جامعه‌پذیری سازمانی در زیست بوم آموزش و پرورش ایران
محورهای موضوعی : مدیریت آموزشیمحسن زمانی چریانی 1 , بدری شاه طالبی حسین آبادی 2 * , نرگس سعیدیان خوراسگانی 3
1 - دانشجوی دکتری گروه مدیریت، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - دانشیار گروه مدیریت، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران. (نویسنده مسؤول)
3 - استادیار گروه مدیریت، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
کلید واژه: جامعه‌پذیری سازمانی, انطباق‌پذیری سازمانی, کنشگری فعال, فرهنگ‌پذیری سازمانی, تصویرگری آینده.,
چکیده مقاله :
پژوهش حاضر با هدف واکاوی جامعه‌پذیری سازمانی در زیست بوم آموزش‌و‌پرورش دولتی ایران انجام گردید. این تحقیق بصورت نرکیبی (کیفی_کمی) اجرا شد. قسمت کیفی با تحلیل مضمون با رویکرد اتراید استرلینگ انجام شد. محیط پژوهش در این بخش شامل مقالات و کتابهای حوزه جامعه‌پذیری سازمانی با هدف کشف متغیرهای هدف مطالعه بود. آنالیز داده‌ها در قسمت کیفی بیانگر راه کنشهای جامعه‌پذیری سازمانی در قالب انطباق‌پذیری سازمانی، کنشگری فعال، فرهنگ‌پذیری سازمانی، تصویرگری آینده و رویه-مندی سازمانی بود.در بخش کمی از روش توصیفی نوع پیمایشی استفاده شد. جامعه آماری در بخش کمی معلمین شاغل لیسانس و فوق لیسانس به بالا در مقاطع مختلف مدارس دولتی در مراکز استان‌های منتخب در سال ۱۴۰۰ که با نمونه‌گیری در دسترس انتخاب شدندبود. ابزار پژوهش شامل پرسشنامه ۱۲۷ گویه‌ای برگرفته از قسمت کیفی پژوهش طبق طیف ۵ گزینه‌ای لیکرت با تایید روایی محتوایی آن توسط تعدادی از متخصصان امر آموزش و پرورش موضوعی و روایی صوری توسط چند نفر از جامعه آماری بود.روایی سازه با استفاده از تحلیل عاملی تأییدی انجام شد. سنجش پایایی طبق ضریب آلفای کرونباخ دارای برآورد ضریب برای کلیه مضامین بالاتر ۷/۰ بود که نشان‌دهنده همبستگی درونی بالای ابزار پژوهش بود. بمنظور آنالیز داده‌های کمی از آمار توصیفی و استنباطی استفاده شد. در راستای جامعه‌پذیری سازمانی معلمان تازه‌وارد و توسعه جامعه‌پذیری برای معلمان با سابقه استغاده از راه کنشهای حاصل از پژوهش در رده‌های سیاستگذاری سازمانی و برنامه‌های تربیت معلم توصیه میگردد.
This research aimed to explore organizational socialization in the ecosystem of public education in Iran. This study was conducted using a mixed-method (qualitative-quantitative) approach. The qualitative part employed content analysis with an interpretive approach, following Attride-Stirling’s approach. The research environment in this section included articles and books in the field of organizational socialization. Data analysis in the qualitative section revealed the dimensions of organizational Socialization, including organizational adaptability, active behavior, organizational culture, future envisioning, and organizational proceduralism. The quantitative part used a descriptive survey method. The statistical population in the quantitative section consisted of teachers employed in different grades of public schools in selected provincial centers in 2021, who were selected through convenience sampling. The research instrument was a 127-item questionnaire derived from the qualitative part of the research and based on a 5-point Likert scale with content validity confirmed by subject matter experts and face validity established by several members of the target population. Structural validity was assessed through confirmatory factor analysis, and reliability was measured with Cronbach's alpha, which exceeded 0.70 for all items. Quantitative data were analyzed using descriptive and inferential statistics, including factor analysis. Based on the factor loadings obtained for each item, the research model demonstrated desirable validity. To promote organizational socialization for novice and experienced teachers, it is recommended to utilize the actions derived from this research in organizational policy levels and teacher training programs.
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