رابطه بین مؤلفه های هوش هیجانی و ابعاد رفتار شهروندی سازمانی دبیران مدارس متوسطه شهر اصفهان

محورهای موضوعی : آموزش و پرورش

فریبا کریمی ¹ , فهیمه حسومی ² , زهرا لیث صفار ³

1 - عضو هئیت علمی دانشگاه آزاد اسلامی واحد خوراسگان ،اصفهان
2 - دانشجوی کارشناسی ارشد مدیریت آموزشی،دانشگاه آزاد اسلامی واحد خوراسگان،اصفهان
3 - کارشناس ارشد مدیریت آموزشی دانشگاه آزاد اسلامی واحد خوراسگان اصفهان

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

کلید واژه: هوش هیجانی, رفتار شهروندی سازمانی, مهارت های اجتماعی, خود انگیزی, معلمان دوره متوسطه,

چکیده مقاله :

هدف از این پژوهش بررسی رابطه بین مؤلفه‌های هوش هیجانی و ابعاد رفتار شهروندی سازمانی دبیران دوره متوسطه شهر اصفهان بود. روش پژوهش توصیفی از نوع همبستگی است. جامعه آماری این پژوهش، دبیران مدارس متوسطه شهر اصفهان در سال تحصیلی90- 89 به تعداد 4064 نفر بودند. حجم نمونه به وسیله فرمول تعیین حجم نمونه 305 نفر و با روش نمونه گیری تصادفی چند مرحله ای تعیین گردید. ابزار جمع آوری داده ها دو پرسشنامه استاندارد هوش هیجانی شرینگ (1994) و رفتار شهروندی سازمانی پودساکف و همکاران (1990) بود. روایی محتوایی هر دو پرسشنامه به وسیله صاحبنظران تأیید گردید و برای تأیید پایایی، آلفای کرونباخ برای پرسشنامه هوش هیجانی80/0 و برای پرسشنامه رفتار شهروندی سازمانی 79/0 محاسبه گردید. تجزیه و تحلیل داده‌ها از راه آمار توصیفی و آمار استنباطی (ضریب همبستگی پیرسون و آزمون t مستقل، تحلیل واریانس یک طرفه، آزمون تعقیبی شفه) انجام گرفت. نتایج نشان دادند که از بین مؤلفه های هوش هیجانی، خودآگاهی، خودانگیزی، همدلی و مهارت های اجتماعی با رفتار شهروندی سازمانی دبیران رابطه مثبت داشتند. بین نظرات دبیران در مورد هوش هیجانی و رفتار شهروندی سازمانی با توجه به جنس، سابقه خدمت و مدرک تحصیلی تفاوت معناداری مشاهده نشد جز اینکه دبیران با سابقه خدمت بیش از 20 سال هوش هیجانی خود را بیش‌تر برآورد کردند.

چکیده انگلیسی:

The aim of this research was to investigate the relationship between emotional intelligence components and dimensions of organizational citizenship behavior of high school teachers in Isfahan. The target population in this descriptive-correlational research comprised all high school teachers (n=4064) in Isfahan in the academic year of 2010-2011. A sample of 305 teachers was drawn using multistage random sampling method. The research instruments involved two standard questionnaires of emotional intelligence (Shering, 1994) and organizational citizenship behavior (Podsakoff et. al. 1990). The Content validity of both questionnaires was approved by experts. The reliability indexes of the questionnaires as assessed through Cronbach's alpha were 0.80 and 0.79 for emotional intelligence and organizational citizenship behavior respectively. Data were analyzed employing both descriptive and inferential statistics (Pearson correlation test, independent t-test, one-way ANOVA, and Scheffe test). The findings revealed that from among emotional intelligence components there was a significantly positive relationship between self-Awareness, self-motivation, empathy, and social skills and organizational citizenship behavior of teachers. There was no significant difference between the teachers’ viewpoints about emotional intelligence and organizational citizenship behavior regarding sex, work experience and education. However, teachers with more than 20 years of work experience estimated that they had higher emotional intelligence

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