مطالعه اعتماد جمعی و کارآمدی جمعی در ارتباط با اثربخشی مدرسه از دیدگاه معلمان ابتدایی

محورهای موضوعی : آموزش و پرورش

احمد زندوانیان ¹ , داوود زارع ² , محسن شاکری ³

1 - گروه علوم‌تربیتی، دانشکده روانشناسی و علوم‌تربیتی، دانشگاه یزد، یزد، ایران.
2 - گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران
3 - مدیر گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد. یزد

تاریخ دریافت : 1398/09/13 تاریخ پذیرش : 1400/03/27 تاریخ انتشار : 1400/02/01

کلید واژه: اثربخشی مدرسه, معلمان ابتدایی, اعتماد جمعی, کارآمدی جمعی,

چکیده مقاله :

مقدمه و هدف: پژوهش حاضر با هدف مطالعه رابطه اعتماد جمعی و کارآمدی جمعی با اثربخشی مدرسه از دیدگاه معلمان ابتدایی شهر یزد در سال تحصیلی 98-1397 انجام گرفت. روش شناسی: روش پژوهش از نوع توصیفی - همبستگی و از لحاظ هدف کاربردی است. گرچه با توجه به حجم جامعه (1759N=)، حجم نمونه 317 نفری مطابق با جدول مورگان و کرجسی (1970) کفایت می‌کند امّا محققان برای کاهش میزان خطا و با توجه به احتمال عدم عودت برخی از پرسشنامه ها توسط معلمان، اقدام به توزیع 450 پرسشنامه کردند که 375 مورد از پرسشنامه های بازگشتی کامل بوده و در تحلیل­ها استفاده شد. ابزارهای گردآوری داده های پژوهش، پرسشنامه مختلط اعتماد هوی و موران (2003)، پرسشنامه کارآمدی جمعی معلمان (CTEQ) گادارد (2001) و پرسشنامه استاندارد اثربخشی مدرسه سرجیوانی و همکاران (1992) بودند که روایی و پایایی آن‌ها مورد تأیید قرار گرفت. یافته ها: نتایج مطالعه نشان داد بین اعتماد جمعی معلمان ابتدایی و اثربخشی مدرسه با ضریب همبستگی 739/0 رابطه مثبت و معنادار وجود دارد. بین کارآمدی جمعی معلمان ابتدایی و اثربخشی مدرسه با ضریب همبستگی 675/0رابطه مثبت و معنادار وجود دارد. 62 درصد واریانس اثربخشی مدرسه توسط متغیرهای اعتماد جمعی و کارآمدی جمعی معلمان پیش بینی می‌شود. نتیجه آزمون t نشان داد که میانگین متغیرهای اعتماد جمعی، کارآمدی جمعی و اثربخشی مدرسه به طور معناداری در معلمان زن بیشتر از معلمان مرد است. نتیجه گیری: فراهم کردن فرصت مشارکت گسترده معلمان در تصمیم سازی های مربوط به مسایل مدرسه به افزایش اعتماد جمعی و کارآمدی جمعی معلمان و در نهایت اثربخشی بیشتر مدارس می انجامد.

چکیده انگلیسی:

Introduction: The purpose of this study was to investigate the relationship between collective trust and collective efficacy with school effectiveness from the viewpoint of primary teachers in Yazd city in the academic year of 2018-2019. Methodology: The research method was descriptive and correlational. Although sufficient sample according to Morgan and Krejcie's table (1970) according to the population size (N = 1759), a sample size of 317 subjects, but the researcher's distributed 450 questionnaires to reduce the error rate and given the probability of teachers not returning a percentage of questionnaires of these, 375 from return questionnaires were completed and were used in analyzes. The data collection tools were the Hoy and Moran Complex Confidence Questionnaire (2003), the teachers' collective efficacy questionnaire (CTEQ) Goddard (2001) and the School Effectiveness Standard Questionnaire Sergiovanni & et al. (1992) that were confirmed validity and reliability. Results: The findings showed that there is a positive and significant relationship between the collective trust and school effectiveness with a correlation coefficient of (r = 0.739, p≤ 0.01). There is a positive relationship between primary teachers' collective efficacy and school effectiveness with a correlation coefficient of (r = 0.675, p≤ 0.01). 62% of the variance of school effectiveness is predicted by the variables of collective trust and collective efficiency. Also, the results of independent sample t-test showed that the means of collective trust, collective efficacy and school effectiveness from the viewpoint of female teachers are significantly more than male teachers. Conclusion: Extensive involvement of teachers in decision making about school issues could increase the collective trust and collective efficacy of teachers and ultimately increase the school effectiveness.

منابع و مأخذ:

• Abbasian, H; Mohebi, M; Mirzapour, S. (2016). The Study of the Role of School Solidarity as the Prior of Collective Efficacy of Teachers, New Approach in Educational Management, 7, 3, 45-60. (In Persian).


• Asadi, M. A. (2011). The Investigation of Teachers Collective Efficacy Among High School Teachers: A Study of Rural Educational Community in Mochesh District, M.A Thesis, University of Kurdistan. (In Persian).


• Ball, J. (2010). An Analysis of teacher self-efficacy, teacher trust, and collective efficacy in a southwest Texas school district, Unpublished doctoral dissertation, Texas University.


• Band, R; James, E; Culliford, D; Dimitrov, B; Kennedy, A; Rogers, A; Vassilev, J. (2019). Development of a measure of collective efficacy within personal networks: A complement to self-efficacy in self-management support? Patient Education and Counseling, 102, 1389-1396. http://doi.org/10.1016/j.pec.2019.02.026


• Bandura, A. (1997). Self Efficacy: The exercise of control, New York: Freeman Company.


• Bazargan, Z. (2003). New approaches in education of school principals. Journal of Psychology and Education, 33 (2), 109-130. (In Persian).


• Essays, UK. (November 2018). The Concept of School Effectiveness and Improvement Education Essay. Retrieved from https://www.ukessays.com/essays/education/the-concept-of-school-effectiveness-and-improvement-education-essay.php?vref=1


• Farhadirad, H; Parsa, A; Shirzad, N. (2018). Survey of relationship between perceived organizational effectiveness, teacher Trust in colleagues and openness of the school Climate with formation Organizational Citizenship Behavior principals and teachers in the schools, New Approaches to Educational Management, 9, 2, 241-271. (In Persian).


• Forsyth, Patrick B. Adams, Kurt M. Hoy, Wayne, K. (2015). Collective Trust: Why Schools Can’t Improve Without It. Translated by Mohsen Shakeri, Seyed Alireza Hooshi-Sadat and Heydar Turani. Tehran: Madreseh Publications. (In Persian).


• Ghani, M, F, A; Siraj, S; Radzi, N, M & Elham, F. (2011). School effectiveness and improvement practices in excellent schools in Malaysia and Brunei, Procedia Social and Behavioral Sciences,15, 1705–1712.


• Giddens, A. (2009). The Consequences of modernity, translated by Mohsen Salasi, Tehran: Center Publishing, Fifth Edition. (In Persian).


• Goddard, R. (2001). Collective efficacy: a neglected construct in the study of schools and student achievement. Journal of Educational Psychology,93(3):467-476.


• Gray, J. (2016). Investigating the Role of Collective Trust, Collective Efficacy, and Enabling School Structures on Overall School Effectiveness, NCPEA Education Leadership Review, 17, 1, 114-128.


• Hassani, M & Sameri, M. (2010). A Study of Organizational Effectiveness of High Schools in District One of Urmia City Using Parsons’ Model, Organizational Culture Management, 8, 21, 201-223. (In Persian).


• Hejazi, E; Sadeghi, N; Khaki, S. Kh. (2012). A study on the relationship between teachers’ job attitude, sense of efficacy and collective efficacy with their job commitment, Journal of Educational Innovation, 11, 42, 7-29. (In Persian).


• Hendiani, A; Darvishi, S; Mirzakhani, A. R. (2014). The survey on the relationship between organizational trust and employee`s effectiveness of police stations, Journal of Human Resources, 9, 37, 77-98. (In Persian).


• Hoy, W. K. Miskel, C. J. (2003). Educational Administratian: Theory, research and practice, Translated by Mir Mohammad Seyed Abbaszadeh, Urmia University Press, Fourth Edition. (In Persian).


• Krejcie, R. V. & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308


• Martínez-Abad, F; Gamazo, A; Rodríguez-Conde, M. J. (2020). Educational Data Mining: Identification of factors associated with school effectiveness in PISA assessment, Studies in Educational Evaluation, 66, 1-10. https://doi.org/10.1016/j.stueduc.2020.100875


• Mirkamali, S. M; Narenji Sani, F; Alami, F. (2011). Examining the relation between collective efficiency culture and primary school teacher performance in Tehran City, Training & Learning Researches of Shahed University, 18, 1, 93-108. (In Persian).


• Mollering, G; Bachmann, R; Hee Lee. S. (2004). Introduction: Understanding organizational trust - foundations, constellations, and issues of operationalization, Journal of Managerial Psychology, 19, 6, 556-570.


• Mosoge, M. J; Challens, B. H; Xaba, M. (2018). Perceived collective teacher efficacy in low performing schools, South African Journal of Education, 38, 2, 1-9.


• Qalaie, B; Kadivar, P; Sarami, Gh & Esfandiari, M. (2012). Assessment of teacher`s self-efficacy beliefs model as determinant of their job satisfaction and student`s academic achievement, Research in Curriculum, 9, 2, 95-107. (In Persian).


• Razaghi, A. (2014). Investigating the Relationship between Organizational Health and the Effectiveness of Boys' Public Secondary Schools in Karaj, M.A Thesis. Teacher Training University of Tehran. (In Persian).


• Sabet Eghlidy, H. R. (2011). A survey of the relationship between the leadership style of principals and school effective and climate in Eghlid city schools, M.A Thesis, Islamic Azad University, Marvdasht Branch. (In Persian).


• Scheerens, J. (2000). Improving school effectiveness, Fundamentals of Educational Planning; No: 68, Paris, France: Unesco.


• Schnhav, Y. W; Shrumand, A. (1994). Goodness Concepts in the Study of Organizations: A Longitudinal survey of Four Leading Journals, Organization Studies, 15, 5, 753-776.


• Shavelson, R. J. (1988). Statistical Reasoning for the Behavioral Sciences. Vol, 2, Part 1. Translated by A. R. Kiamanesh. Tehran: Allameh Tababaei University Publications. (In Persian).


• Zebadast, M. A; Gholami, KH; Nematie, S. (2013). The Impact of Distributive Leadership Style on Principals' Effectiveness through School Motivation and Academic Optimism at the High School Level in Sanandaj: Presenting a Model, Quarterly Journal of Academic and Virtual Learning, 2, 7, 7-26. (In Persian).


• Zolfaghari, A.; Sepahvand, H; Darikvand, Kh; Imam Jum'ah, F. (2012). Social factors affecting the level of social trust, high school teachers in Khorramabad, Social Science Quarterly, 60, 229-258. (In Persian).