relationship between Goal Clarity and both Organizational Commitment and Extra-Role Behaviours? Public Management Review, 18(2), 300-318.
- Chiaburu, D. S., Marinova, S. V., & Lim, A. S. (2007), Helping and proactive extra-role behaviors: The influence of motives, goal orientation, and social context, Personality and Individual Differences, 43(8), 2282-2293.
- Crosswell, L. (2006), Understanding teacher commitment in times of change. Unpublished Doctoral Dissertation, Faculty of Education, Queensland University of Technology, Available April 2016 at: eprints.qut.edu.au/16238/1/Leanne_Crosswell_Thesis.pdf
- Ekvall, G. (1996), Organizational climate for creativity and innovation, European journal of work and organizational psychology, 5(1), 105-123.
- Elliot, A. J. (1999), Approach and avoidance motivation and achievement goals, Educational psychologist, 34(3), 169-189.
- Elliot, A. J., & McGregor, H. A. (2001), A 2× 2 achievement goal framework, Journal of personality and social psychology, 80(3), 501-519.
- Elliott, B., & Crosswell, L. (2001), Commitment to teaching: Australian perspectives on the interplays of the professional and the personal in teachers’ lives, International Symposium on Teacher Commitment at the European Conference on Educational Research, Lille, France.
- Gotts, G., & Cox, T. (1988), Stress Arousal Checklist, A manual for its administration, scoring and interpretation. Melbourne: Swinburne.
- Hart, P. M., Wearing, A. J., Conn, M., & Carter, N. L. (2000), Development of the School Organisational Health Questionnaire: A measure for assessing teacher morale and school organisational climate. British Journal of Educational Psychology, 70(2), 211-228.
- Helmreich, R. L., & Spence, J. T. (1978), The Work and Family Orientation Questionnaire: An objective instrument to assess components of achievement motivation and attitudes toward family and career, JSAS Catalog of Selected Documents in Psychology, 8, 35.
- Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools, healthy schools: Measuring organizational climate. Corwin Press.
- Hoy, W.K., & Miskel, C.E. (2005). Educational Administration: Theory, Research and Practice. (7th edition), New York: McGraw-Hill.
- Hoy, W. K., Tarter, C. J., & Bliss, J. R. (1990). Organizational climate, school health, and effectiveness: A comparative analysis. Educational Administration Quarterly, 26(3), 260-279.
- Hoy, W. K., & Woolfolk, A. E. (1993), Teachers' sense of efficacy and the organizational health of schools, The elementary school journal, 93(4), 355-372.
- Ismail, H. N. (2015). Training and organizational commitment: exploring the moderating role of goal orientation in the Lebanese context. Human Resource Development International, 19(2), 1-26.
- Joo, B. K., & Park, S. (2010). Career satisfaction, organizational commitment, and turnover intention: The effects of goal orientation, organizational learning culture and developmental feedback. Leadership & Organization Development Journal, 31(6), 482-500.
- Kaplan, A., & Maehr, M. L. (2007), The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184.
- Khan, Z., Ali, H., Ehsan, N., & Mirza, E. (2010), Impact of Goal Clarity on Organizational Commitment in Telecommunication Organizations of Pakistan, Available April 2016 at: www.wbiconpro.com/707-Ibtisam.pdf
- Kieschke, U., & Schaarschmidt, U. (2008), Professional commitment and health among teachers in Germany: A typological approach. Learning and Instruction, 18(5), 429-437.
- Krejcie, R. V., & Morgan, D. W. (1970), Determining sample size for research activities, Educational and Psychological Measurements, 30(3), 607-10.
- Kurz, N. M. (2006), The relationship between teachers' sense of academic optimism and commitment to the profession. Unpublished Doctoral Dissertation, The Ohio State University. Available April 2016 at: rave.ohiolink.edu/etdc/view?acc_num=osu1148322317
- Leary, M. R. (1983), A brief version of the Fear of Negative Evaluation Scale. Personality and Social Psychology Bulletin, 9(3), 371-375.
- Lee, O. F., Tan, J. A., & Javalgi, R. (2010), Goal orientation and organizational commitment: Individual difference predictors of job performance. International Journal of Organizational Analysis, 18(1), 129-150.
- Lyden, J. A., & Klingele, W. E. (2000), Supervising organizational health, Supervision, 61(12), 3-6.
- McInerney, D. M., Roche, L. A., McInerney, V., & Marsh, H. W. (1997), Cultural perspectives on school motivation: The relevance and application of goal theory, American educational research journal, 34(1), 207-236.
- Miles, M. B. (1969), Planned change and organizational health: Figure and ground, Organizations and human behavior, 375-391.
- Nagar, K. (2012), Organizational commitment and job satisfaction among teachers during times of burnout. Vikalpa, 37(2), 43-60.
- Porath, C. L., & Bateman, T. S. (2006), Self-regulation: from goal orientation to job performance. Journal of Applied Psychology, 91(1), 185-192.
- Ross, J. A. & Gray, P. (2006), Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.
- Shariatmadari, M. (2009), Investigate the relationship between organizational health and effectiveness of school administrators in Tehran. Journal of Instruction & Evaluation, 2(6), 119-152. (Persian)
- Tsui, K. T., & Cheng, Y. C. (1999), School organizational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5(3), 249-268.
- VandeWalle, D. (1997), Development and validation of a work domain goal orientation instrument, Educational and Psychological Measurement, 57(6), 995-1015.
- VandeWalle, D., Cron, W. L., & Slocum Jr, J. W. (2001), The role of goal orientation following performance feedback. Journal of Applied Psychology, 86(4), 629-640.
_||_