نقش اعتماد سازمانی مدرسه و خودکارآمدی در توسعه حرفه ای معلمان زن دوره ابتدائی با نقش میانجیگری ادراک رهبری

فصلنامه زن و جامعه

مقاله 4، دوره 11، شماره 41، اردیبهشت 1399، صفحه 79-110   

نوع مقاله: مقاله پژوهشی

نویسندگان

الهام اسماعیلی¹؛ مریم سامری^{* 2}؛ محمد حسنی³

¹گروه علوم تربیتی واحد ارومیه دانشگاه آزاد اسلامی ارومیه ایران

²گروه علوم تربیتی واحد ارومیه دانشگاه آزاد اسلامی ارومیه ایران.

³گروه علوم تربیتی دانشگاه ارومیه

تاریخ دریافت: 25 خرداد 1398،  تاریخ بازنگری: 04 دی 1398،  تاریخ پذیرش: 25 بهمن 1398 

چکیده

این پژوهش با هدف بررسی نقش اعتماد سازمانی مدرسه و خودکارآمدی در توسعه حرفه­ای معلمان زن دوره ابتدایی، با نقش میانجی ادراک رهبری انجام شد. جامعه آماری شامل تمام معلمان رسمی زن دوره ابتدایی شهرستان ارومیه به تعداد 1420نفر می باشد که با استفاده از فرمول کوکران و روش نمونه­گیری تصادفی طبقه­ای302 نفر به عنوان نمونه انتخاب گردید. روش پژوهش، توصیفی- همبستگی از نوع مدلسازی معادلات ساختاری می­باشد. ابزارهای سنجش شامل پرسشنامه­های استاندارد بود که روایی و پایایی ­آن­ها تایید شد. پایایی پرسشنامه­ها بر اساس آلفای کرونباخ برای خودکارآمدی91/0، اعتمادسازمانی مدرسه92/0، ادراک رهبری89/0، توسعه حرفه­ای 86/0به دست آمد. نتایج تجزیه و تحلیل داده­ها با استفاده از نرم افزارSPSS و AMOS نشان داد که خودکارآمدی معلم، اعتماد سازمانی و ادراک رهبری با توسعه حرفه­ای معلم ارتباط معناداری دارد، اما خودکارآمدی اثر مستقیم و معنی­داری بر توسعه حرفه­ای ندارد. اثر غیرمستقیم اعتماد و خودکارآمدی بر توسعه حرفه­ای از طریق ادراک رهبری معنی­دار می­باشد و ادراک رهبری نیز نقش واسطه­ای را در ارتباط اعتماد و خودکارآمدی با توسعه حرفه­ای ایفا می­کند. بنابراین به منظور ارتقاء توسعه حرفه­ای معلمان زن ابتدایی می­توان به تقویت و ارتقاء اعتمادسازمانی و خودکارآمدی همچنین انتخاب سبک­های رهبری مناسب به عنوان یکی از عوامل میانجی­گر توسعه حرفه­ای اقدام نمود.

کلیدواژه‌ها

اعتماد سازمانی مدرسه؛ خودکارآمدی؛ ادراک رهبری؛ توسعه حرفه ای؛ معلمان زن دوره ابتدایی

عنوان مقاله [English]

The role of school organizational trust and self-efficacy on the professional development of elementary female teachers with mediator role of leadership perception

نویسندگان [English]

elham esmaeeli¹؛ maryam sameri²؛ mohammad hasani³

¹department of education, urmia branch, eslamic azad university, urmia, iran

²department of education , urmia branch, eslamic azad university, urmia, iran

³department of education, urmia university

چکیده [English]

TThis research aims to investigate the role of school organizational trust, self-efficacy on the The professional development of elementary school female teachers, was conducted with the mediating role of leadership perception.The statistical population consisted of all elementary school Formal female teachers in Urmia city1400 people. Using a Stratified random sampling method, 302 subjects were selected as the sample from Cochran Formula. Measurement tools included standardized questionnaires whose validity and reliability were confirmed. Reliability of self-efficacy questionnaires, organizational trust, leadership perception, and professional development based on Cronbach's alpha were 0.91, 0.92, 0.89, 0.86, respectively. The research method was a descriptive correlation study which was analyzed using SPSS and Amos software using structural equation modeling.The results show that teacher self-efficacy, trust, and leadership are positively and significantly correlated with teacher's professional development, but self-efficacy has no direct and significant effect on professional development.The indirect effect of trust is an incentive for professional development through positive and meaningful leadership perceptions, and leadership perception is also an intermediary in the relationship of trust and self-efficacy with professional development.Based on research findings, it can be concluded that in order to enhance the professional development of elementary female teachers, it is possible to strengthen and enhance organizational trust and self-efficacy, which can also be the modification and selection of appropriate leadership styles as one of the mediators of professional development.

کلیدواژه‌ها [English]

School organizational trust, self-efficacy, Leadership perception, Professional Development, Elementary female teachers

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