تأثیر خود کار آمدی شغلی بر توسعه حرفه ای و رفتارهای کاری نوآورانه با نقش میانجی نشاط کاری معلمان ابتدایی شهر آبادان
محورهای موضوعی : آموزش و پرورش
مینا مختاری کرچگانی
1
(گروه مدیریت آموزشی، مؤسسه آموزش عالی مهراروند، آبادان، ایران)
سمانه سلیمی
2
(استادیار گروه مدیریت آموزشی، واحد زاهدان، دانشگاه آزاد اسلامی، زاهدان، ایران)
کلید واژه: توسعه حرفه ای, خود کار آمدی شغلی, رفتار نوآورانه, نشاط کاری,
چکیده مقاله :
هدف پژوهش حاضر بررسی تأثیر خود کار آمدی شغلی بر توسعه حرفه ای و رفتارهای کاری نوآورانه با نقش میانجی نشاط کاری معلمان ابتدایی شهر آبادان و ارائه مدل معادلات ساختاری بود که با روش پژوهش توصیفی از نوع همبستگی انجام گردید. جامعه آماری پژوهش را کلیه معلمان مرد (344) و زن (493 نفر) ابتدایی شهر آبادان با تعداد 837 نفر تشکیل دادند که با استفاده از روش تعیین حجم نمونه کرجسی و مورگان تعداد 240 نفر از معلمان (137 زن و 103 مرد) با روش نمونه‌گیری تصادفی ساده انتخاب شد. جهت گردآوری داده‌ها از پرسشنامه‌های خودکارآمدی شغلی معلمان اسچانن، موران و وولفولک (2001)، پرسشنامه توسعه حرفه‌ای دراموند و یانگ (2010)، پرسشنامه رفتارهای کاری نوآورانه جانسن (2003) و پرسشنامه نشاط کاری کروف (2003) استفاده گردید. روایی محتوایی پرسشنامه براساس روایی محتوایی با روش CVR و CVI مورد تأیید قرار گرفت. همچنین پایایی پرسشنامه ها براساس ضریب آلفای کرونباخ به ترتیب 904/0، 873/0، 721/0 و 795/0 برآورد گردید. داده‌های حاصل از پرسشنامه‌ها در دو سطح آمار توصیفی و استنباطی شامل آزمون ضریب همبستگی پیرسون و مدل معادلات ساختاری از طریق نرم افزارهای23 SPSS و LISREL8.8 صورت گرفت. یافته‌های بدست آمده نشان داد که تأثیر غیر مستقیم خود کار آمدی شغلی بر توسعه حرفه ای از طریق نشاط کاری و تأثیر غیر مستقیم خود کار آمدی شغلی بر رفتار نوآورانه از طریق نشاط کاری بیشتر از تأثیر مستقیم آن بوده است.
Introduction: The present study aimed to investigating the effect of job self-efficacy on professional development and innovative work behaviors with the mediating role of work ethic of primary teachers in Abadan and present a structural equation model.
research methodology: This study was methodologically descriptive-correlational, and the statistical population consisted of male (344) and female (493) primary school teachers in Abadan city with 837 teachers formed the sample size Krejcie and Morgan A total of 240 teachers (137 females and 103 males) were selected by simple random sampling.The intrinsic Teachers' occupational self-efficacy questionnaire Schanen, Moran & Wolfolk (2001), Drummond & Young (2010) professional development questionnaire, Johnson Innovative Work behavior questionnaire (2003) and Kruff questionnaire (2003) were employed for data collection. The content validity of the questionnaire was confirmed based on the content validity by CVR and CVI methods. Moreover, the reliabilities of the scales were estimated at 0/940, 0/795, 0/721, 0/873 respectively, based on the Cronbach alpha coefficient.
Findings: The findings showed that the indirect effect of job self-efficacy on professional development through work ethic; And the indirect effect of job self-efficacy on innovative behavior through work ethic has been more than its direct effect.
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