رابطۀ مؤلفه های خودکارآمدی و اعتمادسازمانی با توسعۀ حرفه ای معلمان مدارس دورۀ ابتدائی : نقش میانجی ادراک رهبری

نوع مقاله: علمی-پژوهشی (کمی)

نویسندگان

1 دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران

2 استادیار مدیریت آموزشی، گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران

3 استاد مدیریت آموزشی، گروه علوم تربیتی، دانشگاه ارومیه، ایران

چکیده

این پژوهش با هدف بررسی رابطه مولفه‌های خودکارآمدی و اعتمادسازمانی مدرسه با توسعه حرفه‌ای معلمان دوره ابتدائی با نقش میانجی ادراک رهبری انجام شد. روش پژوهش، توصیفی از نوع همبستگی که با استفاده از تکنیک مدلسازی معادلات ساختاری و با نرم افزار Spss و Amosتجزیه و تحلیل گردید. جامعه آماری شامل تمام معلمان رسمی دوره ابتدایی شهرستان ارومیه 1400 نفر بودندکه با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله ای با بهر‌گیری از فرمول کوکران تعداد 302 نفر به عنوان نمونه انتخاب گردید. ابزارهای سنجش شامل پرسشنامه‌های استاندارد اعتماد سازمانی Popen (2003)، خودکارآمدی معلم Tschannen-Moran & Woolfolk (2001) پرسشنامه رفتار رهبری ادراک شده(1987) Schriesheim ، پرسشنامه توسعه حرفه‌ای Behdani (2016) بود که روایی و پایایی آن‌ها تایید شد و برای روایی و پایایی آن از تحلیل عاملی تاییدی و آلفای کرونباخ استفاده شد. نتایج نشان داد که خودکارآمدی معلم، اعتماد و ادراک رهبری با توسعه حرفه‌ای معلم ارتباط مثبت و معناداری دارد، اما خودکارآمدی اثرمستقیم و معنی‌داری بر توسعه حرفه‌ای ندارد. اثر غیرمستقیم اعتماد و خودکارآمدی بر توسعه حرفه‌ی از طریق ادراک رهبری مثبت و معنی‌دار می باشد و ادراک رهبری نیز نقش واسطه‌ای را در ارتباط اعتماد و خودکارآمدی با توسعه حرفه‌ای ایفا می کند. در واقع، معلمان به عنوان مجریان برنامه درسی می‌توانند کمبودها و کاستی‌های برنامه های درسی تدوین شده را رفع نمایند و یا این که حتی اگر برنامه‌ای به بهترین حالت تدوین شده باشد اگر معلم اثربخشی و کارایی لازم را نداشته باشد، آن برنامه‌های مطلوب درسی را پوچ یا بی‌اثر نماید.

کلیدواژه‌ها


عنوان مقاله [English]

The relationship between school self-efficacy and organizational trust with professional development of primary school teachers: the role of mediator of leadership perception

نویسندگان [English]

  • Elham Esmaili 1
  • Maryam Sameri 2
  • Mohammad Hasani 3
1 Ph.D in educational administration, Department of Education, Urmia Branch, Islamic Azad University, Urmia, Iran. El.esmaili@yahoo.com
2 Ph.D Assistant Professor in educational administration, Department of Education, Urmia Branch, Islamic Azad University, Urmia, Iran
3 Professor in educational administration, department of education, urmia university, Iran.
چکیده [English]

The purpose of this study was to investigate the relationship between the components of school self-efficacy and organizational trust with the development of elementary teachers' careers with the mediating role of leadership perception. The research method was a descriptive-correlational one which was analyzed using structural equation modeling technique with Spss and Amos software. The statistical population consisted of all 1400 elementary school teachers in Urmia city who were selected by multistage cluster sampling method using Cochran formula. Measurement tools included Organizational Confidence Questionnaire Popen's (2003), Woolfolk Teacher Self-efficacy Questionnaire Tschannen-Moran (2001) & (2016), Perceived Leadership Behavior Questionnaire Schriesheim(1987), Professional Development Questionnaire Behdani (2016) Questionnaire, whose validity and reliability were confirmed. Confirmatory factor analysis and Cronbach's alpha were used for its validity and reliability. The results showed that teacher self-efficacy, trust and leadership perception were positively and positively associated with teacher professional development, but self-efficacy had no direct and significant effect on professional development. The indirect effect of trust and self-efficacy on career development is positive and significant through leadership perception, and leadership perception also plays a mediating role in the relationship between trust and self-efficacy with career development.The teacher is regarded as one of the most influential elements of the education system. In fact, teachers as curriculum administrators can address the shortcomings and shortcomings of the curriculum, or even if the curriculum is best developed if the teacher does not have the necessary effectiveness and efficiency, Make those desirable curricula absurd or ineffective. Therefore, considering variables affecting teacher performance has always been one of the most important concerns of researchers in education and behavioral sciences.Teaching is a conscious and purposeful activity that requires the use and integration of specific movements and activities in specific cases and contexts, based on learners' knowledge and understanding and making changes to them by the teacher, designing, implementing and Evaluation is needed, so educators need to recognize the challenges of going beyond mere information transfer to effective education.
Teacher career development is one of the variables considered in teaching, which is in fact an attempt to enhance teachers' capacity to teach effectively and to be armed with new skills, attitudes and knowledge. Teachers 'professional development emphasizes improving the quality of teachers' knowledge and skills to improve student learning. Therefore, we need to focus on lifelong learning of teachers as well as lifelong learning, from college to education.
In service, be part of the permanent plans for the professional development of teachers.
The teacher is emphasized because he is the principal enabler of education and the transcendent goals of education systems in various dimensions must ultimately be achieved through him. The constant, face-to-face interaction of the teacher with the students puts him in a privileged and unique position that no other human element in the organization enjoys.
Improving student and school performance will occur when principals and teachers have full aristocracy knowledge. These teachers must be involved with educational and learning activities along with dynamic engagement with colleagues and high occupational commitment. Attending in-service classes, pursuing higher education in your field, awareness of political, economic, social, and psychological knowledge can be a sign of student engagement.
Educational organizations in every society, like other organizations, are trying to achieve their goals, and this provides the ground for studying and studying the professional development of teachers. So career development is in fact a lifelong journey for lifelong learning, a journey that continues throughout a teacher's career and enhances his or her skills, knowledge, and attitudes. This continuous learning will gradually improve teacher performance in the classroomOne of the most important and effective components in educational organizations is the culture of organization which is one of the aspects of professional development. In general, organizational culture affects all aspects of the organization and its management tasks and how employees are led and nurtured.
Throughout one's life, a growing sense of self-efficacy keeps the momentum going, and energy and freshness in the person. When self-efficacy is low, individuals susceptible to depression, withdrawal and painful self-doubt, and self-efficacy as a personality variable play an important role in coping with life's problems.
Teachers can use teaching methods and practices effectively and efficiently to lead to optimal learning, which is one of the components of teacher self-efficacy and educational strategies. By fully recognizing the traits, talents and abilities of their students, they must employ a range of teaching and learning methods and strategies that will ultimately lead to effective, quality education.
Other constructs considered by researchers in relation to career development and leadership are trust. Social psychologists define trust as the expectation of individuals to behave in the course of social interactions by emphasizing contextual factors that may increase or decrease confidence. Personality psychologists view trust as a belief, or expectation, or emotion rooted in one's personality or primary psychological capacity.
As a result of this gap, decisions often face administrative problems because employees are hard-pressed to execute decisions, and managers, on the other hand, do not trust employees. The result of mistrust will be the emergence of behaviors such as rumor, conflict, and inefficiency in the organization that take too much energy from the organization and most efforts to increase productivity will not yield the desired results.
The fact is that employees in their organizations do not feel secure and cannot build relationships with others. For this reason, it is very important to establish a relationship between employee and organization and rely on trust. Managing Problem Solving By offering suggestions based on this, listening to the ideas of the staff and having a stake in a positive solution affects the trust in the organization and management.Another aspect of teachers' professional development is the opportunity for education. According to (Desimon, 2009. P182) the development of teachers 'careers is to embrace educational opportunities as formal and informal learning opportunities that deepen and expand teachers' professional competence, including knowledge, beliefs, motivation. And their self-regulation skills
Many factors affect career development. Although studies have shown that schools can be supportive environments for professional learning, researchers have largely overlooked the role of individual factors in explaining teacher learning.

کلیدواژه‌ها [English]

  • Elementary teachers
  • Self-efficacy
  • School organizational Trust
  • professional development
  • Leadership perception
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