شناسایی مؤلفه‌ها و شاخصهای هوش عاطفی مدیران آموزش و پرورش
محورهای موضوعی : هوش
مراد روشنی
1
,
ایرج نیک پی
2
,
ابراهیم پورحسینی
3
1 - دانشجوی دکتری مدیریت آموزشی، واحد خرم آباد، دانشگاه آزاد اسلامی، خرم آباد، ایران، morad.roshani1400@gmail.com,
2 - استادیار گروه علوم تربیتی، واحد خرم آباد، دانشگاه آزاد اسلامی، خرم آباد، ایران(نویسنده مسئول)، nikpay.i@iu.ac.ir
3 - استادیار گروه مدیریت آموزشی،دانشکده ادبیات و علوم انسانی واحد خرم آباد،دانشگاه آزاد اسلامی، ،خرم آباد،ایران
کلید واژه: خود آگاهی, روش کیفی, مدیران آموزش و پرورش, هوش, هوش عاطفی,
چکیده مقاله :
چکیده زمینه: متغیرهای مختلفی می‌تواند در بهبود و ارتقای توانمندی و عملکرد مدیران مدارس مؤثر باشد. یکی از این عوامل که امروزه در رابطه با مدیران مورد توجه قرار گرفته، توجه به هیجانات مدیر یا هوش عاطفی است. لذا، هدف پژوهش حاضر، شناسایی مولفه‌ها و شاخصهای هوش عاطفی مدیران آموزش و پرورش لرستان بود. روش: پژوهش حاضر کیفی و از نظر هدف نیز پژوهشی کاربردی بود. جامعه آماری شامل خبرگان دانشگاهی استان لرستان بودند بودند که به صورت هدفمند انتخاب شدند و حجم نمونه بر اساس قاعده اشباع نظری 14 نفر انتخاب شد. ابزار مصاحبه‌های نیمه ساختار یافته بود و برای تحلیل داده‌ها از روش تحلیل مضمون استفاده شد. اعتبار یافته‌ها نیز از طریق روایی صوری با دیدگاه 4 خبره بررسی شد و برای پایایی نیز از روش کدگذاری مجدد استفاده شد که حاصل کدگذاری مجدد 3 مصاحبه 89/0 به دست آمد. یافته‌ها: یافته‌ها نشان داد هوش عاطفی مدیران مدارس دارای 54 شاخص و 6 مولفه خودآگاهی با 5 مفهوم، دگر آگاهی با 5 مفهوم، انطباق پذیری با 4 مفهوم، مهارت ارتباطی با 7 مفهوم، انگیزش با 4 مفهوم و مهارت اجتماعی با 4 مفهوم است. نتیجه‌گیری: با توجه به نتایج می‌توان نتیجه گرفت برای ارتقای هوش عاطفی مدیران آموزش و پرورش، برنامه ریزان و دست اندرکاران نظام آموزش و پرورش باید بتوانند در سه حوزه فردی، انگزیشی و اجتماعی اثرگذار بر هوش عاطفی مدیران اقدام کنند تا بتوان شاهد هوش عاطفی مطلوبی در مدیران بود.
Abstract Introduction: Various variables can be effective in improving the ability and performance of school principals. One of the factors that is considered in relation to managers today is paying attention to the manager's emotions or emotional intelligence. Therefore, the aim of this study was to identify the components and indicators of emotional intelligence of Lorestan education managers. Method: The method of the present study was qualitative and applied in terms of purpose. The statistical population included academic experts of Lorestan province who were purposefully selected and the sample size was selected based on the theoretical saturation rule of 14 people. The tools of the interviews were semi-structured and the content analysis method was used to analyze the data. The validity of the findings was assessed through face validity with the view of 4 experts and for reliability, the re-coding method was used, which resulted in the re-coding of 0.3 interviews. Results: The results showed that the emotional intelligence of school principals has 54 indicators and 6 components of self-awareness with 5 concepts, other awareness with 5 concepts, adaptability with 4 concepts, communication skills with 7 concepts, motivation with 4 concepts and social skills with 4 concepts. Conclusion: According to the results, it can be concluded that in order to improve the emotional intelligence of education managers, planners and those involved in the education system should be able to act in three areas affecting the emotional intelligence of managers in order to witness desirable emotional intelligence. It was in the managers.
References:
1. Yalun A., Du C. The Development of Educational Administration System in China. International Education Studies, 2019; 12(2): 25-35.
2. Achimugu L., Obaka H. P. Influence of Principals’ Leadership Styles on Senior Secondary School Students’ Achievement in Chemistry. Science Education International, 2019; 30(2):92-96.
3. Dasborough M.T.. Emotional Intelligence as a Moderator of Emotional Responses to Leadership. Emotions and Leadership (Research on Emotion in Organizations, 2019; 15: 69-74.
4. Goleman D.. Emotional intelligence: Issues in paradigm building. The emotionally intelligent workplace, 2001; 13: 26.
5. Mayer J.D., Caruso D.R., Salovey P.. The ability model of emotional intelligence: Principles and updates. Emotion review, 2016; 8(4): 290-300.
6. Serrat O.. Understanding and developing emotional intelligence. In Knowledge solutions, Springer, Singapore, 2017
7. Nadiia R., Sergey B.. Emotional Intelligence in Project Management in the Transition to a Behavioral Economy, In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT), 2018; l(2): 183-186). IEEE.
8. Cooper R. K., Sawaf A. Executive EQ: Emotional intelligence in leadership and organizations, Penguin, 1998
9. Bar-On R.. The Bar-On model of emotional-social intelligence. Psicothema, 2006; 18: 13-25.
10. Nouri L., Dehghani Y., Pouladi Reyshahri A.. The Effectiveness of Emotional Intelligence Training on Nurses' Responsibility. Caring Today, 2020; 12(42-43): 21-29. (In Persian).
11. Mazzella Ebstein A.M., Sanzero Eller L., Tan K. S., Cherniss, C., Ruggiero, J. S., Cimiotti, J.P.. The relationships between coping, occupational stress, and emotional intelligence in newly hired oncology nurses. Psycho‐oncology, 2019; 28(2): 278-283.
12. Goleman D., Boyatzis R.. Emotional intelligence has 12 elements. Which do you need to work on. Harvard Business Review, 2017; 84(2): 1-5.
13. Salimi G., Mohammadi M., Hosayni T.. Structural Equation Modeling of the Role of Emotional Intelligence and Job Performance Among Educational Managers: Organizational Learning as A Mediator. Journal of School Administration, 2017; 4(2): 45-67. (In Persian).
14. Qarabaghi N., Rahimnia F.. Investigating the mediating role of managers' emotional intelligence in the effect of transformational leadership style on the underlying performance of employees. Transformation Management Research Journal, 2013; 5(1):29-41. (In Persian).
15. Amiri M., Misrabadi J.. Meta-analysis of the relationship between emotional intelligence and its components with self-efficacy. Journal of Teaching and Learning Studies, 2019; 11(1): 45-69. (In Persian).
16. Jalali M.R.. The role of emotional intelligence in problem solving and increasing efficiency. J Management Engineering, 2019; 2(3):7699. (In Persian).
17. shakeri M., Esmaeili Shad B.. The relationship between psychological capital and job loafing with the madiating role of emotional intelligence. Rooyesh. 2019; 8(7):1-8, (In Persian).
18. Rahimi E., Abbasi Rostami N.. The role of emotional intelligence skills in the workplace. Karafan Quarterly Scientific Journal, 2017; 14(41): 33-49. (In Persian).
19. Bagheri Hashi M., Haddadi M.. The effect of emotional intelligence on the productivity of security personnel. Research Security Quarterly, 2014; 45(4): 42-23. (In Persian).
20. Thakur M.B., Lakhani M., Maniar R.. Relationship between Emotional Intelligence and Job Satisfaction. Our Heritage, 2020; 68(1):1082-1093.
21. Udayar S., Fiori M., Bausseron, E.. Emotional intelligence and performance in a stressful task: The mediating role of self-efficacy. Personality and Individual Differences, 2020; 156: 109-119.
22. Bibi A., Saleem A., Khalid M.A., Shafique N.. Emotional Intelligence and Aggression among University Students of Pakistan: A Correlational Study. Journal of Aggression, Maltreatment & Trauma, 2020; 3(3): 1-15.
