نقش خلاقیت هیجانی و هوش اخلاقی در عملکرد شغلی معلمان مقطع متوسطه شهرستان زاوه

محورهای موضوعی : مدیریت نوآوری های آموزشی

مهدی زیرک ¹ ()
محمدرضا عباسپور ² ()
عباس زمانی طبقدهی ³ ()
اباذر صادقی ⁴ ()

تاریخ دریافت : 1397/03/20 تاریخ پذیرش : 1397/05/07 تاریخ انتشار : 1397/06/16

کلید واژه: معلمان, عملکرد شغلی, خلاقیت هیجانی, هوش اخلاقی,

چکیده مقاله :

عملکرد شغلی معلمان از اهمیت خاصی برخوردار است و چه بسا پایبندی آن‌ها به اصول اخلاقی ضمن ارتقای کیفیت تدریس، باعث بهبود عملکرد سازمانی نیز شود همچنین هوش اخلاقی وخلاقیت هیجانی می‌تواند چارچوبی را برای عملکرد صحیح انسان‌ها فراهم آورد. لذا با توجه به این که عملکرد اخلاقی به میزان زیادی متأثر از معیارهای ذهنی اخلاقی از جمله هوش اخلاقی و خلاقیت هیجانی است، در مطالعه‌ی حاضر به بررسی نقش خلاقیت هیجانی و هوش اخلاقی در عملکرد شغلی معلمان پرداخته شده است.این تحقیق از لحاظ هدف، کاربردی و از لحاظ روش، از نوع همبستگی است. جامعه آماری این پژوهش را کلیه معلمان مقطع متوسطه شهرستان زاوه با تعداد 284 نفرتشکیل داده‌اند که بر طبق جدول کرجسی مورگان تعداد 165 نفر با استفاده از روش نمونه‌گیری تصادفی ساده انتخاب شدند. جهت جمع‌آوری داده‌ها از پرسشنامه هوش اخلاقی لنیک و کیل با پایایی 97/0، مقیاس (فهرست) خلاقیت هیجانی آوریل با پایایی 82/0، عملکرد شغلی پترسون با پایایی 78/0، بهره گرفته شده است. برای تجزیه و تحلیل داده‌ها از ضریب همبستگی پیرسون و رگرسیون چند متغیره استفاده شده است. بین مؤلفه‌های هوش اخلاقی و خلاقیت هیجانی با عملکرد شغلی معلمان رابطه مستقیم معنی‌داری وجود دارد. بیش‌ترین رابطه با ضریب همبستگی (946/0) میان مؤلفه بداعت با عملکرد شغلی وجود دارد و این رابطه از نوع مستقیم و قوی می‌باشد. همچنین مؤلفه اثربخشی با ضریب همبستگی 895/0 در بین مؤلفه‌ها و نیز مؤلفه اصالت با 873/0 همبستگی بیشتری نسبت به بقیه متغیرها با عملکرد شغلی دارد. مؤلفه‌های هوش اخلاقی می‌توانند عملکرد شغلی معلمان را پیش‌بینی کند. مؤلفه‌های خلاقیت هیجانی می‌توانند عملکرد شغلی معلمان را پیش‌بینی کند. همچنین در بین مؤلفه‌های خلاقیت هیجانی، مؤلفه‌های بداعت و اثربخشی بیشتر از سایر مؤلفه‌ها عملکرد شغلی معلمان را پیش‌بینی می‌کنند.

چکیده انگلیسی:

The teachers' job performance is of special importance and their commitment to ethics not only improves teaching quality but also advances organizational performance. In addition, moral intelligence and emotional creativity can provide the correct performance of human beings with a framework. As moral performance is affected by moral-mental criteria including moral intelligence and emotional creativity, this present study pinpoints the role of emotional creativity and moral intelligence in connection with teachers' job performance. This was an applied correlational study. Statistical population included 284 high school teachers in high schools of Zaveh district. Statistical sample consists of 165 participants who were selected via simple random sampling according to Krejcie and Morgan's table. To gather data, moral intelligence questionnaire (Lennick & Kiel 2005) with reliability (r=0/97), emotional creativity inventory (Averill, 1991) with reliability (r=082) and job performances (Peterson, 1992) with reliability (r=0/78) were used. To analyze data, Pearson correlation and multivariate regression were used. The results showed that there was a significant relationship between emotional intelligence and teachers’ performance. Findings revealed that moral intelligence and emotional creativity components were significant predictors for teachers' job performance. The most relationship existed between creativity component and job performance with correlation coefficient (0/946). Also, efficiency component with correlation coefficient of 0.895 and originality with coefficient of 0.873 were more correlated with job performance. The ethical intelligence components can predict the teacher's job performance. The components of emotional creativity can predict the teacher's job performance. Also, among the components of emotional creativity, modesty and effectiveness could predict the job performance of teachers better than others.

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