رابطه سبک های مدیریت تعارض مدیران مدارس با اخلاق و عدالت سازمانی ادراک شده (مورد مطالعه؛دبیران دوره دوم متوسطه شهر اصفهان)
محورهای موضوعی : آموزش و پرورش
فرهاد شفیع پور مطلق
1
(گروه مدیریت آموزشی دانشگاه آزاد اسلامی واحد محلات،)
کلید واژه: اخلاق حرفه ای, احساس تعلق سازمانی, عدالت سازمانی, سبک مدیریت تعارض,
چکیده مقاله :
مقدمه و هدف: اخلاق و عدالت سازمانی ادراک شده معلمان همواره وابسته به بهره گیری سبک های مدیریت تعارض توسط مدیران است. هدف تحقیق حاضر، تعیین رابطه سبک های مدیریت تعارض مدیران مدارس با اخلاق و عدالت سازمانی ادراک شده بوده است. روش شناسی پژوهش: برای مطالعه متغیرهای مورد نظر ازروش تحقیق توصیفی از نوع همبستگی استفاده شد. جامعه آماری را کلیه معلمان دوره دوم متوسطه شهر اصفهان به تعداد 3537 نفر در سال تحصیلی 97-1396 تشکیل دادند. شیوه نمونه گیری خوشه ای چند مرحله ای بوده که بر اساس فرمول حجم نمونه کوکران و به‌طور تصادفی تعداد347 نفر برای تحقیق انتخاب شدند. ابزار تحقیق شامل چهار دسته پرسشنامه بود: پرسشنامه سبک های مدیریت تعارض(رابینز،1389)، پرسشنامه عدالت سازمانی نیهوف و مورمن(2003)، پرسشنامه اخلاق حرفه ای مدیران مدارس(حاج خزیمه،1395) و پرسشنامه استاندارد تعلق سازمانی(آندرا،2010). برای تحلیل داده ها از دو سطح آمار توصیفی(فراوانی، درصد،میانگین) و آمار استنباطی(کولموگروف- اسمیرنوف، همبستگی پیرسون، رگرسیون گام به گام و مدل معادله ساختاری) استفاده شد. یافته ها: نتایج نشان داد، بین سبک های مدیریت تعارض در ابعاد پنجگانه(تسلط یا رقابت،تشریک مساعی،اجتناب، مدارا، مصالحه) با اخلاق حرفه ای و عدالت سازمانی ادراک شده در سطح 05/0>P رابطه معناداری وجود دارد. احساس تعلق سازمانی رابطه بین سبک های مدیریت تعارض در ابعاد پنجگانه را با اخلاق حرفه ای و عدالت سازمانی ادراک شده در سطح 05/0>P واسطه گری می کند. مدل تجربی پیشنهادی از برازش مناسب برخوردار است. بحث و نتیجه گیری: می توان نتیجه گرفت که برای بهبود اخلاق و عدالت سازمانی ادراک شده توسط معلمان، مدیران باید از سبک مدیریت تعارض تشریک مساعی و مصالحه استفاده کنند و از مقاومت و یا مقابله با نظرات معلمان دوری نمایند.
Introduction: Perceived organizational ethics and justice of teachers is always dependent on the use of conflict management styles by principals. The aim of this study was to determine the relationship between school principals' conflict management styles and perceived organizational ethics and justice. research methodology: A descriptive-correlational research method was used to study the variables. The statistical population consisted of all secondary school teachers in Isfahan city with 3537 people in the academic year 2017-2018. The sampling method was multi-stage cluster sampling based on the Cochran's sample size formula and 347 people were randomly selected for the study. The research tool consisted of four categories of questionnaires: Conflict Management Styles Questionnaire (Robbins, 2010), Niehoff and Moorman Organizational Justice Questionnaire (2003), School Principals Ethics Questionnaire (Haj Khazime, 2016) and Standard Organizational Belonging Questionnaire (Andre, 2010). Two levels of descriptive statistics (frequency, percentage, mean) and inferential statistics (Kalmogorov-Smirnov tests, Pearson correlation, stepwise multiple regression and structural equation modeling) were used to analyze the data. Findings: The results showed that there is a significant relationship between conflict management styles in five dimensions (dominance or competition, collaboration, avoidance, tolerance, compromise) with professional ethics and perceived organizational justice at the level of P <0.05. Sense of organizational belonging mediates the relationship between five-dimensional conflict management styles with perceived professional ethics and organizational justice at the P <0.05 level. The proposed experimental model has a suitable fit. Conclusion: it can be concluded that in order to improve organizational ethics and justice perceived by teachers, principals should use the conflict management style of cooperation and compromise and should avoid resisting or confronting teachers' opinions.
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