تأثیر تجربه و عوامل سازمانی بر تعهد حرفهای معلمان: آزمون نقش میانجی خودکارآمدی معلم و هویت سازمانی
محورهای موضوعی : آموزش و پرورش
محمد حسنی
1
(دانشیار گروه مدیریت آموزشی دانشگاه ارومیه)
هلاله مصطفی‌نژاد
2
(کارشناس ارشد مدیریت آموزشی دانشگاه ارومیه)
چیمن مصطفی‌نژاد
3
(کارشناس ارشد مدیریت آموزشی دانشگاه ارومیه)
مریم شهودی
4
(دانشجوی دکتری مدیریت آموزشی دانشگاه ارومیه)
کلید واژه: هویت سازمانی, سیاست سازمانی, گفتگوی دوطرفه, تعهد حرفهای, خودکارآمدی معلم,
چکیده مقاله :
هدف اصلی این تحقیق، مطالعه تأثیر تجربه و عوامل سازمانی بر تعهد حرفهای معلمان با بررسی نقش میانجی خودکارآمدی و هویت سازمانی بود. روش پژوهش توصیفی- پیمایشی بود. جامعه آماری پژوهش کلیه معلمان ابتدایی شهرستان پیرانشهر در سال تحصیلی 92-1391 بودند (585 نفر) که با استناد به جدول مورگان و با روش نمونهگیری طبقهای نسبتی 233 نفر از این تعداد برای پاسخگویی به پرسشنامهها انتخاب شدند. ابزار گردآوری دادهها پنج پرسشنامه استاندارد بودند که روایی و پایایی آنها با استفاده از رواسازی تحلیل عاملی و محاسبه آلفای کرونباخ بررسی و تأیید شد. در نهایت نیز دادهها با استفاده از مدلیابی معادلات ساختاری تجزیه و تحلیل شدند. یافتهها حاکی از آن بودند که سیاست سازمانی و گفتگوی دوطرفه ارتباط معنیداری با خودکارآمدی معلمان داشتند، ولی رابطه بین سیاست و هویت سازمانی تأیید نگردید. همچنین مسیرهای بین خودکارآمدی و هویت سازمانی با تعهد حرفهای معنیدار شد. نقش میانجی خودکارآمدی در رابطه بین سیاست با تعهد حرفهای، و در رابطه بین گفتگو با تعهد حرفهای تأیید گردید و واسطهگری هویت در رابطه بین گفتگوی دوطرفه با تعهد حرفهای معنیدار بود ولی میانجیگری هویت سازمانی در ارتباط بین سیاست و تعهد حرفهای تأیید نگردید.
The present research has been conducted with the aim of study the effect of experience and organizational factors on teachers ‘professional commitment for examining the mediating role of teacher efficacy and organizational identity. The research method was descriptive-survey. The population consisted of all elementary teachers of Piranshahr city in 2012-2013 academic year (585persons) and a sample of 233 persons was selected by stratified random sampling method. The tools for gathering the data were five standard questionnaires that their validity and reliability were examined and then verified. The structural equation modeling was used for analyzing the data. The results showed that organizational politics and reflective dialogue was a significant relationship with teacher efficacy but the relationship between politics and identity not confirmed. Also was a significant relationship between teacher efficacy and identity. Finally, the mediating role of efficacy with the relationship between reflective dialogue and professional commitment, and relationship between organizational politics and professional commitment was confirmed. The mediating role of organizational identity with the relationship between reflective dialogue and professional commitment was significant but the relationship between organizational politics and professional commitment was not confirmed.
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