بررسی رابطه‌ی رهبری سطح پنج و رهبری توزیعی با تعالی سازمانی مدارس بواسطه توانمندسازی ساختاری و روان‌شناختی معلّمان
محورهای موضوعی : آموزش و پرورشحسین معجونی 1 , محمد رضا اردلان 2 , سیروس قنبری 3 , افشین افضلی 4
1 - دانشجوی دکترای مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
2 - دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
3 - استاد گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
4 - استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
کلید واژه: توانمندسازی روان‌شناختی, رهبری سطح پنج, رهبری توزیعی, توانمندسازی ساختاری, تعالی سازمانی مدارس,
چکیده مقاله :
هدف پژوهش حاضر بررسی رابطه‌ی رهبری سطح پنج و رهبری توزیعی با تعالی سازمانی مدارس بواسطه توانمندسازی ساختاری و روان-شناختی معلّمان بود. روش پژوهش توصیفی از نوع همبستگی با تأکید بر معادلات ساختاری بود. جامعه آماری پژوهش شامل کلیّه معلّمان مدارس ابتدایی استان فارس در سال تحصیلی 1400-1399 به تعداد 16264 نفر بودند، با توجّه به طبقات جامعه پژوهش مانند نوع منطقه(برخوردار، نیمه‌برخوردار و محروم)، تعداد شهرستان/ناحیه(39) و جنسیّت(مرد و زن) به روش نمونه‌گیری تصادفی طبقه‌ای نسبتی و بر مبنای فرمول کوکران نمونه‌ای به حجم 375 نفر انتخاب شد. جمع‌آوری داده‌ها بر اساس پنج پرسشنامه رهبری سطح پنج چم آسمانی، رهبری توزیعی المور، توانمندسازی روان‌شناختی اسپریتزر، توانمندسازی ساختاری کردنائیج، بخشی‌زاده و فتح‌الهی و تعالی سازمانی عمارلو صورت گرفت که ضریب آلفای کرانباخ آن‌ها به ترتیب: 96/0، 92/0، 94/0، 93/0 و 91/0 به دست آمد. تجزیه و تحلیل داده‌ها با به‌کارگیری دو نرم‌افزار SPSS و LISREL صورت پذیرفت. نتایج نشان داد که: رهبری سطح پنج رابطه مستقیم، مثبت و معنادار با توانمندسازی روان‌شناختی و تعالی سازمانی مدارس دارد؛ رهبری سطح پنج بواسطه توانمندسازی روان‌شناختی رابطه غیرمستقیم، مثبت و معنادار با تعالی سازمانی مدارس دارد؛ رهبری توزیعی رابطه مستقیم، مثبت و معنادار با توانمندسازی ساختاری و تعالی سازمانی مدارس دارد؛ رهبری توزیعی بواسطه توانمندسازی ساختاری رابطه غیرمستقیم، مثبت و معنادار با تعالی سازمانی مدارس دارد. در واقع رهبران سطح پنج و رهبران توزیعی به همراه نقش میانجی توانمندسازی روان‌شناختی و توانمندسازی ساختاری معلّمان دارای نقش مؤثّری در سرآمدی و تعالی سازمانی مدارس می‌باشند. بنابراین چنانچه مدیران و رهبران مدارس از راهکارهای رهبری سطح پنج و رهبری توزیعی استفاده نموده و در این فرایند از راهبردهایی مانند توانمندسازی روان‌شناختی و ساختاری بهره گیرند، می‌توانند شرایط مساعدی جهت همکاری و مشارکت هر چه بیشتر معلّمان جهت رشد و ارتقاء سطح مدرسه در تمامی ابعاد و تعالی سازمانی مدرسه فراهم کنند.
The purpose of this study was to investigate the relationship between level five leadership and distributive leadership with organizational excellence in schools through structural and psychological empowerment of teachers. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all primary school teachers in Fars province in the academic year 1399-1400 with 16264 people, according to the classes of the research community such as the type of region (privileged, semi-privileged and deprived), the number of cities / districts (39) and gender (male and female) by stratified random sampling method based on Cochran's formula The volume of 375 people was selected. Data collection was based on five questionnaires of level five leadership Cham Asmani, Almore distributive leadership, psychological empowerment of Spritzer, structural empowerment of Kordanij, Bakhshizadeh and Fatehalahi and Amarloo organizational excellence, whose Cronbach's alpha coefficient 0.96, 0.92, 0.94, 0.93 and 0.91 were obtained, respectively. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data were analyzed using SPSS and LISREL software. The results showed that: level five leadership has a direct, positive and significant relationship with psychological empowerment and organizational excellence of schools; Level five leadership has an indirect, positive and significant relationship with the organizational excellence of schools through psychological empowerment; Distributive leadership has a direct, positive and significant relationship with structural empowerment and organizational excellence of schools; Distributive leadership has an indirect, positive and significant relationship with the organizational excellence of schools through structural empowerment. In fact, level five and distribution leaders, along with the mediating role of psychological empowerment and structural empowerment of teachers, have an effective role in the excellence and organizational excellence of schools. Therefore, if school principals and leaders use Level five leadership and distributive leadership strategies and in this process use strategies such as psychological and structural empowerment, they can create favorable conditions for cooperation and participation of teachers as much as possible to grow and improve the level. Provide schools in all dimensions and organizational excellence of the school.
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