بررسی نقش رهبری خدمتگزار بر مسئولیت پذیری اجتماعی معلمان دوره ابتدایی شهر نمین با میانجی گری حمایت سازمانی
محورهای موضوعی : تعلیم و تربیتیوسف نامور 1 * , غلامرضا مصلح مرنی 2
1 - عضو هیات علمی دانشگاه آزاد اسلامی واحد اردبیل
2 - گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
کلید واژه: رهبری خدمتگزار, مسئولیت پذیری اجتماعی, حمایت سازمانی, معلمان دوره ابتدایی,
چکیده مقاله :
مقدمه و هدف: رهبری و سبک رهبری یکی از مولفه های تاثیرگذار در نظامهای آموزشی است رهبری خدمتگزار به عنوان یکی از سبک های رهبری در سالهای اخیر مورد توجه پژوهشگران قرار گرفته است. هدف از انجام این تحقیق بررسی نقش رهبری خدمتگزار بر مسئولیت پذیری اجتماعی معلمان دوره ابتدایی شهر نمین با میانجی گری حمایت سازمانی می‌باشد.
روش شناسی پژوهش: این تحقیق از نظر روش اجرا ، توصیفی از نوع همبستگی (مدل معادلات ساختاری) بود. جامعه آماری پژوهش حاضر کلیه معلمان شاغل در شهر نمین (106نفر) در سال تحصیلی 1404-1403 بود. برای انتخاب نمونه از روش کل‌شماری استفاده شد. ابزارهای گردآوری اطلاعات در این پژوهش پرسشنامه رهبری خدمتگزار قلی پور و حضرتی (1388)، پرسشنامه استاندارد حمایت سازمانی ادراک شده خسروی (1393) و پرسشنامه استاندارد مسئولیت پذیری اجتماعی سازمان کارول (1991) بودند.
یافته ها: یافته‌های تحقیق حاکی از آن هستند که رهبری خدمتگزار هم به صورت مستقیم و هم به صورت غیرمستقیم با در نظر گرفتن نقش میانجی حمایت سازمانی می‌تواند روی مسئولیت‌پذیری اجتماعی معلمان تاثیر داشته باشد(05/0≤P).
بحث و نتیجه گیری: می‌توان نتیجه گرفت که سبک رهبری خدمتگزار با تقویت ادراک حمایت سازمانی، نقش مؤثری در ارتقاء مسئولیت‌پذیری اجتماعی معلمان ایفا می‌کند. بهره‌گیری از این سبک رهبری می‌تواند زمینه‌ساز بهبود عملکرد اجتماعی معلمان و ارتقای کیفیت آموزش در مدارس ابتدایی باشد.
Introduction: Leadership and leadership style are one of the influential components in educational systems. Servant leadership as one of the leadership styles has been the focus of researchers in recent years. The purpose of this study is to investigate the role of servant leadership on the social responsibility of elementary school teachers in Namin city with the mediation of organizational support.
Research methodology: This research was descriptive in terms of its implementation method, using a correlational type (structural equation model). The statistical population of the present study was all teachers working in Namin city (106 people) in the academic year 1403-1404. The total census method was used to select the sample (P≤0.05). The data collection tools in this study were Gholipour and Hazrati's Servant Leadership Questionnaire (2009), Khosravi's Standard Perceived Organizational Support Questionnaire (2014), and Carroll's Standard Organizational Social Responsibility Questionnaire (1991).
Findings: The research findings indicate that servant leadership can have an impact on teachers' social responsibility both directly and indirectly, considering the mediating role of organizational support (P≥ 0.05).
Conclusion: It can be concluded that servant leadership style plays an effective role in promoting teachers' social responsibility by strengthening the perception of organizational support. Utilizing this leadership style can pave the way for improving teachers' social performance and improving the quality of education in elementary schools.
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