جامعه‌پذیری سازمانی در زیست بوم آموزش و پرورش ایران
محورهای موضوعی : مدیریت آموزشیمحسن زمانی چریانی 1 , بدری شاه طالبی حسین آبادی 2 * , نرگس سعیدیان خوراسگانی 3
1 - دانشجوی دکتری گروه مدیریت، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - دانشیار گروه مدیریت، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران. (نویسنده مسؤول)
3 - استادیار گروه مدیریت، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
کلید واژه: جامعه‌پذیری سازمانی, انطباق‌پذیری, کنشگری فعال, فرهنگ‌پذیری, تصویرگری آینده, آموزشوپرورش دولتی.,
چکیده مقاله :
هدف: هدف پژوهش حاضر واکاوی ابعاد و مؤلفه‌های جامعه‌پذیری سازمانی در زیست‌بوم آموزشوپرورش دولتی ایران و ارائه مدلی بومی برای ارتقای فرآیند جامعه‌پذیری معلمان بود.
روش‌شناسی پژوهش: مطالعه به‌صورت ترکیبی (کیفی–کمی) انجام شد. در بخش کیفی، از تحلیل مضمون با رویکرد استراید استرلینگ بر روی منابع مکتوب شامل مقالات و کتاب‌های حوزه جامعه‌پذیری استفاده شد. در بخش کمی، روش توصیفی-پیمایشی به کار گرفته شد و داده‌ها از طریق پرسشنامه‌ای با ۱۲۷ گویه (بر اساس یافته‌های کیفی و طیف لیکرت ۵ درجه‌ای) از معلمان شاغل در مدارس دولتی در مراکز استان‌های منتخب جمع‌آوری شد. روایی ابزار از طریق اعتبار محتوا و تحلیل عاملی تأییدی و پایایی آن با ضریب آلفای کرونباخ (بیش از ۰٫۷) تأیید گردید.
یافته‌ها: نتایج تحلیل کیفی منجر به استخراج پنج راه‌کنش اصلی در فرآیند جامعه‌پذیری سازمانی شد: انطباق‌پذیری سازمانی، کنشگری فعال، فرهنگ‌پذیری سازمانی، تصویرگری آینده، و رویه‌مندی سازمانی. یافته‌های کمی نیز نشان دادند که این مؤلفه‌ها از روایی و پایایی مناسبی برخوردار بوده و قابلیت تبیین جامعه‌پذیری سازمانی در نظام آموزشوپرورش دولتی ایران را دارند.
اصالت / ارزش افزوده علمی: پژوهش حاضر با ارائه مدلی بومی از جامعه‌پذیری سازمانی معلمان در نظام آموزشوپرورش دولتی ایران، خلأ موجود در ادبیات داخلی را در این حوزه تا حدی پر کرده و می‌تواند مبنای سیاست‌گذاری و بازنگری در برنامه‌های تربیت معلم قرار گیرد.
Aims: The present study aimed to explore the dimensions and components of organisational socialisation within the ecosystem of Iran’s public education system and to develop a context-specific model to enhance the socialisation process of teachers.
Methods: This research employed a mixed-methods approach (qualitative–quantitative). In the qualitative phase, thematic analysis was conducted using the Attride-Stirling approach on textual sources, including articles and books in the field of organisational socialisation. In the quantitative phase, a descriptive-survey method was used. Data were collected using a 127-item questionnaire (derived from the qualitative findings and structured on a 5-point Likert scale), administered to teachers with bachelor’s and master’s degrees working in public schools in selected provincial capitals. The instrument’s validity was confirmed through expert content validation and confirmatory factor analysis, and its reliability was supported by a Cronbach’s alpha coefficient above 0.70.
Results: Qualitative analysis led to the identification of five core pathways in the organisational socialisation process: organisational adaptability, active agency, organisational acculturation, future visioning, and procedural orientation. Quantitative results further confirmed that these components have acceptable levels of validity and reliability, demonstrating their capability to explain organisational socialisation within Iran’s public education context.
Originality / Value: This research contributes by presenting a context-specific model of teacher socialisation in the Iranian public education system, addressing a gap in the domestic literature and offering a foundation for policymaking and revision of teacher training programmes.
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