ارائه مدل ساختاری پیش بینی پذیرش نوآوریهای آموزشی بر اساس خود رهبری با نقش واسطهای تسهیم دانش و خودکارآمدی خلاق در معلمان دوره ابتدایی
محورهای موضوعی : خلاقیت و نوآوری از جنبه‏های روان‏شناختی، علوم شناختی، علوم تربیتی و آموزشی (خلاقیت شناسی روان‏شناختی، خلاقیت شناسی پرورشی)
علی عبدی
1
,
فرانرز سهیلی
2
,
حسین فریادرس
3
1 - دانشیار گروه علومتربیتی، دانشكده علوم تربيتي و روانشناسي دانشگاه پیامنور، تهران، ايران
2 - دانشیار گروه علم اطلاعات و دانششناسی، دانشكده علوم تربيتي و روانشناسي دانشگاه پیامنور، تهران، ايران
3 - کارشناسی ارشد برنامه ریزی درسی دانشكده علوم تربيتي و روانشناسي دانشگاه پیامنور، تهران، ايران
کلید واژه: پذیرش نوآوریهای آموزشی, خود رهبری, تسهیم دانش, خودکارآمدی خلاق.,
چکیده مقاله :
پژوهش حاضر با هدف برازش مدل مفهومی پذیرش نوآوریهای آموزشی بر اساس خود رهبری با نقش واسطهای تسهیم دانش و خودکارآمدی خلاق در معلمان دوره ابتدایی با مدل تجربی بود. روش پژوهش توصیفی از نوع همبستگی با رویکرد معادلات ساختاری بود. جامعه آماری شامل تمامی معلمان دوره ابتدایی شهر نهاوند در سال تحصیلی 1404-1403 بود. حجم نمونه با اساس نرم افزار چی پاور محاسبه و 195 نفر بهعنوان نمونه با روش نمونهگیری در دسترس انتخاب شدند. برای گردآوری دادهها از پرسشنامه پرسشنامهی تسهیم دانش جاکوبز و روود (2007)، پرسشنامه خودکارآمدی خلاق کاروسکی و همکاران (2012)، پرسشنامه خود رهبری هافتون و نک (2002) و پرسشنامه پذیرش نوآوریهای آموزشی اندرسون (2008)، استفاده شد. دادهها با استفاده از نرم افزاز SPSS و SMART PLS تحلیل شد. یافتههای پژوهش نشان داد که خود رهبری بر پذیرش نوآوریهای آموزشی، تسهیم دانش و خودکارآمدی خلاق تأثیر مثبت و مستقیم دارد. تسهیم دانش و خودکارآمدی خلاق بر پذیرش نوآوریهای آموزشی تأثیر مثبت و مستقیم دارد. خود رهبری با نقش واسطهای تسهیم دانش و خودکارآمدی خلاق بر پذیرش نوآوریهای آموزشی تأثیر مثبت و غیر مستقیم دارد. همچنین نتایج حاصل از پژوهش نشان داد که مدل مفهومی مفهومی پذیرش نوآوریهای آموزشی بر اساس خودرهبری با نقش واسطهای تسهیم دانش و خودکارآمدی خلاق در معلمان دوره ابتدایی با مدل تجربی برازش دارد. این مطالعه نشان داد که خودرهبری در مفهومی پذیرش نوآوریهای آموزشی حیاتی است. این پژوهش پیشنهاد میکند که چگونه معلمان میتوانند از راهبردهای خودرهبری برای ترویج نوآوریهای آموزشی استفاده کنند
The present study aimed to fit the conceptual model of accepting educational innovations based on self-leadership with the mediating role of knowledge sharing and creative self-efficacy in elementary school teachers with an experimental model. The research method was a descriptive correlational type with a structural equation approach. The statistical population included all elementary school teachers in Nahavand in the academic year 2024-2025. The sample size was calculated based on G-Power software and 195 people were selected as samples using the convenience sampling method. To collect data, Jacobs and Rood's Knowledge Sharing Questionnaire (2007), Karwowski et al.'s Creative Self-Efficacy Questionnaire (2012), Houghton and Neck's Self-Leadership Questionnaire (2002), and Anderson's Accept Educational Innovations Questionnaire (2008) were used. The data were analyzed using SPSS and SMART PLS software. The findings of the study showed that self-leadership has a positive and direct effect on the acceptance of educational innovations, knowledge sharing and creative self-efficacy. Knowledge sharing and creative self-efficacy have a positive and direct effect on the acceptance of educational innovations. Self-leadership with the mediating role of knowledge sharing and creative self-efficacy has a positive and indirect effect on the acceptance of educational innovations. The results of the study also showed that the conceptual model of the acceptance of educational innovations based on self-leadership with the mediating role of knowledge sharing and creative self-efficacy in elementary school teachers fits the empirical model. This study showed that self-leadership is crucial in the concept of acceptance of educational innovations. This study suggests how teachers can use self-leadership strategies to promote educational innovations.
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