بررسی نقش واسطه‌ای سرمایه اجتماعی در رابطه با مدیریت دانش، کار تیمی و عملکرد شغلی در معلمان (مورد مطالعه: معلمان شهر گله‌دار)

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 14، دوره 14، شماره 5 - شماره پیاپی 63، آذر و دی 1402، صفحه 230-213   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.29736.5944

نویسندگان

محمد رزاقی^{* 1}؛ محمد جابر یونسی²؛ مجید کوثری³؛ غلامحسین زارع⁴

¹دکتری مدیریت آموزشی،گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

²کارشناسی ارشد مشاوره مدرسه، دانشکده علوم تربیتی ، دانشگاه آزاد اسلامی واحد مرودشت، شیراز، ایران.

³استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، پردیس شهید رجایی فارس، شیراز، ایران.

⁴کارشناسی ارشد مدیریت دولتی، معلم آموزش و پرورش، شیراز، ایران.

تاریخ دریافت: 18 دی 1400،  تاریخ بازنگری: 26 مرداد 1401،  تاریخ پذیرش: 02 شهریور 1401 

چکیده

مقدمه: برای کسب موفقیت در هر سازمانی توجه به عملکرد شغلی امری بدیهی است. عوامل مختلفی در عملکرد شغلی معلمان موثر است که این مطالعه با هدف بررسی نقش واسطه‌ای سرمایه اجتماعی در رابطه با مدیریت دانش، کار تیمی و عملکرد شغلی در معلمان شهر گله‌دار انجام شده است.

روش شناسی: این پژوهش از نظر هدف کاربردی و بر اساس روش پژوهش توصیفی از نوع همبستگی مبتنی بر مدل‌یابی معادلات ساختاری است. جامعه آماری این پژوهش شامل تمامی معلمان مدارس شهر گله‌دار به تعداد 560 نفر در سال تحصیلی 1400-1399 بود که با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای نسبتی 234 نفر از آنان با استفاده از جدول مورگان انتخاب گردیده است. ابزار سنجش پژوهش حاضر چهار پرسش‌نامه استاندارد مدیریت دانش شرون لاوسون (2003)، کار تیمی لنچیونی (2004)، عملکرد شغلی پاترسون (2008) و سرمایه اجتماعی ناهاپیت و گوشال (1998) بوده که ضریب آلفای کرونباخ آن‌ها به ترتیب 94/0، 82/0، 80/0 و 92/0 به‌دست آمد و روایی محتوایی آن‌ها با استفاده از نظر متخصصان تایید شد. تجزیه و تحلیل اطلاعات در دو سطح توصیفی و استنباطی (مدل معادلات ساختاری) انجام گرفت که از طریق نرم‌افزارهایSPSS 24 و Lisrel 8.8 اجرا شد.

یافته‌ها: نتایج نشان داد که بین متغیرهای مدیریت دانش و عملکرد شغلی (46/0=β)، کار تیمی و عملکرد شغلی (91/0=β)، مدیریت دانش و سرمایه اجتماعی (41/0=β)، کار تیمی و سرمایه اجتماعی (36/0=β)، عملکرد شغلی و سرمایه اجتماعی (71/0=β) رابطه مستقیم و معنادار وجود دارد. سرمایه اجتماعی اثر غیر مستقیم بر رابطه مدیریت دانش با عملکرد شغلی (33/0=β) و کار تیمی با عملکرد شغلی (25/0=β) دارد. بنابراین اثر میانجی سرمایه اجتماعی در این پژوهش مورد تایید قرار می‌گیرد.

نتیجه‌گیری: طبق یافته‌ها، سرمایه اجتماعی با مدیریت دانش و کار تیمی بر عملکرد شغلی معلمان رابطه مثبت داشتند؛ بنابراین از طریق توجه به سرمایه اجتماعی، مدیریت دانش و کار تیمی می‌توان زمینه‌های بهبود در عملکرد شغلی معلمان را فراهم آورد.

کلیدواژه‌ها

سرمایه اجتماعی؛ مدیریت دانش؛ کار تیمی؛ عملکرد شغلی

عنوان مقاله [English]

Investigating the Mediating Role of Social capital in Relation to Knowledge Management, Teamwork and Job Performance in Teachers (Case Study: Teachers of Galehdar City)

نویسندگان [English]

mohammad razzaghi¹؛ Mohammad Jaber Younesi Younesi²؛ Majid Kowsary³؛ Gholam Hosein Zare⁴

¹Ph. D in Educational Administration, Department of Education, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

²M. S. in Counseling, Faculty of Educational Sciences, Islamic Azad University, Marvdasht Branch, Shiraz, Iran.

³Assistant Professor, Department of Educational Sciences, Farhangian University, Shahid Rajaei Fars Campus, Shiraz, Iran

⁴M. S in of Public Administration, Teacher of Education, Shiraz, Iran

چکیده [English]

Introduction: To be successful in any organization, it is obvious to pay attention to job performance. Various factors affect the job performance of teachers. This study was conducted to investigate the mediating role of social capital in relation to knowledge management, teamwork and job performance in teachers in the city of Galehdar.

Methods: This research is applied in terms of purpose and based on a descriptive correlational research method based on structural equation modeling. The statistical population of this study included all teachers in schools in the city of Geledar with 560 students in the academic year 2020-2021, which was selected by random sampling method of relative classes, 234 of them were selected using Morgan table. The measuring instruments of the present study were four standard questionnaires of “knowledge management” Sharon Lawson (2003), “teamwork” Lanchioni (2004), “job performance” Patterson (2008) and “social capital” Nahapit and Gushal (1998), respectively, whose Cronbach's alpha coefficient is 0.94, 0.82, 0.80 and 0.92 was obtained and their content validity was confirmed by experts. Data analysis was performed at both descriptive and inferential levels (structural equation model) which was performed through SPSS 24 and Lisrel 8.8 software.

Results: The results showed that between Variables knowledge management and job performance (β=0.46), teamwork and job performance (β=0.91), knowledge management and social capital (β = 0.47), teamwork and Social capital (β=0.36), there is a direct and significant relationship between job performance and social capital (β= 0.71). Social capital has an indirect effect on the relationship between knowledge management and job performance (β=0.33) and teamwork with job performance (β= 0.25). Therefore, the mediating effect of social capital in this study is confirmed

Conclusion: According to the findings, social capital had a positive relationship with knowledge management and teamwork on teachers' job performance. Therefore, by paying attention to social capital, knowledge management and teamwork, it is possible to provide grounds for improvement in teachers' job performance.

کلیدواژه‌ها [English]

Social capital, knowledge management, teamwork, job performance

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