بررسی تأثیر خودراهبری بر مدیریت دانش فردی مدیران مدارس

محورهای موضوعی : آموزش و پرورش

مختار رنجبر ¹ (استادیار گروه مدیریت، دانشکده علوم انسانی و اجتماعی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران)

تاریخ دریافت : 1396/11/11 تاریخ پذیرش : 1398/07/29 تاریخ انتشار : 1398/06/01

کلید واژه: مهارت های ارتباطی, مدیریت زمان, خودراهبری, مدیریت دانش فردی, برنامه ریزی رشد حرفه ای,

چکیده مقاله :

هدف از این پژوهش بررسی تأثیر خودراهبری بر مدیریت دانش فردی مدیران مدارس می باشد. روش پژوهش توصیفی از نوع پیمایشی و جامعه آماری این پژوهش شامل کلیه مدیران مدارس شهرستان لامرد بودند که با روش سرشماری 171 نفر مورد بررسی قرار گرفتند. ابزار پژوهش شامل مقیاس خودراهبری شیخ نظامی و مقیاس مدیریت دانش فردی باقری بود. روایی پرسشنامه ها با استفاده از تحلیل گویه و پایایی آن با استفاده از روش آلفای کرونباخ محاسبه گردید که برای خودراهبری 85/0 و برای مدیریت دانش فردی 92/0 گزارش شد. داده ها با استفاده از آمار توصیفی و آمار استنباطی شامل تحلیل رگرسیون خطی و چندگانه با استفاده از نرم  افزار SPSS و آزمون تحلیل مسیر با استفاده از نرم افزار Lisrel تجزیه و تحلیل شدند. یافته ها نشان داد که خودراهبری بر مدیریت دانش فردی مدیران مدارس تأثیر معناداری دارد. همچنین ابعاد خودراهبری شامل خودپرورشی، مدیریت زمان، مهارتهای ارتباطی، مدیریت اسناد، برنامه ریزی رشد حرفه ای و توجه به حفظ سلامت جسمانی و روانی نیز تأثیر مثبت و معناداری بر مدیریت دانش فردی مدیران مدارس شهرستان لامرد دارد. تأثیر همزمان متغیرها در مدل نهایی با استفاده از رگرسیون چندگانه و آزمون تحلیل مسیر نشان داد که کلیه ابعاد خودراهبری پیش بینی کننده مثبت و معناداری برای مدیریت دانش فردی مدیران مدارس شهرستان لامرد می باشد.

چکیده انگلیسی:

The purpose of this study was to investigate the effect of self-directed on personal knowledge management of school managers. The research method was descriptive survey and the research tools were the self-directed scale of sheikhnezami and the personal knowledge management scale of Bagheri. Validity of the questionnaires was calculated using Case's analysis and its reliability was calculated using Cronbach's alpha method, which was 0.85 for self-directed and 0.92 for personal knowledge management. Data were analyzed using descriptive statistics and inferential statistics including linear regression analysis and multiple regression analysis using SPSS software and path analysis using Lisrel software. Findings showed that self-directed have a significant effect on personal knowledge management of school managers. Self-directed dimensions including self-education, time management, communication skills, document management, professional growth planning, and attention to physical and mental health have a positive and significant effect on personal knowledge management in Lamard schools managerss. The simultaneous effect of variables in the final model using multiple regression and path analysis showed that all self-directed dimensions have a positive and significant predictive value for personal knowledge management in managers of Lamerd city schools.

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