رابطه سبک های مدیریت مدیران با رضایت شغلی و سلامت روانی معلمان

محورهای موضوعی : آموزش و پرورش

علیرضا بخشایش ¹ (استادیار گروه روانشناسی و علوم تربیتی دانشگاه یزد)
عبدالله آذرنیاد ² (کارشناس ارشد روانشناسی دانشگاه یزد)

تاریخ دریافت : 1394/09/10 تاریخ پذیرش : 1394/09/10 تاریخ انتشار : 1391/01/01

کلید واژه: رضایت شغلی, سلامت روانی, سبک مدیریت, سبک مدیریت انسان‌مدارانه, سبک مدیریت وظیفه‌مدارانه,

چکیده مقاله :

هدف از این پژوهش، بررسی رابطه‌ بین سبک‌های مدیریت مدیران با رضایت شغلی و سلامت روانی معلمان شهر بوکان بود. طرح پژوهش توصیفی از نوع همبستگی بود. .از بین 102 مدیر، 63 نفر (27 زن و 36 مرد) و از بین 2700 معلم، تعداد 338 نفر (149 زن و 189 مرد) از مدارس شهرستان بوکان به روش نمونه گیری تصادفی- طبقه ای انتخاب شدند. جهت جمع‌آوری داده‌ها از پرسشنامه سبک‌سنج (Luthans, 1989)، شاخص توصیف شغل(JDI) (Smith, Kendall and Hullin, 1969) و پرسشنامه سلامت روانی (12- GHQ) (Goldberg and Hiller, 1970) استفاده شد. داده های بدست آمده با استفاده از شاخص های توصیفی و استنباط آماری نظیر آزمون همبستگی پیرسون و تحلیل واریانس چندمتغیره تجزیه و تحلیل شد. یافته‌های بدست آمده نشان داد: سبک مدیریت انسان‌مدارانه مدیران با رضایت شغلی معلمان رابطه مثبت و معنی‌دار و با سلامت روانی معلمان رابطه منفی و معنی‌داری دارد. سبک مدیریت وظیفه‌مدارانه مدیران با رضایت شغلی معلمان رابطه منفی و معنی‌دار و با سلامت-روانی معلمان رابطه مثبت و معنی‌داری دارد. بین رضایت شغلی و سلامت روانی معلمان رابطه منفی و معنی‌داری وجود داشت. هم‌چنین، براساس یافته ها بین مدیران مدارس ابتدایی، راهنمایی و متوسطه در سبک مدیریت انسان مدارانه تفاوت معنی داری وجود دارد، ولی بین آن ها در سبک مدیریت وظیفه مدارانه تفاوت معنی داری مشاهده نشد. بنابراین، رضایت شغلی و سلامت روانی معلمان مدارس بستگی زیادی به نوع سبک مدیریت مدیر دارد. مدیرانی که نگرش انسان مدارانه نسبت به معلمان داشته باشند، رضایت از شغل و میزان سلامت روانی آنان را بهبود می بخشند.

چکیده انگلیسی:

The purpose of the current study was to investigate the relationship between principals’ leadership style with teachers’ job satisfaction and mental health in Boukan. Research design was descriptive-correlational. From among 102 principals, 63 respondents (36 male and 27 female) and from among 2700 teachers, 338 teachers (189 male and 149 female) were selected from schools in Boukan through stratified random sampling. In order to collect data, a use was made of Luthan's Leadership Style Questionnaire (Luthans, 1989), Job Descriptive Index (JDI) (Smith, Kendall & Hullin, 1969) and General Health Questionnaire (GHQ-12) (Goldberg and Hiller, 1970). Data analysis involved descriptive and inferential statistics such as Pearson’s correlation coefficient and MANOVA. The results showed that the principals’ humanistic leadership style had a significant positive relationship with teachers’ job satisfaction and a significant negative relationship with teachers’ mental health. Further, the principals’ task-oriented leadership style had a significant negative relationship with teachers’ job satisfaction and a significant positive relationship with teachers’ mental health. There was also a significant negative relationship between teachers’ job satisfaction and teachers’ mental health. As regards the principals’ humanistic leadership styles no significant difference was found among principals of elementary, secondary, and high schools. There was, however, no significant difference among them in terms of task-oriented leadership style. Thus, teachers’ job satisfaction and mental health is dependent on the principals’ leadership styles to a large extent. That is, principals with humanistic attitudes enhance teachers’ job satisfaction and mental health.

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