رابطه بین مدیریت دانش با خودکارآمدی و خلاقیت معلمان مراکز پیش‌دبستانی
محورهای موضوعی : آموزش و پرورشسارا باعزت 1 , حسین افلاکی فرد 2 , نیما شهیدی 3
1 - گروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد ارسنجان، ارسنجان، ایران
2 - استادیار گروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد ارسنجان، ارسنجان، ایران
3 - استادیارگروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد نورآباد ممسنی، نورآباد ممسنی، ایران
کلید واژه: خلاقیت, خودکارآمدی, معلمان, مدیریت دانش, پیش دبستانی,
چکیده مقاله :
هدف اصلی این پژوهش بررسی رابطه بین مدیریت دانش با خودکارآمدی و خلاقیت معلمان مراکز پیش دبستانی ناحیه دو شهر شیراز در سال تحصیلی 1393-1392 بود. جامعه آماری شامل تمامی معلمان مراکز پیش دبستانی ناحیه دو آموزش و پرورش شهر شیراز به تعداد 78 نفر بود و با استفاده از روش نمونه گیری تصادفی ساده و بر اساس جدول تعیین حجم نمونه کرجسی و مورگان تعداد 66 نفر به عنوان اعضای نمونه مورد مطالعه انتخاب شدند. ابزار های گردآوری داده‌ها شامل پرسش‌نامه مدیریت دانش جاشپارا (2004) که پایایی آن بر اساس محاسبه ضریب آلفای کرونباخ برابر 89/0 بود، پرسش‌نامه خودکارآمدی معلمان شوارتزر و همکاران (1991) که پایایی آن بر اساس محاسبه ضریب آلفای کرونباخ برابر 82/0 بود و پرسش‌نامه خلاقیت رندسیپ با آلفای کرونباخ 76/0 می‌باشد. برای بررسی رابطه بین ابعاد گوناگون مدیریت دانش شامل خلق، سازماندهی، بکارگیری و تبادل دانش با خودکارآمدی و خلاقیت معلمان از محاسبه ضریب همبستگی پیرسون استفاده شد. هم‌چنین، برای تعیین قدرت پیش بینی ابعاد مدیریت دانش برای خودکارآمدی و خلاقیت معلمان از تحلیل رگرسیون هم‌زمان استفاده شد. نتایج نشان دادند که بین تمام ابعاد مدیریت دانش با خودکارآمدی و خلاقیت معلمان رابطه مثبت و معناداری وجود دارد. هم‌چنین، از بین ابعاد مدیریت دانش بعدسازماندهی دانش از قدرت پیش بینی معناداری برای خودکارآمدی معلمان و ابعاد سازماندهی و بکارگیری دانش از قدرت پیش بینی معناداری برای خلاقیت معلمان برخوردار بودند.
The main purpose of this research was to study the relationship among knowledge management ,self-efficacy and creativity of teachers in pre-school centers of Shiraz Educational Organization region 2. The population of research was all 78 pre –school teachers in region 2 of shiraz educational organization. the sample were 66 teachers and was selected randomly based on Krejcie & Morgan table. Jashapara knowledge management questionnaire (Cronbach alpha= 0.89), Schwarzer et al. (1991) self- efficacy questionnaire (Cronbach alpha=0.82) and Randseep creativity questionnaire (Cronbach alpha=0.76) with appropriate validity based on the specialists’ points of view were used to conduct this research. Pearson correlation coefficient and stepwise regression tests were used to studying the relationship between knowledge management and teachers self-efficacy and creativity. the results showed that all dimensions of knowledge management including knowledge creating, organizing, implementing and sharing had a positive and significant relationship with teachers self-efficacy and creativity. Among the dimensions of knowledge management, knowledge organizing had a significant power for predicting teachers’ self-efficacy, and knowledge implementing and knowledge organizing had a significant power for predicting teachers’ creativity.
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