طراحی الگو و اعتباریابی پیشایندها و پسایندهای دوسوتوانی سازمانی در آموزش و پرورش
سمیه دیناری
1
(
دانشجویی دکترای مدیریت آموزشی، گروه علوم تربیتی و روانشناسی دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران
)
نجمه حاجی پور عبایی
2
(
استادیار، گروه علوم تربیتی و روانشناسی ، دانشگاه آزاد اسلامی واحد کرمان، کرمان،ایران
)
ویدا اندیشمند
3
(
Assistant prof, Department of Psychology and Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran
)
حمدالله منظری توکلی
4
(
دانشگاه آزاد اسلامی، واحد کرمان
)
کلید واژه: الگوی دوسوتوانی, آموزش و پرورش, تحلیل مضمون, تحلیل عاملی تأییدی.,
چکیده مقاله :
مقدمه و هدف: دوسوتوانی سازمانی به توانایی سازمان‌ها جهت کشف صلاحیت‌های جدید و بهره‌برداری از قابلیت‌های موجود اطلاق می‌شود. با توجه به درگیر بودن سازمان آموزش و پرورش با چالش‌های متعددی مانند نیاز به نوآوری مستمر، بهبود کیفیت آموزش، و تطبیق با تغییرات سریع اجتماعی و فناوری و کمبود الگوی یکپارچه و منسجم در این زمینه، مطالعه حاضر با هدف طراحی الگو و اعتباریابی پیشایندها و پسایندهای سازمانی در آموزش و پرورش صورت پذیرفته است.
روش شناسی پژوهش: مطالعه حاضر یک پژوهش توصیفی-پیمایشی و با رویکرد آمیخته اکتشافی (کیفی-کمی) است. مشارکت‌کنندگان بخش کیفی را 15 نفر از خبرگان دارای تألیفات پژوهشی در زمینه دوسوتوانی و نیز مدیران سازمان آموزش و پرورش کل استان کرمان که با استفاده از شیوه قضاوتی هدفمند انتخاب شدند، تشکیل می‌دادند. نمونه آماری بخش کمی را 176 نفر از کارکنان سازمان آموزش و پرورش کل استان کرمان که با استفاده از روش نمونه‌گیری تصادفی ساده انتخاب شدند، تشکیل می‌دهند. به منظور گردآوری داده‌ها در بخش کیفی از مصاحبه نیمه ساختاریافته (فیش‌برداری) و در بخش کمی از پرسشنامه 61 سوالی محقق‌ساخته استفاده گردید. جهت تحلیل اطلاعات بخش کیفی از روش تحلیل مضمون براون و کلارک (2006) و در بخش کمی، تکنیک تحلیل عاملی تأییدی(نرم‌افزار لیزرل) مورد استفاده قرار گرفت.
یافتهها: مدل ارائه شده دارای دو مضمون فراگیر(پیشایندها و پسایندهای دوسوتوانی)، 9 مضمون سازمان‌دهنده (شامل پیشایندها: عوامل زمینه‌ای، راهبردهای منابع انسانی، شایستگی مدیران، عوامل ساختاری، قابلیت‌های پویا، سرمایه اجتماعی؛ و پسایندها: بهبود عملکرد سازمان، پیامدهای چابکی، پیامدهای راهبردی) و 63 مضمون پایه (شامل 49 پیشایند و 13پسایند) می‌باشد. روایی و پایایی بخش الگوی کیفی با استفاده از تکنیک‌های شاخص روایی محتوایی و پایایی بازآزمون مورد تأیید قرار گرفت. روایی و پایایی در بخش کمی نیز با استفاده از روایی سازه همگرا و پایایی مرکب، تأیید گردید.
بحث و نتیجهگیری: عوامل بسیاری در طراحی پیشایندها و پسایندهای دوسوتوانی سازمانی نقش دارند که با طراحی و اجرا هوشمندانه استراتژیهایی در جهت توسعه پدیده دوسوتوانی سازمانی میتوان از این عوامل بهره گرفت. نتايج اين تحقيق می‌تواند بینش ارزشمندی در اختیار مدیران آموزش و پرورش به منظور ایجاد توازن بین حفظ کارایی و بهره‌وری از طریق دوسوتوانی سازمانی قرار دهد.
چکیده انگلیسی :
Introduction: Organizational ambidexterity, the ability to explore new competencies while utilizing existing ones, is crucial for addressing challenges in education, such as innovation, quality improvement, and adaptation to change. This study designs and validates a model of its antecedents and consequences in the education sector. research methodology: This research is a descriptive-survey study with an exploratory mixed-method approach (qualitative-quantitative). The qualitative phase involved 15 experts with publications on ambidexterity and senior managers of the Department of Education in Kerman Province, selected through purposive judgment sampling. The quantitative phase included a sample of 176 employees from the same organization, chosen via simple random sampling. Data collection employed semi-structured interviews (note-taking) in the qualitative phase and a researcher-developed 61-item questionnaire in the quantitative phase. Data analysis in the qualitative phase utilized Braun and Clarke's (2006) thematic analysis, while confirmatory factor analysis (using LISREL software) was applied in the quantitative phase.Findings: The proposed model includes two overarching themes (antecedents and consequences of ambidexterity), nine organizing themes (antecedents: contextual factors, HR strategies, managerial competencies, structural factors, dynamic capabilities, and social capital; consequences: enhanced organizational performance, agility outcomes, and strategic outcomes), and 63 basic themes (49 antecedents and 13 consequences). The validity and reliability of the qualitative model were confirmed using content validity indices and test-retest reliability techniques. In the quantitative phase, construct validity (convergent validity) and composite reliability confirmed the measurement model’s robustness.strategies were rated low on both counts.Conclusion: Effective strategies for fostering organizational ambidexterity enable organizations to leverage key factors influencing its antecedents and consequences. The findings provide valuable guidance for education managers to balance efficiency and productivity through ambidexterity
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