نقش واسطه ای دلبستگی شغلی در رابطه بین خودکارآمدی و اثربخشی معلمان تربیت بدنی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 7، دوره 13، شماره 6 - شماره پیاپی 58، بهمن و اسفند 1401، صفحه 98-110   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.26618.5316

نویسندگان

نیما شهیدی^{* 1}؛ سیروس حدادنیا²

¹استادیار رشته مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد نورآباد ممسنی ،نورآباد ممسنی، ایران.

²استادیار رشته برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد نورآباد ممسنی ،نورآباد ممسنی، ایران.

تاریخ دریافت: 03 آذر 1399،  تاریخ بازنگری: 29 مهر 1400،  تاریخ پذیرش: 08 بهمن 1401 

چکیده

مقدمه و هدف: معلمان، عواملی تآثیر گذار در فرآیند آموزش نقش مهمی در دست یابی به اهدف نظام آموزشی دارند. هدف از اجرای این پژوهش، بررسی نقش واسطه ای دلبستگی شغلی بر رابطه بین خودکارآمدی و اثربخشی معلمان تربیت بدنی شهرستان  ممسنی بود.
روش شناسی پژوهش: روش پژوهش توصیفی همبستگی با تاکید بر معادلات ساختاری بود. جامعه آماری پژوهش کلیه معلمان تربیت بدنی شهرستان ممسنی شامل 53 نفر بودند و با استفاده از حجم نمونه کرجسی – مورگان تعداد 48 نفر با روش نمونه گیری تصادفی ساده به عنوان نمونه انتخاب و مطالعه قرار گرفتند. برای گردآوری اطلاعات تحقیق از سه پرسشنامه دلبستگی شغلی شافلی(۲۰۱۵)، اثربخشی معلمان توسلی نوقابی (1390) و خودکارآمدی معلم چانن – موران و هوی (2001) استفاده شد. روایی ابزارها به صورت صوری و با استفاده از نظر صاحبنظران مورد تایید قرار گرفت و پایایی ابزارها نیز با استفاده از محاسبه ضریب آلفای کرونباخ برای سه پرسشنامه به ترتیب 829/0 ، 903/0 و 824/0 تعیین شد. برای تجزیه و تحلیل داده ها علاوه بر استفاده از شاخص های امار توصیفی مانند میانگین و انحراف استادندارد از آزمون های تحلیل همبستگی پیرسون و تحلیل مسیر برای بررسی فرضیات پژوهش استفاده شد.
یافته­ ها: نتایج آزمون تحلیل همبستگی پیرسون نشان داده است که بین متغیرهای خودکارآمدی معلم، دلبستگی شغلی و اثربخشی معلمان رابطه معناداری وجود داشت. در نهایت؛ نتایج آزمون تحلیل مسیر نشان داد که دلبستگی شغلی بر رابطه بین خودکارآمدی و اثربخشی معلمان تربیت بدنی شهرستان  ممسنی   نقش واسطه ای دارد.
بحث و نتیجه ­گیری: با توجه به نقش واسطه ای دلبستغگی شغلی معلمان تربیت بدنی، می توان از آن برای تقویت خودکارآمدی آنان و درنتیجه افزایش اثربخشی معلمان استفاده کرد.
 

کلیدواژه‌ها

دلبستگی شغلی؛ اثربخشی؛ خودکارآمدی

عنوان مقاله [English]

The mediating role of job attachment in the relationship between self-efficacy and effectiveness of physical education teachers.

نویسندگان [English]

Nima Shahidi¹؛ Siroos Hadadnia²

¹Assistant Professor, Nouraabad Mamasani Branch, IslamicAzd University, Nourabad Mamasani, Iran.

²Assistant Professor, Nouraabad Mamasani Branch, IslamicAzd University, Nourabad Mamasani, Iran.

چکیده [English]

Introduction: Teachers as influential factors in the education process have an important role in achieving the goals of the education system The purpose of this study was the investigating of the mediating role of job attachment in the relationship between self-efficacy and effectiveness of physical education teachers in Mamasani city.
research methodology: This study was descriptive-correlational. The research population includes all physical education teachers in Mamasani which were 53 persons and according to krejcy- morgan table 48 of them selectd as sample by simple random sampling method. The data were collected using Job Attachment Scale (Schaufeli,2015), the Teacher Effectiveness Inventory (Tavassoli Noghabi,2011), and the Teacher Self-Efficacy Scale (Tschannen-Moran & Hoy, 2001). The validity of the questionnaires was formally confirmed using the opinion of experts and the reliability of the instruments were determined by calculating Cronbach's alpha coefficient which were, 0.829, 0.903 and 0.824, for three questionnaires respectively. In order to analyze the data, in addition to using descriptive statistics indicators such as mean and standard deviation, Pearson correlation analysis and path analysis tests were used to test the research hypotheses.
Findings: The results of Pearson correlation test showed that there was a significant relationship between teachers’ self-efficacy, job attachment, and effectiveness. Besides, the results of the path analysis test showed that job attachment plays a mediating role in the relationship between self-efficacy and effectiveness of physical education teachers in Mamasani city.
Conclusion: According to the mediating role of physical education teachers 'job attachment, it can be used to enhance their self-efficacy and thus increase teachers' effectiveness.
 

کلیدواژه‌ها [English]

Job Attachment, Self-Efficacy, Effectiveness

مراجع

1. Amirtash, A, &Hosseinpoor, H, (2018). Developing a model of quality service delivery, satisfaction and job participation of teachers participating in extracurricular sports education courses, Journal of social science, Shooshtar, Vol 12, No 40. [in Persian]

2. Baezat, S; Aflakifard, H; Shahidi, N, (2016). Relationship between Knoeledg management, creativity and self-efficacy of preschool teachers in shiraz, Journal of New approaches in educational administration, vol 7, No. 4, pp:169-184. [in Persian]

3. Barari, R.& Jamshidi, L, (2015). the mediating role of teacher's self-efficacy in realtionship between emotional intelligences and job burnout, Journal of New approaches in educational administration, vol 6, No. 4, pp:177-200. [in Persian]

4. Carter, W. R, Nesbit, P. Badham, R, J. Parker, S, (2016), The effects of employee engagement and self-efficacy on job performance: a longitudinal field study, The International Journal of Human Resource Management, DOI: 10.1080/09585192.2016.1244096

5. Demir, S, (2020), The Role of Self-Efficacy in Job Satisfaction, Organizational Commitment, Motivation and Job Involvement, Eurasian Journal of Educational Research, Vol 85, pp:205-224.

6. Feeney, J, R. Gellatly, I. Goffin, R. Inness, M, (2020), Organizational Attachment: Conceptualization, Measurement, and Incremental Prediction of Work Attitudes and outcomes, Journal of Personnel Psychology, vol 19, pp. 113-124.

7. Foomani, Gh, (2015). The Relationship between Job Motivation, Job Attachment and Organizational Commitment of Teachers with the Productivity of Managers in Zanjan Education Organization, Quarterly Journal of Productivity Management, Year 8, No. 23, 280-262. [in Persian]

8. Gravand, M, &Abaspoor, A, (2012). Comparison of the effectiveness of teachers recruited from teacher training centers and part time teachers from the perspective of middle school principals in Tehran, Educational Psychology (Psychology and Educational Sciences), Volume 8, Number 24. [in Persian]

9. Huang, Sh., Yin, h, (2018), Teacher Efficacy and Affective Well-Being in Hong Kong: An Examination of Their Relationships and Individual Differences, ECNU Review of Education. Vol 1(2):102-126

10. Hoy, W., Hoy, A., & Kurz, N, (2007). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(821-835).

11. Javidi, R, &HamediAmin, Y, (2019). Relationship between job attachment and organizational commitment with general self-efficacy (Case study: Education staff of Minab city), National Conference on Professional Research in Psychology and Counseling with a New Achievements Approach in Educational and Behavioral Sciences. [in Persian]

12. Kardan, Sh. Momeni, KH. Noori, R. Mahdian, M, J. Alikhani, M, (2016). Relationship between self-efficacy and resilience with the effectiveness of high school principals, Journal of Job and Organizational Counseling, No. 27. [in Persian]

13. Keshavarz, L. Kamandi, I. Faridfathi, A. Soltani, M, (2015). The relationship between the efficiency of in-service training courses and job satisfaction of physical education teachers, Organizational Behavior Management Studies in Sports, Volume 2, Number 1, 79-87. [in Persian]

14. Madah, A, &Hosseinzadeh, D, (2016). Relationship between the self-efficacy of primary school teachers and the effectiveness of classroom management of primary school teachers in Saveh, 6th International Conference on Psychology and Social Sciences. [in Persian]

15. Mahdad, A. Mahdavirad, N. Golparvar, M, (2011). Relationship between dimensions of quality of work life and organizational commitment and its components, New Findings in Psychology, Fifth Year, No. 20. [in Persian]

16. Perez, J, M, (2011), Effects of self-efficacy on objective and subjective outcomes in transactions and disputes, International Journal of Conflict Management, Vol. 22 No. 2, pp. 170-189.

17. Poorkiani, M, & Amirmohamadinejad, A, (2013). Investigating the Relationship between Job Attachment Factors and Organizational Effectiveness, The First National Conference on Business Management, Hamedan. [in Persian]

18. Schaufeli, W. B, (2015). Engaging leadership in the job demands-resources model. Career Development international, Vol 20(5):446–63.17

19. Shermman.G, (2008). Acomparision of Elementary, Middle and High school principals' Teacher selection practices and perception of Teacher Effectiveness. Dissertation, Faculty of education, California.

20. Snowman, J., & McCown, R, (2011). Psychology applied to teaching. Nelson Education.

21. Taheri, M, &Hoveyda, R, (2019). Reflective Leadership in Schools and Its Role in Improving Teachers' Self-Efficacy Beliefs, School Management, Volume 7, Number 2. [in Persian]

22. Tastan, S, (2013). The Influences of Participative Organizational Climate and Self-Leadership on Innovative Behavior and the Roles of Job Involvement and Proactive Personality: A Survey in the Context of SMEs in Izmir. Procedia - Social and Behavioral Sciences, 75: 407 – 419.

23. Tavakoli, GH; Shahamat, N; Owjinejad, A, (2015). Relationship between organizational inteligences, slef-efficacy and job satisfaction of high school teachers in Jiroft, Journal of New approaches in educational administration, vol 6, No. 1, pp:213-228. [in Persian]

24. Tavasoli Noghabi, J, (2011). Teachers effectiveness questionnaire,www.madsg.com

25. Tschannen-Moran, M. & Hoy, A.W, (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17: 783-805