نقش اعتماد سازمانی مدرسه و خودکارآمدی در توسعه حرفه ای معلمان زن دوره ابتدائی با نقش میانجیگری ادراک رهبری
محورهای موضوعی : 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
کلید واژه: خودکارآمدی, اعتماد سازمانی مدرسه, ادراک رهبری, توسعه حرفه ای, معلمان زن دوره ابتدایی,
چکیده مقاله :
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.
TThis research aims to investigate the role of school organizational trust, self-efficacy on the The professional development of elementary school female teachers, was conducted with the mediating role of leadership perception.The statistical population consisted of all elementary school Formal female teachers in Urmia city1400 people. Using a Stratified random sampling method, 302 subjects were selected as the sample from Cochran Formula. Measurement tools included standardized questionnaires whose validity and reliability were confirmed. Reliability of self-efficacy questionnaires, organizational trust, leadership perception, and professional development based on Cronbach's alpha were 0.91, 0.92, 0.89, 0.86, respectively. The research method was a descriptive correlation study which was analyzed using SPSS and Amos software using structural equation modeling.The results show that teacher self-efficacy, trust, and leadership are positively and significantly correlated with teacher's professional development, but self-efficacy has no direct and significant effect on professional development.The indirect effect of trust is an incentive for professional development through positive and meaningful leadership perceptions, and leadership perception is also an intermediary in the relationship of trust and self-efficacy with professional development.Based on research findings, it can be concluded that in order to enhance the professional development of elementary female teachers, it is possible to strengthen and enhance organizational trust and self-efficacy, which can also be the modification and selection of appropriate leadership styles as one of the mediators of professional development.
-Abdollahzadeh, N; Zameni, F. (2015). Investigating the Relationship between Organizational Trust and Organizational Learning among Education and Training Staff in Babol, Educational Management Innovations, 10(2/37): 58-49.
-Ahmad Yousefi, M., Motahari Nejad, H., Azari, Homayoun .(2018). Teachers' Participation in Professional Learning Activities: The Role of Individual, Organizational and Management Factors. Quarterly Journal of Educational and Vocational Education, Summer 134: 53-71.
-Angelle,P., Nixon,T., Norton, E,. & Niles, C. (2011).Increasing organizational effectiveness: An examination of teacher leadership, collective efficacy, and trust in schools, Paper presented at the annual meeting of the University Council for Educational Administration, Pittsburgh, PA, November 19, 2011: 1-22 .
-Ashrafi, S., Reza Zainabadi, H. (2017). Engagement with a teacher's job: Examining syndromes, dimensions, and assessing the status of schools in the city of Khorramabad. Quarterly Journal of Educational Innovation. Number 64. Sixteenth Year, Winter 2017: 7-18.
-Azim pour, E., Mesr Abadi, J., Yarmohammad Zadeh, P. (2015). Design and validation of teacher training strategies scale. Scientific Journal of Educational Research. Eighth Year, No. 31, Autumn 2015: 63-75.
-Bagheri, M., Ranjbar, M. H., Tab, S. (2015). Investigating the role of mediators of trust and collective self-efficacy on the relationship between transformational leadership and teamwork (Case study: Department of Education of Hormozgan Province, Article 5, Volume 9, Issue 31, Winter 2015: 127-162.
-Balyer , A. (2017). Trust in School Principals: Teachers’ Opinions, Journal of Education and Learning; Vol. 6, No. 2; 2017, 316-325.
-Barary, R., & Jamshidi, T. (2015). The role of teachers 'self-efficacy mediator in the relationship between emotional intelligence and elementary teachers' job satisfaction. Quarterly Journal of Research in Educational Nursing, Sixth Year, No. 4, Winter 94, Successive 24: 177-200.
-Bautista ,A., & Ruiz,R. )2015). Teacher Professional Development:International Perspectives and Approaches, Psychology, Society, & Education, 2015. Vol. 7(3), pp. 240-251.
- Bird, J., Wang, Ch., Watson, J.,& Murray, L. (2009). Relationships among Principal Authentic Leadership and Teacher Trust and Engagement Levels, Journal of School Leadership, First Published March 1, 2009, Volume: 19 issue: 2 19, 2: pp. 153-171.
-Boyacı, A., Fatih Karacabey, M., & Bozkuş, K. (2018). The Role of Organizational Trust in the Effect of Leadership of School Administrators on Job Satisfaction of Teachers, Kuram ve Uygulamada Eğitim Yönetimi 2018, Cilt 24, Sayı 3, ss: 437-482.
-Cheung, G. W & Lau, R. S. (2007). Testing Mediation and Suppression Effects of Latent Variables: Bootstrapping With Structural Equation Models. Organizational Research Methods, 11, 296 – 326. DOI: 10.1177/1094428107300343.
- Chi-kinLee , J., Zhang, Z., Yinc, H. (2011). learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students Author links open overlay panel, https://doi.org/10.1016/j.tate.2011.01.006, Teaching and Teacher Education,ELSEVIER, 27(5), July 2011, P 820-830.
-Danayi Fard, H., Rajabzadeh, A., & Hasiri, A. (2009). Investigating the Role of Managerial Competency in Promoting Internal Organizational Trust in the Public Sector, Research Management, 2 (4): 59-90.
-Derakhshanfar, T. (2013). Study of the relationship between professional development of elementary school teachers and their self-efficacy in the academic year of 92-91. Master's dissertation, University of Tehran: Faculty of Psychology and Educational Sciences:1-220.
-Dibayi Saber , M., Abbasi , E., Fathi Vajargah ,K., Safayi movahed, S. (2016).Explaining the Professional Teacher Competency omponents and Analyzing Its Place in the Upper Certificate of Education in Iran, BiannualJournal ofTraining & LearningResearchesو Vol. 13, No. 2, Serial 24Autumn & winter2016 : 109-123.
-Galavandi, H. &Nojomi, H . (2015). Investigating the Relationship between Organizational Trust and Employee Development Components among Secondary School Women in Urmia Schools. National Conference on Management and Education, Malayer, Malayer University:1-13.
-Godali ,H . (2016). Investigating the relationship between study program and professional development of elementary teachers in Kashan. Master thesis. Educational Sciences Faculty of Humanities. Kashan University:1-107.
-Goddard, R., Goddard,Y., Eun Sook, K., Miller, R. (2015). A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning, Article in American Journal of Education 121(4):000-000 · June 2015 .
-Gray, J. (2015), International professional learning communities: The role of enabling school structures, trust, and collective efficacy, The International Education Journal: Comparative Perspectives Vol 14, No 3, 2015, pp. 61-75.
- Guskey, T .R. (2003). Analyzing Lists of the Characteristics of Effective Professional Development to Promote Visionary Leadership , Volume: 87 ,Issue published2003, page(s): 4-20 .
-Haddadi, Z., Qaltash, Z., & Salehi, M. (2016). The relation between moral intelligence and optimistic orientation with the effectiveness of female secretaries. Journal of Research in Women and Society, seventh year, No. 4, Winter 2016: 141-127.
-Harrison ,S., & Ginny, B.(2011). George Fox University, Revisiting Teacher Leadership: Perceptions of Teachers and Principals, Northwest Journal of Teacher Education, Vol. 9, Iss. 2(2011), Art. 3.
-Hassen , R. (2016). Female Teachers’ Professional Development through Action Research Practice, Assistant Professor of Applied Linguistics, Wollo University, Journal of Education and Practice , 7(22): 1-14.
-Hassani, D. (2015). The Relationship Between Organizational Culture and Professional Development of Teachers, Educational Management Innovations, Year 4 (40), Fall 1394: 7-18.
-Hashemi, A., &Abbasi, A. (2018). Developing Educational Leaders; A Research Approach to Identify Frontier Barriers and Challenges, Leadership Quarterly and Educational Management, Islamic Azad University, Garmsar Branch, Year 12, No. 2, Summer 2018: 240-221.
-Hayon, L. k. (2006).Women Teachers’ Professional Development: general and personal perspectives, Educational Review, 39(1): 3-13.
--Hibarb, B.L. (2016). "Teacher Perception Of Principal Leadership Practices: Impacting Teachers' Sense Of Self-Efficacy In Rural Appalachia Kentucky" (2016). Online Theses and Dissertations. 374.
-Hossein Zee, E., & Sahami, S. (2017). Mediating role of psychological well-being among social capital and self-efficacy in cultural women in Sarbaz city. Journal of Women and Society,8(1): 118-95.
-Jafari, H; Abolghasemi, M; Ghahramani, M; Khorasani, A. (2017). Process Factors of Professional Development of Primary School Teachers of Exceptional Mentally Retarded Schools, Teaching Research Quarterly, 5 (2), 51-68.
-Javanak Liavali, M., Abili, kh.,. Pourkarimi, J.,& Soltani Arabshahi, K. (2017). A Model for Professional Development of Clinical Teaching Groups Managers: The Case of the Universities of Medical Sciences in Tehran, Journal of Medical Education Strategies, Baqiyatallah University of Medical Sciences, No. 10, August-September 2017: 1- 13.
-Joshua Rew, W. (2013). Instructional Leadership Practlces And Teacher Efficacy Beliefs:Cross-National Evidence From Talis, A Dissertation submitted to theDepartment of Educational Leadership and Policy Studies in partial fulfillment of the Laura B. Lang ,Professor Directing Dissertation,Betsy J. Becker University Representative ,Jeffrey A. Milligan Committee Member ,Peter Easton Committee Member.
-
-Kalantari Khandani, E., Farrokhi, M. H. (2016). Take a look at teachers' professional developmentThought andWebinar Study Lessons and Learning Activities, Fakoor Teacher Training Quarterly, 2 (3), 73-96.
-Karimian, N., Ezzaty, M., & Diyalme, N. (2016). Identification of Confidence Building Trends in Organizations with Emphasis on Islamic Teaching, Islamic Management Scientific Journal of Management, 2010, No.2, Summer. 2016: 191-216.
-Kline, R.B. (2011). Principles and practice of structural equation modeling. Second Edition, New York: The Guilford Press.
-Kordi, E., & Nasti zayi, N. (2015). The Relationship between Servant Leadership Style and Organizational Learning with Teachers’ Job Engagement in Zahedan Exceptional Schools.Quarterly Journal of Career & Organizational, Counseling 7(23), 68-91.
-Koşar,S. (2015). Trust in School Principal and Self-efficacy as Predictors of Teacher Professionalism, Received: 04.02.2015, Publisher: Türk Eğitim Derneği.
-Koşar,S., Çağatay Kılınç,A., Zeki Öğdem, E.E., Savaş,G. (2014). Examining the Relationship between Teachers’ Perceptions of Primary School Principals’ Power Styles and Teacher Professionalism , Alberta Journal of Educational Research, Vol. 60, No. 2, Summer 2014, 322-338.
-Kouchi, T., Hashemi, S. E ., Beshlideh, K. (2016). Relationship of Organizational Trust and Organizational Justice with Organizational Citizenship Behavior of Female Teachers: Chain Mediation of Job Stress and Emotional Exhaustion, International Journal of Psychology, 10(2),PP. 140-164.
-
-Li, L., Hallinger,PH ., & Walker,A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools, Educational Management Administration & Leadership, 2016, 44(1), 20–42.
-Lisa Lee, G .(2016) ."Principals' Perceptions Of Professional Development: Options That Support Effective Leadership" (2016).Thesesand Dissertations. 615., "Principals' Perceptions Of Professional Development: Options That Support Effective Leadership" (2016).Thesesand Dissertations. 615.
-Maleki, S. (2018). Teachers' Professional Development. School Growth Growth Tomorrow, 14 (8): 3-1.
-Mir Mohammadi , M., Rahimian, M., Jalali khan abadi.,T. (2012). Gentle Leadership and Job Engagement: Trust as a Mediator, State of the Future, No. 12, Winter 2012: 15-34.
-Mortazavi, L., & Shojayi, M. H. (2015). The study of the relationship between perceived genuine leadership and proactive psychological ownership. Research Transformation Management, Seventh Year, No. 14, Autumn and Winter 2015: 104-128 .
-Mottaghinia, M.R, Khadri, A., & Sepehvandi, M. A. (2013). Self-efficacy-based Professional Development Programs: The Concept, Importance and Position in Coaching Empowerment. Shiraz. International Management Conference, Challenges and Solutions: 8-1.
-Mottaghinia, M.R., Vis Karami, H. A.,& Deldar, A.A. (2018). Self-efficacy: What's in use in teacher training and development. 4 (5): 29-52.
-Mousai, M., Mehregan, N., & Rezaei, R. (2010). Fertility rates and women's participation in the labor market (Case Study of the Middle East and North Africa). Women's Research, 8(2): 68-55.
-Naghipour, K., Ghavandi, H. (2016). Predicting Employee Development Based on Organizational Trust Components Among Female Secondary School Teachers in Urmia, Journal of Educational Leadership and Management, Azad University of Garmsar, 10 (2): 159-155.
-NajafpourTiola, F. (2015). The Effect of Ethical Leadership and Perceived Effective Leadership on the desire to quit the job of employees with the role of mediator of job stress. Master's Degree in Public Administration Payame Noor University (Ministry of Science, Research and Technology) - Payam Noor University of Gilan - Payam Noor Center of Rasht.
-Nasiri Velik Bani, F. & Ganbari, G. (2015). Distributed Leadership and Organizational Effectiveness of Schools. 2015 Educational Research No. 31: 110-133.
-Pir kamali, M.A., Momeni Mahmuei, H., pakdaman, M. (2013). REVIEW OF THE RELATION SHIP between self- efficacy of science teachers on motivation , attitude and academic achievement of fifth grade elementary school students. Research in curriculum planning . vol 10 , no 10 (continus 37 , summer 2013, pages 123-135.
-Rajabzadeh, R,.& Lesani, M. (2014). The Relationship between Teachers' Perceptions of Educational Leadership Behaviors and Their Attitudes towards Organizational Change in Secondary Secondary Schools in Fasa, Quarterly Journal of Educational Management, Islamic Azad University, Vol. 8, No. 4, Winter 2014: 82-59.
-Rastegar, A., Hashemi, F. (1394). The Relationship between Servant Leadership and Creativity: An Investigation of the Mediation Deficit of Organizational Trust. Ethics Initiative in Human Science, 5 (2), 97-116.
-Rezayi, H., Haghani, F .(2015). Classroom management Techniques: Tips for managing classroom, Iranian Journal of Medical Education 2015: 15(27) : 192-204.
--Saffari Zanjani, N; Kazemzadeh Bittali, M; Hasani, M; Namazpour, M. (2017). The Relationship between Professional Development of Staff and Self-Efficacy and Power of Managers of Islamic Azad University of Urmia Branch, Quarterly Public Administration Mission, 8 (27), 12-1.
-Salibi, J., Modaresi. G. (2014). Investigating the relationship between general health and job burnout and social skills of female teachers in elementary schools in Tehran city in the academic year, Women's research paper, Humanities Research Institute and Cultural Studies, seventh year, first issue, spring, 2014: 127-154.
-Samadi Miarklayi, H., & Samadi Mirarklayi, H. (2017). The Relationship between Organizational Culture and Transformational Leadership with Organizational Structure in Educational Institutions through Structural Equation Modeling (SEM) Journal of Educational Leadership and Educational Management, Islamic Azad University, Autumn, No.4, Winter 2017: 98-73.
-Shahoudi, M ; Gholami, Z ; Alizadeh, L; Farajollahi, R. (2013). The Mediating Role of Spiritual Leadership on the Relationship between Sport Self-efficacy and Professional Commitment in Physical Education Teachers, Journal of Education and Training Studies, 2 (5): 58-79.
-Sharifi , Z., Iravani, H., & Daneshvar Amiri, J. (2019). Investigating the tendency of rural women to employment (Case study: rural women in Najaf Abad city), Journal of Women and Society, Vol. 10, No. 1, Spring 2019: 217-23.
-Sharifi Asl ,Z., Chabok ,A., Hatamizadeh ,N., Reza Soltani, P. (2012). The Relationship of Organizational Commitment with the Productivity of the Members of the Rehabilitation Group: Razi Nursing Educational-Therapeutic Center (2011), Journal of Nursing and Midwifery Faculty Birjand University of Medical Sciences Volume 9, Issue 2, Year 2012: 1-8.
-Shaukat, S., Rao Vishnumolakala, ., V & Al Bustami, Gh . (2019). The impact of teachers’characteristics on theirself-efficacy and job satisfaction: a perspective fromteachers engaging students with disabilities, , Journal of Research in Special Educational Needs, 19(12): 68–76.
-Shirbeygi, N., Azizi, N., Amjad zebardast, M., Nosrati Saraydashty, R. (2012). Self-efficacy relationship with leadership effectiveness among high school administrators of Guilan province. Journal of Research in New Approach to Educational Management of Islamic Azad University, Vaahmand Roodasht, Third Year, No. 4, Winter 2012: 50-37.
-TagvayiYazdi, M. (2016). The Relationship between Organizational Health with Organizational Reliability and Social Responsibility of Education Teachers in Sari, Journal of Research in New Approach to Educational Management, Year 7, Number 3, Autumn 2016, Serial No. 2: 95-116.
-Teo, T. & Noyes, J. (2012). Explaining the intention to use technology among pre-service teachers: a multi-group analysis of the Unified Theory of Acceptance and Use of Technology. Interactive Learning Environments, DOI: 10.1080/10494820.2011: 641-674.
-Tschannen-Moran, M. (2009). Fostering Teacher Professionalism in Schools The Role of Leadership Orientation and Trust, Educational Administration ،QuarterlyVolume 45 Number 2 April 2009 :217-247.
-Vieira, A.L. (2011). Interactive LISREL in Practice: Getting Started with a SIMPLIS Approach, New York: Springer.
-Wahlstrom,K., Seashore Louis, K. (2008). How Teachers Experience Principal Leadership:The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility Educational Administration Quarterly,Vol. 44, No. 4 (October 2008) 458-495.
-Yasini, A., Zainabadi, H., Nave Ebrahim's, A., Arasteh, H. R. (2012). Investigating the Mediating Role of Effectiveness in Impacting the Leadership Style Distributed on Organizational Commitment and Job Satisfaction among Public School Students, Faculty of Management, Tehran University, Journal of Governmental Management, Vol. 4, No. 4, 2010:1-12.
-Yazdan Panah, M., Khadri,K., Foruzani, M., & Baratharan, M. (2018). The role of identity, gender stereotypes and self-efficacy on the participation of rural women in economic, social and political activities. Woman in Development and Politics, Period 16, Number 4, Winter 2018.613-609.
-Yazdkhashti, B., Hemmati, R. (2009). Students' confidence in teachers and their promotion strategies: Case study of secondary schools Zanjan city, Quarterly Journal of Education No. 99: 97-69.
-Yousefi, B., Eidipour, K., Gholami Turksloye, S. (2015). Relationship Between Authentic Leadership Style with Job Interest of General Sport and Young Offices Employments of West Provinces of Iran. Organizational Behavior Management in Sport StudiesVol. 2, No.8, Winter 2015, P: 58-63.
-Yousefzadeh, M. R ., Yaghobi ,A., & Rashidi, M. (2012), The impact of metacognition skills instruction on secondaryschool girl students’ self-efficacy Journal of School Psychology, Autumn 2012, Vol.1, No.3:118-133.
_||_
