تبیین خود-رهبری و خود-کارآمدی معلمان براساس رهبری تحولی با نقش میانجی سازمان یادگیرنده در مدارس مشهد

نوع مقاله : علمی-پژوهشی (کمّی)

نویسندگان

1 گروه علوم تربیتی دانشگاه آزاد، واحد تبریز

2 گروه علوم تربیتی، دانشگاه آزاد، واحد تبریز

3 گروه علوم تربیتی، دانشگاه ازاد، واحد تبریز

چکیده

پژوهش حاضر با هدف تبیین خودرهبری و خودکارآمدی معلمان براساس رهبری تحولی با نقش میانجی سازمان یادگیرنده در مدارس مشهد انجام شد. روش پژوهش، توصیفی - همبستگی با رویکرد معادلات ساختاری می‌باشد. جامعه‌ی آماری شامل کلیه معلمان ابتدایی و متوسطه (اول و دوم) به تعداد 18750 نفر می باشد که بر اساس فرمول کوکران، نمونه ای برابر با 384 نفر با روش نمونه‌گیری تصادفی طبقه ای انتخاب ‌گردید. ابزار جمع‌آوری اطلاعات، پرسشنامه رهبری تحولی(Bass & Avolio, 2002)، سازمان یادگیرنده (Senge, 1990)، خودرهبری (Rahimi & Etal, 2013) و خودکارآمدی معلمان (Tschannen -Moran- & Woolfolk, 2001) می‌باشد، که روایی آن‌ها با روایی سازه؛ و پایایی آن‌ها با آلفای کرونباخ و پایایی ترکیبی تأیید شد. داده‌ها با استفاده از نرم‌افزار SPSS23 وSMART PLS2 تحلیل شدند. نتایج فرضیه‌های پژوهش نشان داد که متغیر سازمان یادگیرنده یک متغیر میانجی بین متغیرهای رهبری تحولی با خودرهبری و خودکارآمدی می‌باشد. رهبری تحولی بر سازمان یادگیرنده، خودرهبری و خودکارآمدی و همچنین سازمان یادگیرنده بر خودرهبری تأثیر مثبت و مستقیم دارد، اما رهبری تحولی نتوانسته است که بر خودکارآمدی تأثیر بگذارد. کیفیت مدل اندازه‌گیری با آزمون cv.com و مدل ساختاری با آزمون‌ cv.red تأیید شد و همچنین کیفیت مدل نهایی پژوهش با توجه به شاخص GOF که 305/0 شده است، نشان داد که مدل از برازش قوی برخوردار است و در نهایت ضریب تعیینR2، برای سازمان یادگیرنده 320/0، خودرهبری 285/0 و خودکارآمدی 033/0 شد.

کلیدواژه‌ها


عنوان مقاله [English]

Explaining teachers' self-management and self-efficacy based on transformational leadership with the mediating role of learning organization in Mashhad schools

نویسندگان [English]

  • Sara Bazohoori 1
  • jahangir yari haj atalo 2
  • sadeq maleki avarsin 3
1 Department of Educational Sciences, Azad University, Tabriz Branch
2 Department of Educational Sciences, Azad University, Tabriz Branch
3 Department of Educational Sciences, Azad University, Tabriz Branch,Tabriz , iran
چکیده [English]

The purpose of this study was to explain teachers' self-leadership and self-efficacy based on transformational leadership with Mediating role of the learning organization. The research method was descriptive- correlation with structural equation modeling approach. The statistical population included all the elementary and secondary teachers (jonior and senior high school) of 18750 persons. Based on Cochran formula, a sample of 384 people was selected by stratified random sampling.. Data were collected from Bass & Avillo transformational leadership questionnaire (2002), Senge learning organization questionnaire (1990), Rahimi & Etal self-leadership questionnaire (2013) and Tschannen-Moran& Woolfolk self-efficacy of teachers (2001) that their validity confirmed with construct validity and their reliability confirmed by Cronbach's alpha and hybrid reliability. Data were analyzed using SPSS23 and SMART PLS2 software focusing on Structural Equation Modeling.The results showed that learning organization is a mediating variable between transformational leadership with self-leadership and self-efficacy. Transformational leadership has a positive and direct effect on learning organization, self-leadership and self-efficacy as well as learning organization has a positive and direct effect on self-leadership, but transformational leadership has not been able to explain self-efficacy. The validity of measurement model was confirmed by cv.com test and the structural model by cv.red test. The quality of the final model of the research according to GOF index which is 0.305 showed that the model has a good fit. Finally, the coefficient of determination R2 for learning organization was 0.320, self-leadership was 0.285 and self-efficacy was 0.033.

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کلیدواژه‌ها [English]

  • transformational leadership
  • learning organization
  • teachers' self-leadership
  • Self-efficacy