مطالعه نقش انسجام مدرسه به عنوان پیشایند کارآمدی گروهی معلمان

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 3، دوره 7، شماره 27، مهر و آبان 1395، صفحه 45-60   

نویسندگان

حسین عباسیان^{* 1}؛ مجید محبی²؛ سولماز میرزاپور²

¹استادیار دانشگاه خوارزمی،دانشکده علوم تربیتی وروان شناسی

²دانشجوی کارشناسی ارشد مدیریت آموزشی،دانشگاه خوارزمی

تاریخ دریافت: 16 آبان 1395،  تاریخ پذیرش: 16 آبان 1395 

چکیده

    کارآمدی گروهی نقشی تعیین کننده و مهم در کارآیی و اثربخشی مدرسه ایفا می کند. نتایج پژوهش های گذشته نشان می دهند که کارآمدی گروهی معلمان به گونه مستقیم و غیرمستقیم از متغیرهای زیادی نظیر رهبری تحولی مدیر، خودکارآمدی و فرهنگ مدرسه تاثیر می پذیرد. تاکنون پژوهشی تاثیر کلی ویژگی های مدرسه بر کارآمدی گروهی معلمان را بررسی نکرده است. هدف این پژوهش بررسی نقش ویژگی های اصلی مدرسه با عنوان انسجام مدرسه بر کارآمدی گروهی معلمان است. بدین منظور، از راه روش همبستگی (غیر آزمایشی) پرسش نامه های انسجام مدرسه و کارآمدی گروهی معلم با 120 معلم مقطع راهنمایی مدرسه دخترانه و پسرانه شهرستان کرج که به گونه تصادفی خوشه ای انتخاب شده بودند، تکمیل گردید. فرضیه پژوهش به وسیله ضریب همبستگی آزمون شده و به پرسش پژوهش از راه تحلیل رگرسیون گام به گام پاسخ داده شد. نتایج پژوهش نشان دادند که از میان ویژگی های اصلی مدرسه، تناسب برنامه با نیازها بیش ترین ارتباط را با کارآمدی گروهی معلمان داشته است. هم چنین، یافته های پژوهش نشان دادند که انسجام مدرسه رابطه ای مثبت و معنادار با کارآمدی گروهی معلمان دارند. از سوی دیگر، پاسخ پرسش پژوهش نشان داد 53 درصد از واریانس کارآمدی گروهی معلمان را ویژگی های اصلی مدرسه با عنوان انسجام مدرسه، تبیین می کند.
 

کلیدواژه‌ها

خود کارآمدی؛ کارآمدی گروهی معلم؛ انسجام مدرسه

عنوان مقاله [English]

The Study of the Role of School Solidarity as the Prior of Collective Efficacy of Teachers

نویسندگان [English]

hossein Abbasian¹؛ majid Mohebi²؛ solmaz Mirzapour²

چکیده [English]

The role of collective efficacy is important in efficiency and effectiveness of school. The Results of the previous studies indicate that collective efficacy of teachers have been influenced by direct and indirect variables such as transformational leadership, self efficacy and school culture. So far no research on the effects of school characteristics on teacher collective efficacy has been done. The purpose of this study was to investigate the role of the main character of the school as a school solidarity on teacher’s collective efficacy. For this purpose, through using correlation method (non-experimental), 120 teachers in secondary school who were randomly selected from city of Karaj completed questionnaires related to school solidarity and teacher’s collective efficacy. The research hypothesis was tested by Pearson correlation and the regression analysis for them has been answered one by one. The results showed that from the main features of the school, appropriateness of the curriculum with school needs is most relevant to the collective efficacy of teachers. The findings also showed a positive relationship between school solidarity and collective efficacy of teacher. Moreover, the answer to the research question showed that 53% of the variance in collective teacher efficacy can determine the school solidarity as main character of the school.
 

کلیدواژه‌ها [English]

self-efficacy, Teacher’s Collective Efficacy, School Cohesion

مراجع

- سلطان احمدی، جواد.عیسی‌زادگان،علی .غلامی، محمد تقی.محمودی، حجت و امانی، جواد (1391). رابطه باورهای کارآمدی گروهی با رضایت شغلی دبیران مرد دوره متوسطه شهر قم. فصلنامه مشاوره شغلی و سازمانی.4(10).105-124.

- هوی، وین (1390). مقدمه ای بر روش تحقیق کمی در علوم تربیتی. ترجمه عبدالحسین عباسیان و مرتضی طاهری. انتشارات شرح.

- Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 4, 1175-1184.

- Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

- Bandura, A. (1997). Self-efficacy: The exercise of control: New York: W.H. Freeman and Company. .

- Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness Handbook of principles of organization behavior (pp. 120-136). UK: Blackwell: Oxford.

- Bandura, A. (2005). Evolution of social cognitive theory: In K. G. Smith & M. A. Hitt (Eds.), Great minds in management (pp. 9-35). Oxford: Oxford University Press. .

- Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164-180.

- Bliss, J., & Finneran, R. (1991). Effects of school climate and teacher efficacy on teacher stress. Paper presented at the the annual meeting of the American Educational Research Association, Chicago.

- Capara, G., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers job satisfaction. Journal of Applied Psychology, 95(4), 821-832.

- Carron, A., & Brawley, L. (2012). Cohesion : Conceptual and Measurement Issues. Small Group Research, 43(6), 726-743.

- Chester, M., & Beaudin, B. (1996). Efficacy beliefs of newly hired teachers in urban schools. American Educational Research Journal, 33(1), 233–257.

- Demir, K. (2008). Transformational Leadership and Collective Efficacy: The Moderating Roles of Collaborative Culture and Teachers’ Self-Efficacy. Eurasian Journal of Educational Research, 33, 93-112.

- Goddard, R. (2001). Collective efficacy:A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93(3), 467-476.

- Goddard, R. (2002). A theoretical and empirical analysis of the measurement of collective efficacy: The development of a short form. Educational and Psychological Measurement,, 62(1), 97–110.

- Goddard, R., Hoy, W., & Hoy, A. (2000). Collective teacher efficacy: Its meaning,measure, and effect on student achievement. American Educational Research Journal, 37(2), 479-507.

- Goddard, R., LoGerfo, L., & Hoy, W. (2004). High school accountability: The role of collective efficacy. Educational Policy, 18(3), 403-425.

- Goddard, R., & Skrla, L. (2006). The Influence of School Social Composition on Teachers' Collective Efficacy Beliefs. Educational Administration Quarterly, 42(2), 216-235.

- Greenwood, G., Olejnik, S., & Parkay, F. (1990). Relationships between four teacher efficacy belief patterns and selected teacher characteristics. Journal of Research and Development Education, 23(2), 102–107.

- Hipp, K., & Bredeson, P. (1995). Exploring connections between teacher efficacy and principals’ leadership behaviors. Journal of School Leadership,, 5(136–150).

- Hoy, W., & Mikel, G. (2013). Educational administration: Theory, research,and practice (9 ed.). New York: McGraw-Hill. .

- Kosub, S., & McDonnell, J. (2000). exploring the relationship between cohesion and collective efficacy in rugby team. Journal of Sport Behavior, 23, 120-129.

- Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham, UK: Open University Press.

- Louis, K. (1991). The effects of teacher quality of work life in secondary schools on commitment and sense of efficacy. Paper presented at the the annual meeting of the American Educational Research Association,, Chicago.

- Louis, K., & Marks, H. (1998). Does professional community affect the classroom?:Teachers’ work and student experience in restructuring schools. American Journal of education, 106(4), 532–575.

- Raudenbush, S., Rowan, B., & Cheong, Y. (1992). Contextual effects on the self-perceived efficacy beliefs of high school teachers. Sociology of Education, 65, 150-167.

- Ross, J. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51–65.

- Ross, J., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. school Effectiveness and School Improvement., 13(2), 179-199.

- Ross, J., Hogaboam-Gray, A., & Gray, P. (2004). Prior student achievement,collaborative school processes, and collective teacher efficacy? Leadership and Policy in Schools, 3(3), 163-188.

- Schunk, D., Pintrich, P., & Meesr, L. (2008). Motivation in Education:Theory, Research, and Application (3 ed.): Columbus,OH: Merrill/Prentic Hall.

- Vargas-Tonsing, T., Warner, A., & Feltz, D. (2003). the predictability of coching efficacy on team efficacy and player efficacy in valleyball. Journal of Sport Behavior, 26, 394-407.

- Watson, C., Chemers, M., & Preiser, N. (2001). Collective Efficacy: A Multilevel Analysis. Pers Soc Psychol Bull, 27(8), 1057-1068.

- Weldon, E., & Weingar, L. (1993). Group goals and group performance. British Journal of Social Psychology, 32, 307-334.

- Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14, 361-384.

- Zaccaro, S., Blair, V., Peterson, C., & Zazanis, M. (1995). collective efficacy: In J.E. Maddux(Ed.). self-efficacy: adaptiona and adjustment. 305-328. New York, Plenurn.