رابطه توسعه‌ی فردی و تعهد شغلی با ادراک موفقیت شغلی در معلمان پیش‌دبستانی: نقش میانجی‌گری اشتیاق شغلی
محورهای موضوعی : فصلنامه مهارت های روانشناسی تربیتی
دلال جاسم عبدالرضا معادنه
1
,
ایلناز سجادیان
2
,
محمد عبد کاظم العبودی
3
,
هادی فرهادی
4
1 - دانشجوی دکترای روانشناسی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
2 - دانشیار گروه روانشناسی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامي، اصفهان، ایران
3 - استادیار، گروه روانشناسی تربیتی، دانشگاه بغداد، بغداد، عراق
4 - استادیار گروه روانشناسی، دانشگاه آزاد اسلامی واحد خوارسگان، اصفهان، ایران
کلید واژه: توسعه‌ی فردی, تعهد شغلی, موفقیت شغلی, اشتیاق شغلی, معلمان,
چکیده مقاله :
هدف: موفقیت شغلی ادراک شده هرگونه رخداد مثبت و مهم شغلی است که از ویژگی های فردی و شغلی تاثیر می پذیرد. هدف اين پژوهش تعيين رابطه توسعه‌ی فردی و تعهد شغلی با ادراک موفقیت شغلی در معلمان پیش‌دبستانی: نقش میانجی‌گری اشتیاق شغلی بود.
روش: اين پژوهش از نظر هدف كاربردي، روش گردآوري اطﻼعات ميداني و توصيفي از نوع همبستگي بود. جامعه آماري، كليه معلمان پیش‌دبستانی شهر بغداد در سال تحصیلی ۱۴۰۲-۱۴۰۳ بودند، که با روش نمونه‌گيري دردسترس تعداد ۲۰۰ نفر انتخاب شدند. ابزار گردآوري داده‌ها، پرسشنامه‌هاي توسعه‌ی فردی پرالت (2008)، تعهد شغلی بلاو، پل، جان (۱۹۹۳)، ادراک موفقیت شغلی (نبی، 2000)، اشتیاق شغلی اوترخت (2006) بود. براي تجزيه و تحليل داده‌ها از نرم‌افزارهاي Spss نسخه 26 و Pls استفاده شد.
یافته‌ها: یافته‌های پژوهش حاکی از برازش مدل بود و نتایج تحلیل ساختاری نشان داد که توسعه‌ی فردی و تعهد شغلی بر ادراک موفقیت شغلی معلمان دارای اثر مستقیم هستند. هم‌چنین نقش میانجی‌گری اشتیاق شغلی در رابطه‌ی بین توسعه‌ی فردی و تعهد شغلی با ادراک موفقیت شغلی، معنادار است (01/0p<).
نتیجه‌گیری: بنابر نتایج این پژوهش، توجه به توسعه‌ی فردی، تعهد شغلی و اشتیاق شغلی معلمان می‌تواند منجر به ارتقا ادراک موفقیت شغلی معلمان گردد؛ علاوه براین، نتایج می‌تواند مورد توجه برنامه‌ریزان و سیاست‌گذاران آموزش و پرورش قرار گیرد و مبنایی جهت رشد موفقیت شغلی معلمان گردد.
Background and Objectives: Perceived career success is any positive and significant career event that is influenced by personal and job characteristics. The aim of this research was to determine the relationship between personal development and career commitment with the perception of career success in preschool teachers: the mediating role of job enthusiasm. Methods: The research method is descriptive-correlational type. Statistical population consisted of all preschool teachers in the city of Baghdad 2023-2024, from which 200 individuals were selected by the convenience sampling method. The mesurements were the personal development questionnaires (Perreault, 2008), career commitment Scale (Blau et al, 1993), career success perception scale (Nabi, 2000), job enthusiasm Scale (Schaufeli et al, 2004). For data analysis, SPSS and PLS software were used. Findings: The structural analysis showed that personal development and career commitment are able to predict the perception of teachers' career success; Also, the mediating role of job enthusiasm in the relationship between personal development and career commitment with career success perception is significant (p<0.01). Conclusion: According to the results of this study, paying attention to teachers' personal development, career commitment, and job enthusiasm can lead to improving teachers' perceptions of career success; in addition, the results can be of interest to education planners and policymakers and become a basis for increasing teachers' career success.
References
Abbasnejad, T., Bahri, S., & Baneshi, E. (2019). Studying the effect of continuing education on job performance and perceived career success. Journal of Sustainable Human Resource Management, 1(1), 52-31. ] In Persian .[doi: 10.22080/SHRM.2019.2355
Ballout, H. I. (2009). Career commitment and career success: moderating role of self‐efficacy. Career Development International, 14(7), 655-670. doi.org/10.1108/13620430911005708
Briscoe JP, Kaše R, Dries N, Dysvik A, Unite JA, et al. (2021). Here, there, & everywhere: development and validation of a cross-culturally representative measure of subjective career success. J. Vocat. Behav.130:103612. doi.org/10.1016/j.jvb.2021.103612
Blau, G., Paul, A., & John, N. S. (1993). On developing a general index of work commitment. Journal of vocational behavior, 42(3), 298-314. https://doi.org/10.1006/jvbe.1993.1021
Dai, L., & Song, F. (2016). Subjective career success: A literature review and prospect. Journal of Human Resource and Sustainability Studies, 4(3), 238-242. doi: 10. 4236/ jhrss. 2016. 43026
Dibaei saber, M. (2018). Studying the Relationship between Spiritual Intelligence and Professional Commitment of Secondary School Teachers in Qom. Journal of Teacher's Professional Development, 3(3), 33-52. [In Persian [. doi: 20. 1001. 1. 24765600. 1397. 3.3.3.9
Duncan, G., Kalil, A., Mogstad, M., & Rege, M. (2023). Investing in early childhood development in preschool and at home. Handbook of the Economics of Education, 6, 1-91. doi.org/10.1016/bs.hesedu.2022.11.005
Ekmekcioglu, E. B., Erdogan, M. Y., & Sokmen, A. (2020). Career commitment and subjective career success: the moderating role of career-enhancing strategies. International journal of manpower, 41(8), 1287-1305. doi.org/10.1108/IJM-07-2018-0230
Eslamieh, F., & Mohammad, D. A. H. (2014). Evaluating elementary school principalslevel of professional qualifications and skills and its relationship with teachersjob commitment and involvement. ] In Persian [
Gashmardi, N., & Asadollahi, F. (2024). Designing a Professional Development Model of Student Teachers of Farhangian University Based on STEM Model of Learning. Teacher Professional Development, 9(1), 1-36. ] In Persian [. Doi: 10.48310/tpd.2024.16093.1625
Gefen, D., & Straub, D. (2005). A practical guide to factorial validity using PLS-Graph: Tutorial and annotated example. Communications of the Association for Information systems, 16(1), 5. doi.org/10.17705/1CAIS.01605
Ghanbari, S., & Eskandari, A. (2017). The Effect of virtuous leadership on teachers’self-development with the mediation of organizational learning. http://journalieaa.ir/article-1-89-en.html
Golparvar, M., & Ghazavi, A. (2010). The role of social support and organizational policies and practices in career success. Journal of Contemporary Psychology, 1, 21-29. ] In Persian [
Hafez Kamal, M. (2022). The relationship between job enthusiasm and professional growth of teachers on organizational growth in first-level secondary school teachers in Khanjin city. Journal of New Research Approaches in Management and Accounting, 6(85), 609-630. ] In Persian . [https://www.magiran.com/p2456398
Hassani M. (2018). The Relationship between Talent Management and Professional Commitment with Teachers' Job Attitudes. Tehran: Sixth International Congress on Development and Promotion of Basic Sciences and Technologies in Society;] In Persian. [ doi:10.11118/actaun201664020653
Hu, D., Zhou, T., Zhou, K., & Deng, F. (2022). The relationship between psychological capital and teacher career commitment in ethnic areas of China: The mediating effects of gratitude and career well-being. Frontiers in psychology, 12, 818274. doi. org/ 10. 3389/ fpsyg. 2021.818274
Ingarianti, T. M., Suhariadi, F., Fajrianthi, F., & Kristiana, I. F. (2022). The effect of antecedents of teachers’ subjective career success. International Journal of Environmental Research and Public Health, 19(17), 11121. doi. org/ 10. 3390/ ijerph. 191711121
Ingarianti, T. M., Gustiana, R., Qoniah, H., & Andriany, D. (2023). Protean Career Attitudes and Boundaryless Career Attitudes Can Predict Subjective Career Success in Teachers. ANIMA Indonesian Psychological Journal, 38(2), e05-e05. doi. org/ 10. 24123/ aipj. v38i2. 5074
Kopshi, M., Nastizaei, M. (2019). Career passion and its consequences. The third international conference on psychology, counseling, education and training. Mashhad Iran.] In Persian [
Karimova, Z. (2024). Editorial Problems of Organizing the Innovative Activity of Preschool Education Organization Editors under Educational Cluster Conditions. Pedagogical Cluster-Journal of Pedagogical Developments, 2(1), 1-10. https:// euroasianjournals. org/ index. php/pc/article/view/97
Keramati, M., Mohamadi, A., & Haghighat, S. (2019). Design and Development of Educational Game Model with Emphasis on Interpersonal Skills in Preschool Children. New Approach in Educational Sciences, 1(1), 1-9. ] In Persian .[ doi: 10. 22034/ naes. 2019. 97404
Kline, Rex B. (2010). Principles and Practice of Structural Equation Modeling, SeriesEditor’s Note by Todd D. Little, The Guilford press, New York London.
Kuhn, C., Hagenauer, G., Gröschner, A., & Bach, A. (2024). Mentor teachers’ motivations and implications for mentoring style and enthusiasm. Teaching and Teacher Education, 139, 104441. doi.org/10.1016/j.tate.2023.104441
Li, M., & Yu, Z. (2022). Teachers’ satisfaction, role, and digital literacy during the COVID-19 pandemic. Sustainability, 14(3), 1121. https://doi.org/10.3390/su14031121
Mohammadi, B., Naami, A., Zarei, E., & Khalfi, A. (2023). The relationship of job calling on job successes and mastery instructional practices with mediating job crafting and professional commitment in teachers. Rooyesh-e-Ravanshenasi Journal (RRJ), 12(10), 57-68. ] In Persian [. http://frooyesh.ir/article-1-4844-en.html
Mirzakhani, M., Talepasand, S., & SotodehAsl, N. (2023). Modeling the relationship between teacher's enthusiasm and students' academic cheating behavior: The mediating role of academic motivation. Journal of Psychological Science, 22(130), 2059-2079.] In Persian [. https://psychologicalscience.ir/article-1-2128-fa.html
Murwaningsih, T., & Fauziah, M. (2022). The problems and needs for continuing professional development of Vocational School Teacher. Jurnal Pendidikan Teknologi Dan Kejuruan, 28(1), 76–92. doi.org/10.21831/jptk.v28i1.42860
Murkatik, K., Harapan, E., & Wardiah, D. (2020). The influence of professional andpedagogic competence on teacher’s performance. Journal of Social Work and Science Education, 1(1), 58–69. doi.org/10.52690/jswse.v1i1.10
Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of applied psychology, 78(4), 538. doi.org/10.1037/0021-9010.78.4.538
Nabi, G. R. (2000). Motivational attributes and organizational experiences as predictors of career‐enhancing strategies. Career Development International, 5(2), 91-98. doi. org/ 10. 1108/ 13620430010318963
Omidvar, A., Zahed Babelan, A., & Moeini Kia, M. khalegkhah, A.(2024).[Modeling the effect of Islamic work ethics and school culture on teachers' job enthusiasm with the mediating role of collective efficiency and professional commitment: A case study of elementary school teachers of Ardabil city]. Journal of School Psychology and Institutions, 12(4), 6-21. ] In Persian [. doi.org/10.22098/jsp.2024.11466.5383
Parsaei, S., & Torkiantabar, M. (2022). Investigating the Relationship between Motivation and Successful Implementation of the Curriculum from the Perspective of Female High School Teachers in Khorramabad. Teacher Professional Development, 6(4), 29-41. ] In Persian [. doi: 20.1001.1.24765600.1400.6.4.3.2
Perreault, N. E. (2008). Impact of organizational justice perceptions on participation in career-related development activities. University of Connecticut. https:// digitalcommons. lib. uconn. edu/dissertations/AAI3313295
Punia, P., & Bala, M. (2021). Development and validation of teacher Enthusiasm scale. Polish Psychological Bulletin, 117-129. doi – 10.24425/ppb.2021.136822
Peng, C. (2021). A conceptual review of teacher enthusiasm and students' success and engagement in Chinese EFL classes. Frontiers in Psychology, 12, 742970. doi. org/ 10.3389/ fpsyg. 2021.742970
Rigotti, T., Korek, S., & Otto, K. (2020). Career-related self-efficacy, its antecedents and relationship to subjective career success in a cross-lagged panel study. The International Journal of Human Resource Management, 31(20), 2645-2672. doi. org/ 10. 1080/ 09585192. 2018.1460858
Richardson, V. (2003). The dilemmas of professional development. Phi delta kappan, 84(5), 401-406. doi. org/10.1177/00317217030840051
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and psychological measurement, 66(4), 701-716. doi: 10.1177/0013164405282471
Seema, A., & Sujatha, S. (2017). Perceived organisational support on career success: an employee perspective-an empirical study from an Indian context. Middle East Journal of Management, 4(1), 22-38. doi.org/10.1504/MEJM.2017.083707
Seibert, S., Akkermans, J., & Liu, C. H. (2024). Understanding contemporary career success: A critical review. Annual Review of Organizational Psychology and Organizational Behavior, 11(1), 509-534. doi.org/10.1146/annurev-orgpsych-120920-051543
Shukla, S. (2014). Teaching competency, professional commitment and job satisfaction-a study of primary school teachers. Journal of Research & Method in Education, 4(3), 44-64.
Shibaninia, Z., Khademi, Z. (2019). Examining the relationship between job enthusiasm and organizational commitment in the executive bodies of Sirjan city, the first scientific research conference on management and industrial engineering. ] In Persian [
Soleimani, E., Nooripour, R., Ahmadi, H., & Moeini, M. (2020). The Investigation the Impact of Personality Characteristics Personality Traits and Job Success with the Mediating Role of Job Engagement among Employees University of Mohaghegh Ardabili. Career and Organizational Counseling, 12(42), 49-72. doi: 10.52547/jcoc.12.1.49
Taheri, M., Arefi, M., Pardakhtchi, M. H., & Ghahramani, M. (2013). Exploring the process of professional development of teachers in teacher training centers: A grounded theory. ] In Persian [
Wang, G., Huang, X., Lu, X., and Zhang, D. (2015). Effects of occupational commitment on job performance among kindergarten teachers: mediating effect of occupational well-being. Dev. Educ. 31, 753–760. doi.org/10.1186/s40359-023-01441-7
Widayati, F., Fitria, H., & Fitriani, Y. (2020). Pengaruh kepuasan kerja dan loyalitas kerja terhadap kinerja guru [Effect of job satisfaction and job loyalty on teacher performance]. Journal of Education Research, 1(3), 251–257. doi.org/10.37985/jer.v1i3.29
Yaraghy Isfahany, M., & Mehdad, A. (2017). Predicting of perceived work-family conflict through job commitment and organizational embeddedness among shift worker female nurses. Scientific Research Quarterly of Woman and Culture, 9(33), 97-108. ] In Persian [
Yao, J., Qiu, X., Yang, L., Han, X., & Li, Y. (2022). The relationship between work engagement and job performance: psychological capital as a moderating factor. Frontiers in psychology, 13, 729131. doi.org/10.3389/fpsyg.2022.729131
Yadav, A., Pandita, D., & Singh, S. (2022). Work-life integration, job contentment, employee engagement and its impact on organizational effectiveness: a systematic literature review. Industrial and Commercial Training, 54(3), 509-527. doi.org/10.1108/ICT-12-2021-0083
Ye, X., Ahmad, N. A., Burhanuddin, N. A. N., Na, M., & Li, D. (2024). Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China. Behavioral Sciences, 14(4), 280. doi. org/ 10. 3390/ bs14040280
Yuan, Z., Ye, Z., & Zhong, M. (2021). Plug back into work, safely: Job reattachment, leader safety commitment, and job engagement in the COVID-19 pandemic. Journal of Applied Psychology, 106(1), 62. https://psycnet.apa.org/doi/10.1037/apl0000860
Zeyaaddiny, M., & Ramezani, S. (2013). Job enrichment and job engagement for propensity to leave of employees. Journal of Strategic Management Studies, 4(15), 177-199. ] In Persian [. https://dor.isc.ac/dor/20.1001.1.22286853.1392.4.15.8.6
