نقش اعتماد سازمانی مدرسه و خودکارآمدی در توسعه حرفه ای معلمان زن دوره ابتدائی با نقش میانجیگری ادراک رهبری
محورهای موضوعی : فصلنامه 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.
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