شناسایی و رتبه بندی مولفه های وضعی و شخصی موثر بر رفتار مدیریت تصویرپردازی ذهنی در اداره آموزش و پرورش استان مازندران

محورهای موضوعی : آموزش و پرورش

مهدیه باقری قاجاری ¹ , محمد صالحی ² , مریم تقوایی یزدی ³

1 - دانش آموخته دکتری مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.
2 - دانشیار، گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.
3 - دانشیار، گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

تاریخ دریافت : 1399/06/14 تاریخ پذیرش : 1399/11/19 تاریخ انتشار : 1401/04/01

کلید واژه: رتبه بندی, مدیریت تصویرپردازی ذهنی, پیش بینی کننده وضعی, پیش بینی کننده شخصی,

چکیده مقاله :

مقدمه و هدف: بی تردید، عدم وجود یک تصویر مشترک، تبعات و عواقبی را، هم از نظر فردی و هم از لحاظ کار تیمی و سازمانی به دنبال خواهد داشت. هدف از پژوهش حاضر، شناسایی و رتبه بندی مولفه های وضعی وشخصی موثر بر رفتارمدیریت تصویرپردازی ذهنی در اداره آموزش و پرورش استان مازندران بوده است.
روش شناسی پژوهش: پژوهش ازنظر هدف، کاربردی و ازحیث روش، توصیفی- پیمایشی و بصورت مقطعی می باشد. جامعه آماری شامل کارکنان آموزش و پرورش استان مازندران در بهار 1398 در 33 شعبه این اداره، به تعداد 39220 نفر بودند که از این میان با روش نمونه گیری خوشه ای چند مرحله ای با استفاده از جدول کرجسی مورگان تعداد 380 نفر به عنوان نمونه انتخاب شدند داده ا با استفاده از پرسشنامه محقق ساخته با 72 گویه (شرایط موقعیتی 42 و شرایط شخصی 30 گویه)، جمع آوری و از طریق نرم افزارهایSPSS  و AMOS مورد تحلیل قرارگرفت.
یافته­ ها: یافته های حاصل از تحلیل عاملی اکتشافی وتأییدی نشان دادمولفه های ارزیابی عملکرد، شرایط و جایگاه شغلی، ابهام نقش(عوامل استرس زای شغلی)، مبادله رهبر-عضو،  فرهنگ سازمانی، مهارت های سیاسی، سلسله مراتب پاسخگوئی، تبیین کننده شرایط موقعیتی (وضعیتی) و مولفه ها ، خودکنترلی(خود ارزیابی)، جذابیت شخصی، اعتماد به نفس، نیاز به قدرت و وجدان(وظیفه شناسی) تبیین کننده شرایط شخصی موثر بر مدیریت تصویرپردازی ذهنی در اداره آموزش و پرورش استان مازندران، بوده اند.
بحث و نتیجه­ گیری: یافته های حاصل از آزمون فریدمن در بحث رتبه بندی مولفه ها نشان داد که در میان کلیه ابعاد، بالاترین اولویت مربوط به مولفه خودکنترلی با میانگین رتبه 17/8 و پائین ترین اولویت (دوازدهم) مربوط به مولفه سلسله مراتب پاسخگوئی با میانگین رتبه 31/4 بوده است.

چکیده انگلیسی:

Introduction: Undoubtedly, the lack of a common image will have consequences, both individually and in terms of teamwork and organization. The purpose of this study was to identify and rank the situational and personal the situational and personal predictors components affecting the mental imaging management behavior in the education department of Mazandaran province.
Research methodology: This applied study was conducted using descriptive-survey and cross-sectional approach. The statistical population included the education staff of Mazandaran province in 33 branches of this department in spring 1398 (39220 persons), and through using the amultistage random cluster sampling method with Karajsi and Morgan, 380 were chosen as the sample of the study. Data were collected using a researcher-made questionnaire with 72 items (situational conditions 42 and personal conditions 30 items) and analyzed by SPSS and AMOS software.
Findings: The findings showed that according to the results of exploratory and confirmatory factor analysis, components of performance evaluation, job conditions and position, role ambiguity (job stressors), leader-exchange member, organizational culture, political skills, accountability hierarchy, explaining situational conditions and components self-control, personal attraction, self-confidence, need for power, and conscience, which explain the personal circumstances affecting the management of subjective imagery in the Education Department of Mazandaran Province.
Conclusion: Findings from Friedman test considering the components ranking showed that among all dimensions, the highest priority was related to the self-control component with an average rank of 8/17 and the lowest priority (twelfth) was related to the accountability hierarchy with an average rank of 4/31.

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