شناسایی روابط بین مؤلفه‌های مسؤولیت‌پذیری و خودکارآمدی دبیران دوره اول متوسطه
الموضوعات :
محبوبه طهرانچی
1
,
قدسی احقر
2
,
اشرف السادات حسینی میرصفی
3
1 - دانشجو دکتری مدیریت آموزشی دانشگاه آزاد اسلامی واحد تهران جنوب
2 - استاد تمام سازمان پژوهش و برنامه ریزی آموزشی پژوهشگاه مطالعات، تهران، ایران
3 - استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران
الکلمات المفتاحية: مسؤولیت پذیری , خودکارآمدی, دبیران,
ملخص المقالة :
این پژوهش با هدف بررسی رابطه بین مؤلفه‌های مسؤولیت‌پذیری و خودکارآمدی دبیران دوره اول متوسطه تهران (۱۴۰۳-۱۴۰۲) انجام شد. روش تحقیق کاربردی و از نوع همبستگی بود و از مدل‌سازی معادلات ساختاری استفاده شد. نمونه شامل ۳۶۰ نفر بود که با روش نمونه‌گیری تصادفی انتخاب شدند. داده‌ها از پرسشنامه‌های محقق‌ساخته مسؤولیت‌پذیری و خودکارآمدی شرر و همکاران (۱۹۸۲) جمع‌آوری شد. پایایی پرسشنامه‌ها با آلفای کرونباخ ۰.۸۹ و CVR بالای ۰.۷۵ تأیید شد. نتایج نشان داد که شرایط زمینه‌ای و علی تأثیر مستقیم و غیرمستقیم معناداری بر خودکارآمدی دارند. همچنین، عواملی مانند نحوه ارزشیابی، استرس مالی، مسؤولیت‌های خانوادگی، ناامنی شغلی، انعطاف‌پذیری سازمانی، شایسته‌سالاری، تشویق ایده‌پردازی، ارتباط مدارس با مراکز علمی و فرهنگی، و بهبود فضای فیزیکی مدرسه بر خودکارآمدی دبیران مؤثر است. توجه به این عوامل می‌تواند رشد علمی دبیران و دانش‌آموزان را تقویت کند و کیفیت آموزشی را ارتقا دهد. همچنین، بهبود شرایط کاری و افزایش حمایت‌های سازمانی می‌تواند خودکارآمدی دبیران را ارتقاء دهد.
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