رابطه‌ی بین رضایت شغلی، تعهد سازمانی با فرسودگی شغلی دبیران

محورهای موضوعی : آموزش و پرورش

سید کاظم علوی لنگرودی ¹ , حمیده غفوری ²

1 - استادیار گروه علوم تربیتی و روانشناسی دانشگاه یزد
2 - دانشجوی کارشناسی ارشد دانشگاه یزد

تاریخ دریافت : 1394/09/30 تاریخ پذیرش : 1394/09/30 تاریخ انتشار : 1394/09/01

کلید واژه: فرسودگی شغلی, خستگی هیجانی, مسخ شخصیت, احساس کفایت, رضایت شغلی و تعهد سازمانی,

چکیده مقاله :

هدف از این تحقیق، بررسی رابطه‌ی رضایت شغلی، تعهد سازمانی و فرسودگی شغلی معلمان مقطع متوسطه شهرستان خاتم است. پژوهش به لحاظ هدف، کاربردی و به لحاظ شیوه جمع‌آوری اطلاعات توصیفی از نوع همبستگی بود. جامعه آماری پژوهش شامل کلیه معلمان مدارس دوره‌های متوسطه اول و متوسطه دوم شهرستان خاتم که در سال تحصیلی 93-92 به خدمت اشتغال داشته‌ و 160 نفر بودند و با توجه به جدول کرجسی و مورگان حجم نمونه 115 نفر تعیین گردید. در این پژوهش از پرسشنامه‌های رضایت شغلی اسمیت، کندال و هیولین، تعهد سازمانی می یر و آلن و فرسودگی شغلی مسلش به‌عنوان ابزار پژوهش استفاده گردید. این سه پرسشنامه از نوع پرسشنامه‌های استاندارد هستند که بارها روایی آنها در پژوهش‌های پیشین به اثبات رسیده است و در این پژوهش برای درک درستی سؤالات، پرسشنامه‌ها در بین تعدادی از خبرگان و کارشناسان توزیع شد و روایی آن مورد تأیید قرار گرفت. ضرایب پایایی‌ برای رضایت شغلی 94/0، تعهد سازمانی 86/0، خستگی هیجانی 86/0، مسخ شخصیت 73/0 و احساس کفایت 90/0 به دست آمد. برای تجزیه‌وتحلیل داده‌ها از روش‌های آماری تحلیل واریانس چندمتغیری و رگرسیون چندگانه استفاده شد. نتایج نشان داد که بین مؤلفه‌ها‌ی فرسودگی شغلی معلمان به تفکیک جنسیت تنها در احساس کفایت در سطح 05/0 تفاوت معنی‌داری وجود داشت و به تفکیک سطح تحصیلات و سن تفاوت معنی‌داری مشاهده نشد. تعهد سازمانی و رضایت شغلی در پیش‌بینی خستگی هیجانی و احساس کفایت نقش داشتند، اما در پیش‌بینی مسخ شخصیت، تنها تعهد سازمانی نقش داشت.

چکیده انگلیسی:

This research is intended to investigate the relationship between job satisfaction, organizational commitment and burnout of high school teachers in the city of Khatam, Iran. The study was an applied research and took a descriptive approach for data collection. 115 out of 160 primary and secondary high school teachers in Khatam who had been serving during the 92-93 academic years were randomly selected based on Morgan Sample size table. The research instruments were standardized tests of Smith, Kendall and Hulin`s job satisfaction questionnaire, Meyer and Allen`s Organizational Commitment Questionnaire and Burnout Questionnaire (MBI). These questionnaires are standard scales that previous research has proven time and again their validity. The questionnaire were distributed among a number of experts and their validity were reconfirmed. The reliability coefficients for job satisfaction scale was 0/94, for Organizational Commitment was 0/86 And for components of burnout including emotional exhaustion, Depersonalization and Feelings of Adequacy were 0/86 , 0/73 and 0/90 respectively. The data were analyzed using descriptive statistics and multivariate analysis of variance and multiple regressions. The results showed that among the components of burnout, there was only a significant difference between male and female teachers’ Feelings of Adequacy. Separation between the components of burnout with level of education and age was not significantly different. Job satisfaction and organizational commitment contributed to predicting emotional exhaustion and feelings of adequacy. In predicting depersonalization only organizational commitment was the contributor variable.

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