نقش اعتماد سازمانی مدرسه و خودکارآمدی در توسعه حرفه ای معلمان زن دوره ابتدائی با نقش میانجیگری ادراک رهبری
الموضوعات : فصلنامه زن و جامعهالهام اسماعیلی 1 , مریم سامری 2 , محمد حسنی 3
1 - گروه علوم تربیتی واحد ارومیه دانشگاه آزاد اسلامی ارومیه ایران
2 - گروه علوم تربیتی واحد ارومیه دانشگاه آزاد اسلامی ارومیه ایران.
3 - گروه علوم تربیتی دانشگاه ارومیه
الکلمات المفتاحية: خودکارآمدی, اعتماد سازمانی مدرسه, ادراک رهبری, توسعه حرفه ای, معلمان زن دوره ابتدایی,
ملخص المقالة :
این پژوهش با هدف بررسی نقش اعتماد سازمانی مدرسه و خودکارآمدی در توسعه حرفهای معلمان زن دوره ابتدایی، با نقش میانجی ادراک رهبری انجام شد. جامعه آماری شامل تمام معلمان رسمی زن دوره ابتدایی شهرستان ارومیه به تعداد 1420نفر می باشد که با استفاده از فرمول کوکران و روش نمونهگیری تصادفی طبقهای302 نفر به عنوان نمونه انتخاب گردید. روش پژوهش، توصیفی- همبستگی از نوع مدلسازی معادلات ساختاری میباشد. ابزارهای سنجش شامل پرسشنامههای استاندارد بود که روایی و پایایی آنها تایید شد. پایایی پرسشنامهها بر اساس آلفای کرونباخ برای خودکارآمدی91/0، اعتمادسازمانی مدرسه92/0، ادراک رهبری89/0، توسعه حرفهای 86/0به دست آمد. نتایج تجزیه و تحلیل دادهها با استفاده از نرم افزارSPSS و AMOS نشان داد که خودکارآمدی معلم، اعتماد سازمانی و ادراک رهبری با توسعه حرفهای معلم ارتباط معناداری دارد، اما خودکارآمدی اثر مستقیم و معنیداری بر توسعه حرفهای ندارد. اثر غیرمستقیم اعتماد و خودکارآمدی بر توسعه حرفهای از طریق ادراک رهبری معنیدار میباشد و ادراک رهبری نیز نقش واسطهای را در ارتباط اعتماد و خودکارآمدی با توسعه حرفهای ایفا میکند. بنابراین به منظور ارتقاء توسعه حرفهای معلمان زن ابتدایی میتوان به تقویت و ارتقاء اعتمادسازمانی و خودکارآمدی همچنین انتخاب سبکهای رهبری مناسب به عنوان یکی از عوامل میانجیگر توسعه حرفهای اقدام نمود.
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