مطالعه نقش انسجام مدرسه به عنوان پیشایند کارآمدی گروهی معلمان
محورهای موضوعی : آموزش و پرورشحسین عباسیان 1 , مجید محبی 2 , سولماز میرزاپور 3
1 - استادیار دانشگاه خوارزمی،دانشکده علوم تربیتی وروان شناسی
2 - دانشجوی کارشناسی ارشد مدیریت آموزشی،دانشگاه خوارزمی
3 - دانشجوی کارشناسی ارشد مدیریت آموزشی،دانشگاه خوارزمی
کلید واژه: خود کارآمدی, کارآمدی گروهی معلم, انسجام مدرسه,
چکیده مقاله :
کارآمدی گروهی نقشی تعیین کننده و مهم در کارآیی و اثربخشی مدرسه ایفا می کند. نتایج پژوهش های گذشته نشان می دهند که کارآمدی گروهی معلمان به گونه مستقیم و غیرمستقیم از متغیرهای زیادی نظیر رهبری تحولی مدیر، خودکارآمدی و فرهنگ مدرسه تاثیر می پذیرد. تاکنون پژوهشی تاثیر کلی ویژگی های مدرسه بر کارآمدی گروهی معلمان را بررسی نکرده است. هدف این پژوهش بررسی نقش ویژگی های اصلی مدرسه با عنوان انسجام مدرسه بر کارآمدی گروهی معلمان است. بدین منظور، از راه روش همبستگی (غیر آزمایشی) پرسش نامه های انسجام مدرسه و کارآمدی گروهی معلم با 120 معلم مقطع راهنمایی مدرسه دخترانه و پسرانه شهرستان کرج که به گونه تصادفی خوشه ای انتخاب شده بودند، تکمیل گردید. فرضیه پژوهش به وسیله ضریب همبستگی آزمون شده و به پرسش پژوهش از راه تحلیل رگرسیون گام به گام پاسخ داده شد. نتایج پژوهش نشان دادند که از میان ویژگی های اصلی مدرسه، تناسب برنامه با نیازها بیش ترین ارتباط را با کارآمدی گروهی معلمان داشته است. هم چنین، یافته های پژوهش نشان دادند که انسجام مدرسه رابطه ای مثبت و معنادار با کارآمدی گروهی معلمان دارند. از سوی دیگر، پاسخ پرسش پژوهش نشان داد 53 درصد از واریانس کارآمدی گروهی معلمان را ویژگی های اصلی مدرسه با عنوان انسجام مدرسه، تبیین می کند.
The role of collective efficacy is important in efficiency and effectiveness of school. The Results of the previous studies indicate that collective efficacy of teachers have been influenced by direct and indirect variables such as transformational leadership, self efficacy and school culture. So far no research on the effects of school characteristics on teacher collective efficacy has been done. The purpose of this study was to investigate the role of the main character of the school as a school solidarity on teacher’s collective efficacy. For this purpose, through using correlation method (non-experimental), 120 teachers in secondary school who were randomly selected from city of Karaj completed questionnaires related to school solidarity and teacher’s collective efficacy. The research hypothesis was tested by Pearson correlation and the regression analysis for them has been answered one by one. The results showed that from the main features of the school, appropriateness of the curriculum with school needs is most relevant to the collective efficacy of teachers. The findings also showed a positive relationship between school solidarity and collective efficacy of teacher. Moreover, the answer to the research question showed that 53% of the variance in collective teacher efficacy can determine the school solidarity as main character of the school.
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