نقش اعتماد سازمانی مدرسه و خودکارآمدی در توسعه حرفه ای معلمان زن دوره ابتدائی با نقش میانجیگری ادراک رهبری

الموضوعات : فصلنامه زن و جامعه

الهام اسماعیلی ¹ (گروه علوم تربیتی واحد ارومیه دانشگاه آزاد اسلامی ارومیه ایران)
مریم سامری ² (گروه علوم تربیتی واحد ارومیه دانشگاه آزاد اسلامی ارومیه ایران.)
محمد حسنی ³ (گروه علوم تربیتی دانشگاه ارومیه)

تاريخ الإرسال : 12 السبت , شوال, 1440 تاريخ التأكيد : 20 الجمعة , جمادى الثانية, 1441 تاريخ الإصدار : 27 الإثنين , شعبان, 1441

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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