مدل سازی نقش رهبری‌آموزشی مدیران از طریق فرهنگ مدرسه در اشتیاق شغلی معلمان

محورهای موضوعی : آموزش و پرورش

عادل زاهد بابلان ¹ , مهدی معینی کیا ² , علی رضایی شریف ³ , قدرت اله کولایی ⁴

1 - استاد/ دانشگاه محقق اردبیلی
2 - استاد / دانشگاه محقق اردبیلی
3 - استاد / دانشگاه محقق اردبیلی
4 - دانشگاه محقق اردبیلی - دانشجوی دکتری

تاریخ دریافت : 1395/09/27 تاریخ پذیرش : 1398/10/01 تاریخ انتشار : 1398/09/01

کلید واژه: رهبری آموزشی مدیران, فرهنگ مدرسه, اشتیاق شغلی معلمان,

چکیده مقاله :

     هدف از این پژوهش مدل­سازی نقش رهبری آموزشی مدیران از طریق فرهنگ مدرسه در اشتیاق شغلی معلمان بود. روش پژوهش همبستگی از نوع مدل معادلات ساختاری بوده و بدین منظور سه ابزار پژوهش تحت عنوان مقیاس رهبری آموزشی هالینگر و وانگ (2015) با ضریب آلفای 97/0، پرسشنامه فرهنگ مدرسه گرونرت (1998) با ضریب آلفای 98/0 و پرسشنامه اشتیاق شغلی شافلی و بیکر (2003) با ضریب آلفای 89/0 جهت گردآوری داده­ها استفاده شد. جامعه آماری این مطالعه را 1568 نفر از معلمان ابتدایی تشکیل می­داد. حجم نمونه برای 1600 نفر با استفاده از جدول مورگان با آلفای 0.05 تعداد310 نفر تعیین شد. برای تحلیل داده­ها از روش مدل معادلات ساختاری با استفاده از نرم افزار لیزرل استفاده شد. نتایج نشان داد که مدل علی مفروض از برازش مناسبی برخودار بوده است و مدل تدوین شده قابلیت تعمیم به جامعه پژوهش را دارد. همچنین رهبری آموزشی به واسطه فرهنگ مدرسه با اشتیاق شغلی معلمان ارتباط غیر مستقیم مثبت و معنادار دارد که تاکیدی بر لزوم تمرکز بر تغییر فرهنگ قبل از هرگونه بهسازی مدارس می­باشد.  با این حال تاثیر مستقیم رهبری آموزشی بر اشتیاق شغلی معنادار نبود.

چکیده انگلیسی:

ThThe purpose of this study was to investigate the role of primary school principals’ instructional leadership in teacher job engagement through school culture. Three survey instruments, the Principal Instructional Management Rating Scale developed by Philip Hallinger and Wang (2015) with Alpha coefficient of 0.97, the School Culture Survey developed by Steven Gruenert (1998) with alpha coefficient of 0.98 and work engagement Questionnaire developed by Schaufeli and Bakker (2003) with alpha coefficient of 0.89 were implemented to collect data from elementary school teachers in Urmia, Iran. A total of 310 teachers in 56 schools participated in the study. Structural equational modelling was utilized to analyze the research hypothesis. Results showed the model fits the data. Data analysis showed no direct effects of principal instructional leadership on teachers’ work engagement. The results did, however, support the belief that a principal can have an indirect effect on work engagement through mediating variable of school culture, suggesting the importance of principals using an instructional leadership approach. As instructional leaders, principals can help teachers collaborate, instilling collective leadership, and communicating a shared vision, principals can contribute to developing a positive and collaborative school culture.

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