بررسی تاثیر عوامل و مولفه های حمایتی مدل منتورینگ بر پیشرفت شغلی معلمان زن جدیدالاستخدام استان آذربایجان‌شرقی
محورهای موضوعی : زن و خانوادهپروانه نیرومند 1 , جعفر قهرمانی 2 , ابولفضل قاسم زاده 3
1 - دانشجوی دکتری ، گروه مدیریت آموزشی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران.
2 - استادیار، گروه مدیریت آموزشی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران (نویسنده مسئول) Jafarmn21@marandiau.ac.ir
3 - دانشیار ، گروه علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
کلید واژه: تحلیل عاملی تاییدی, پیشرفت شغلی, عوامل و مولفه‌های منتورینگ, معلمان زن جدیدالاستخدام,
چکیده مقاله :
منتورینگ روشی مؤثر برای ترویج آموزش و توسعه حرفه ای زنان، همچنین حمایت و توانمندسازی زنان و ایجاد تغییر فرهنگ مثبت سازمانی است. از لحاظ تاریخی، در کشور ما مردسالاری در تمام موضوعات اجتماعی خصوصا در محل کار بسیار آشکار است و ایجاد فرصت برای پیشرفت زنان و تحول در سازمان‌ها نیاز به تحولات ساختاری دارد . یکی از رویکردهای توسعه ای برای زنان به عنوان یک استراتژی ارزشمند ، منتورینگ است . پژوهش حاضر با هدف برجسته کردن اهمیت منتورینگ به عنوان یک مکانیزم حمایت و پیشرفت شغلی برای زنان در نظام آموزشی کشور انجام گرفته است. از روش تلفیقی برای جمع آوری داده‌ها استفاده شده است . یافته‌های بدست آمده نشان داد که عوامل و مولفه های حمایتی مدل مستخرج از تحلیل عاملی تاییدی منتورینگ موثر بر پیشرفت شغلی معلمان زن در مرحله اول شامل ویژگی‌های منتورینگ (منتی و منتور) و در مرحله بعدی عوامل منتورینگ (عوامل بین‌فردی، عوامل فرهنگی، عوامل سازمانی و عوامل کلان ) می باشد . راهبردهای منتورینگ (راهبردهای فردی ، راهبردهای سازمانی و راهبردهای فراسازمانی ) و پیامدهای منتورینگ ( پیامدهای فردی، پیامدهای سازمانی و پیامدهای فراسازمانی) نیز در مدل مستخرج، برای معلمان زن جدیدالاستخدام بررسی گردیده است.
Mentoring is an effective way to promote women's training and professional development, as well as support and empower women and create positive organizational culture change. Historically, in our country, patriarchy is very evident in all social issues, especially in the workplace, and creating opportunities for women's advancement and transformation in organizations requires structural changes. One of the development approaches for women as a valuable strategy is mentoring. The current research has been carried out with the aim of highlighting the importance of mentoring as a mechanism of support and career advancement for women in the country's educational system. A combined method was used to collect data. The findings showed that the supporting factors and components of the model extracted from the confirmatory factor analysis of mentoring effective on the career development of female teachers in the first stage include mentoring characteristics (mentee and mentor), and in the next stage mentoring factors mentoring factors (interpersonal factors, cultural factors, organizational factors and macro factors). Mentoring strategies (individual strategies, organizational strategies and trans-organizational strategies) and mentoring consequences (individual consequences, organizational consequences and trans-organizational consequences) have also been investigated in the extracted model for newly hired female teachers.
1) Akins, E., Giddens, E., Glassmeyer, D., Gruss, A., Hedden, M., Friedman, V., & Weand, M. (2019). Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Education Institution, Sustainability. 11(501), P.p: 2-17.
2) Anafarta, A., & Apaydin, C. (2016). The Effect of Faculty Mentoring on Career Success and Career Satisfaction, International Education Studies. 9(6), P.p: 22-31.
3) Askari, M., Samie, M. (2019). Relationship between Realization of Transformational with Self-Efficacy and Career enthusiasm in the Employees of the Iranian Ministry of Health and medical education, Teb va tazkiye. 28 (3), P.p: 35-45.
4) Bamford, C. (2011). Mentoring in the twenty-first century, Leadership in Health Services. 24(2), P.p: 150- 163.
5) Bigdeli, M., Davoodi, R., Kamali, N., & Entesar Foumani, G. (2018). Identify the dimensions and components of human resource improvement in education in order to provide a conceptual model, Journal of Research in Human Resource Management, Imam Hossein University, 10th year, 32(2), P.p: 75-101.
6) Daneshmandi, S., Fathi vajargah, k., Khorasani, A., & Ghlichlee, B. (2017). Studying the Consequences of applying Mentoring in order to empowering new faculty members: Content Analysis, Journal of New Approaches in Educational Administration. 3(34), P.p: 105-128.
7) Etemadfar, I., (2014). The effect of integrated mentoring based on strategic knowledge scaffolding in improving middle level managers of Iran Khodro Diesel Company in order to present a conceptual model, PhD Thesis in Educational Technology, Allameh Tabatabaei University.
8) Fathi vajargah, k., Saadattalab, A. (2016). The approach of university administrators towards training and improving faculty members, Tehran: elm ostadan.
9) Fathi Vajargah, K., Nouri, F. (2016). Learning management in organizations (training and improvement of human resources in the third millennium), Tehran: elm ostadan.
10) Javan, R. (2018). Sociology of Education, The growth of social science education. 20(3), P.p: 28-31.
11) Kerter, S. E. (2014). A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College, Ph.D. Dissertation in Education, Nova Southeastern University.
12) Mcilongo, M., Strydom, K. (2021). The significance of mentorship in supporting the career advancement of women in the public sector, Journal Pre-proof. Heliyon. 7(2), P.p: 1-33.
13) Mahdiuon, R., Pahang, N., & Yarigholi, B. (2017). Identifying the factors affecting the quality of schools and examining its current status, Combined research, Kurdistan University Scientific Journals Management System. 5(1), P.p: 173-193.
14) Marquardt, M., & Loan, P. (2006). The Manager as mentor Westport, Conn. Models for Mentoring as They Affect of Beginning Teachers, NASSP Bulletin. 96(3), P.p: 243-278.
15) Meeuwissen, S., Stalmeijer, R., & Govaerts, M. (2019). Multiple-role mentoring: mentors’ conceptualisations, enactments and role conflicts, Medical Education published by Association for the Study of Medical Education and John Wiley & Sons. 53(1).
16) Najafinejad, S., Maghbouli, N. (2019). The Relation Between Mentor-Mentee Relationship and Mentee's Satisfaction, A Survey of Mentoring Program of Tehran University of Medical Science (TUMS), Jmed, 14(1), P.p: 2-13.
17) Poulsen, K.M. (2013). Mentoring programmes: learning opportunities for mentees, for mentors, for organisations and for society. Industrial and Commercial Training. 45(5), P.p: 255-263.
18) Pourhassan, S. (2018). Clinical mentoring programs for medical students. practical points in design, implementation and evaluation. Jmed, 13(3), P.p: 238-251.
19) Rahimian, T., Miandari, K., & Aliahmadi, A. (2020). Designing and Explaining the Strategic Model of Women's Career Development in Public Organizations with an Emphasis on Islamic-Iranian Lifestyle. Scientific Journal of islamic management. 28(2), P.p: 107-150.
20) Salari, S. (2016). Feasibility Implementation of Mentoring in the professional competence of primary school teachers. The college of Psychology and Educational Science The curriculum planning group. Allamehtabatabai University.
21) Shah Mohammadi, N., Golzari, Z. (2019). Comparison of academic calendar and teaching time in schools in Iran, Japan and South Korea. Second International Conference on Comparative Education.University of Kashan. Iran.
22) Shokri, F. (2015). Feasibility of blended mentoring and it’s applying among faculty members of Allameh Tabataba’i university. Thesis Submitted in partial Fulfilment of the Requirement for the Degree of Master of Art(MA) Master of Sciences Educational Technology. Allamehtabatabai University.
23) Vaganova, OI., Smirnova, Zh V., Chanchina, A V., Korobova, O V., Lizunkov, V G., & Stepanova, G A. (2019). Developing socio-cultural competencies of students at professional educational institutions. SHS Web of Conferences 69, 00113.
24) Vassallo, A., Walke, K., Georgousakis, M., & Joshi, R. (2021). Do mentoring programmes influence women’s careers in the health and medical research sector? A mixed- methods evaluation of Australia’s Franklin Women Mentoring Programme. Downloaded from http://bmjopen.bmj.com/BMJ Open: first published as 10.1136/bmjopen-2021-052560 on 24 October 2021.
_||_1) Akins, E., Giddens, E., Glassmeyer, D., Gruss, A., Hedden, M., Friedman, V., & Weand, M. (2019). Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Education Institution, Sustainability. 11(501), P.p: 2-17.
2) Anafarta, A., & Apaydin, C. (2016). The Effect of Faculty Mentoring on Career Success and Career Satisfaction, International Education Studies. 9(6), P.p: 22-31.
3) Askari, M., Samie, M. (2019). Relationship between Realization of Transformational with Self-Efficacy and Career enthusiasm in the Employees of the Iranian Ministry of Health and medical education, Teb va tazkiye. 28 (3), P.p: 35-45.
4) Bamford, C. (2011). Mentoring in the twenty-first century, Leadership in Health Services. 24(2), P.p: 150- 163.
5) Bigdeli, M., Davoodi, R., Kamali, N., & Entesar Foumani, G. (2018). Identify the dimensions and components of human resource improvement in education in order to provide a conceptual model, Journal of Research in Human Resource Management, Imam Hossein University, 10th year, 32(2), P.p: 75-101.
6) Daneshmandi, S., Fathi vajargah, k., Khorasani, A., & Ghlichlee, B. (2017). Studying the Consequences of applying Mentoring in order to empowering new faculty members: Content Analysis, Journal of New Approaches in Educational Administration. 3(34), P.p: 105-128.
7) Etemadfar, I., (2014). The effect of integrated mentoring based on strategic knowledge scaffolding in improving middle level managers of Iran Khodro Diesel Company in order to present a conceptual model, PhD Thesis in Educational Technology, Allameh Tabatabaei University.
8) Fathi vajargah, k., Saadattalab, A. (2016). The approach of university administrators towards training and improving faculty members, Tehran: elm ostadan.
9) Fathi Vajargah, K., Nouri, F. (2016). Learning management in organizations (training and improvement of human resources in the third millennium), Tehran: elm ostadan.
10) Javan, R. (2018). Sociology of Education, The growth of social science education. 20(3), P.p: 28-31.
11) Kerter, S. E. (2014). A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College, Ph.D. Dissertation in Education, Nova Southeastern University.
12) Mcilongo, M., Strydom, K. (2021). The significance of mentorship in supporting the career advancement of women in the public sector, Journal Pre-proof. Heliyon. 7(2), P.p: 1-33.
13) Mahdiuon, R., Pahang, N., & Yarigholi, B. (2017). Identifying the factors affecting the quality of schools and examining its current status, Combined research, Kurdistan University Scientific Journals Management System. 5(1), P.p: 173-193.
14) Marquardt, M., & Loan, P. (2006). The Manager as mentor Westport, Conn. Models for Mentoring as They Affect of Beginning Teachers, NASSP Bulletin. 96(3), P.p: 243-278.
15) Meeuwissen, S., Stalmeijer, R., & Govaerts, M. (2019). Multiple-role mentoring: mentors’ conceptualisations, enactments and role conflicts, Medical Education published by Association for the Study of Medical Education and John Wiley & Sons. 53(1).
16) Najafinejad, S., Maghbouli, N. (2019). The Relation Between Mentor-Mentee Relationship and Mentee's Satisfaction, A Survey of Mentoring Program of Tehran University of Medical Science (TUMS), Jmed, 14(1), P.p: 2-13.
17) Poulsen, K.M. (2013). Mentoring programmes: learning opportunities for mentees, for mentors, for organisations and for society. Industrial and Commercial Training. 45(5), P.p: 255-263.
18) Pourhassan, S. (2018). Clinical mentoring programs for medical students. practical points in design, implementation and evaluation. Jmed, 13(3), P.p: 238-251.
19) Rahimian, T., Miandari, K., & Aliahmadi, A. (2020). Designing and Explaining the Strategic Model of Women's Career Development in Public Organizations with an Emphasis on Islamic-Iranian Lifestyle. Scientific Journal of islamic management. 28(2), P.p: 107-150.
20) Salari, S. (2016). Feasibility Implementation of Mentoring in the professional competence of primary school teachers. The college of Psychology and Educational Science The curriculum planning group. Allamehtabatabai University.
21) Shah Mohammadi, N., Golzari, Z. (2019). Comparison of academic calendar and teaching time in schools in Iran, Japan and South Korea. Second International Conference on Comparative Education.University of Kashan. Iran.
22) Shokri, F. (2015). Feasibility of blended mentoring and it’s applying among faculty members of Allameh Tabataba’i university. Thesis Submitted in partial Fulfilment of the Requirement for the Degree of Master of Art(MA) Master of Sciences Educational Technology. Allamehtabatabai University.
23) Vaganova, OI., Smirnova, Zh V., Chanchina, A V., Korobova, O V., Lizunkov, V G., & Stepanova, G A. (2019). Developing socio-cultural competencies of students at professional educational institutions. SHS Web of Conferences 69, 00113.
24) Vassallo, A., Walke, K., Georgousakis, M., & Joshi, R. (2021). Do mentoring programmes influence women’s careers in the health and medical research sector? A mixed- methods evaluation of Australia’s Franklin Women Mentoring Programme. Downloaded from http://bmjopen.bmj.com/BMJ Open: first published as 10.1136/bmjopen-2021-052560 on 24 October 2021.
