ابعاد تعهد سازمانی دبیران مدارس متوسطه شهر اصفهان
محورهای موضوعی : پژوهش در برنامه ریزی درسیکلید واژه: مشارکت شغلی, تعهد سازمانی, وابستگی حرفه ای, وابستگی سازمانی,
چکیده مقاله :
چکیده یکی از مهمترین مسائل انگیزشی که با حجم گسترده ای در مطالعات روان شناسی صنعتی و سازمانی در غرب گسترش یافته است ، مسأله « تعهد سازمانی » است . تأثیر قابل ملاحظه تعهد سازمانی بر بازدهی دلیل اصلی انتخاب آن در پژوهش های روان شناسی صنعتی و رفتارسازمانی طی سه سال گذشته بوده است . گرچه پژوهشگرا ن هنوز نتوانسته اند شواهد محکمی برای ارتباط مستقیم تعهد سازمانی با بازدهی سازمان ارائه دهند، لیکن بیشتر وقتها تعهد سازمانی بالا در بهبود بازده کاری مؤثر بوده است . به همین منظور ابعاد تعهد سازمانی دبیران در مدارس متوسطه شهر اصفهان از دیدگاه 184 دبیر مرد و زن که از 33 دبیرستان ، از طریق نمونه گیری تصادفی چند مرحله ای انتخاب شده اند، تجزیه و تحلیل آماری شد . نتایج نشان داد که بین ابعاد تعهد سازمانی (وابستگی سازمانی ، وابستگی حرفه ای ، مشارکت شغلی و پایبندی به ارزش های کار) رابطه مستقیم و مثبتی وجود دارد. همچنین از نظر دبیران با توجه به عوامل جمعیت شناختی (جنسیت ، مدرک تحصیلی ، سابقه خدمت و رشته تدریس ) بین ابعاد تعهد سازمانی تفاوت معناداری مشاهده شد.
The purpose of this research was to investigate the relationship between organizational climate of high school and teachers' organizational commitment. The aims of the study were a) to determine the differences between the five dimensions of organizational climate (supportive, directive, collegial, committed, disengaged) and also four dimensions of organizational commitment (professional commitment, organizational commitment, attachment to the work values and job involvement) from the teachers' point of views, b) to determine the differences between the dimensions of organizational climate (open/closed) in girls and boys highschools, and c) to determine the relationship between the organizational climate (open / closed) regarding the years of service, gender, academic degrees, course of teaching and type of school. The research method was descriptive - correlational type. The statistical sample consisted of 184male and female high school teachers. They were selected from among the teachers of five districts of Isfahan through a multistage random sampling. The survey instruments included an organizational climate questionnaire with 33 items and the reliability coefficient of 89, and an organizational commitment questionnaire with 37 items and the reliability coefficient 90. The descriptive and inferential statistics were used for analyzing the data. To examine the relationship between the dimensions of organizational climate and the dimensions of teachers' organizational commitment, multivariable regressions, the x2 test, Tukey test (HSD), multivariable variance analysis (Manova), Pearson product-moment were used. The research findings revealed that there is a positive and strong relationship between the organizational climate of school and teachers' organizational commitment. There was also a relatively strong relationship between each aspect of organizational climate (supportive, directive, collegial, committed, disengaged) and teachers' organizational commitment (profressional commitment, organizational commitment, attachment to the work values and job involvement). There were also significant differences between the organizational climate aspects (open/closed) based on gender and years of service, academic degrees and type of school, but no significant difference was observed for course of teaching. There were difference between the organizational climate of school (open / closed) in girls and boys high schools.