تأثیر تجربه و عوامل سازمانی بر تعهد حرفه‌ای معلمان: آزمون نقش میانجی خودکارآمدی معلم و هویت سازمانی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 1، دوره 6، شماره 21، خرداد و تیر 1394، صفحه 1-20   

نوع مقاله: مقاله پژوهشی

نویسندگان

محمد حسنی¹؛ هلاله مصطفی‌نژاد^{* 2}؛ چیمن مصطفی‌نژاد²؛ مریم شهودی³

¹دانشیار گروه مدیریت آموزشی دانشگاه ارومیه

²کارشناس ارشد مدیریت آموزشی دانشگاه ارومیه

³دانشجوی دکتری مدیریت آموزشی دانشگاه ارومیه

تاریخ دریافت: 24 تیر 1394،  تاریخ پذیرش: 24 تیر 1394 

چکیده

هدف اصلی این تحقیق، مطالعه تأثیر تجربه و عوامل سازمانی بر تعهد حرفه­ای معلمان با بررسی نقش میانجی خودکارآمدی و هویت سازمانی بود. روش پژوهش توصیفی- پیمایشی بود. جامعه آماری پژوهش کلیه معلمان ابتدایی شهرستان پیرانشهر در سال تحصیلی 92-1391 بودند (585 نفر) که با استناد به جدول مورگان و با روش نمونه­گیری طبقه­ای نسبتی 233 نفر از این تعداد برای پاسخگویی به پرسشنامه­ها انتخاب شدند. ابزار گردآوری داده­ها پنج پرسشنامه استاندارد بودند که روایی و پایایی آنها با استفاده از رواسازی تحلیل عاملی و محاسبه آلفای کرونباخ بررسی و تأیید شد. در نهایت نیز داده­ها با استفاده از مدل­یابی معادلات ساختاری تجزیه و تحلیل شدند. یافته­ها حاکی از آن بودند که سیاست سازمانی و گفتگوی دوطرفه ارتباط معنی­داری با خودکارآمدی معلمان داشتند، ولی رابطه بین سیاست و هویت سازمانی تأیید نگردید. هم­چنین مسیرهای بین خودکارآمدی و هویت سازمانی با تعهد حرفه­ای معنی­دار شد. نقش میانجی خودکارآمدی در رابطه بین سیاست با تعهد حرفه­ای، و در رابطه بین گفتگو با تعهد حرفه­ای تأیید گردید و واسطه­گری هویت در رابطه بین گفتگوی دوطرفه با تعهد حرفه­ای معنی­دار بود ولی میانجی­گری هویت سازمانی در ارتباط بین سیاست و تعهد حرفه­ای تأیید نگردید.

کلیدواژه‌ها

سیاست سازمانی؛ گفتگوی دوطرفه؛ تعهد حرفه‌ای؛ خودکارآمدی معلم؛ هویت سازمانی

عنوان مقاله [English]

The effect of experience and organizational factors on teachers ‘professional commitment: the Mediating Role of Teacher Efficacy and organizational Identity

نویسندگان [English]

m. h¹؛ h. m²؛ ch. m²؛ m. sh³

چکیده [English]

The present research has been conducted with the aim of study the effect of experience and organizational factors on teachers ‘professional commitment for examining the mediating role of teacher efficacy and organizational identity. The research method was descriptive-survey. The population consisted of all elementary teachers of Piranshahr city in 2012-2013 academic year (585persons) and a sample of 233 persons was selected by stratified random sampling method. The tools for gathering the data were five standard questionnaires that their validity and reliability were examined and then verified. The structural equation modeling was used for analyzing the data. The results showed that organizational politics and reflective dialogue was a significant relationship with teacher efficacy but the relationship between politics and identity not confirmed. Also was a significant relationship between teacher efficacy and identity. Finally, the mediating role of efficacy with the relationship between reflective dialogue and professional commitment, and relationship between organizational politics and professional commitment was confirmed. The mediating role of organizational identity with the relationship between reflective dialogue and professional commitment was significant but the relationship between organizational politics and professional commitment was not confirmed.

کلیدواژه‌ها [English]

Organizational Politics, Reflective Dialogue, Professional Commitment, teacher efficacy, Organizational Identity

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