پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 938 |
| تعداد مقالات | 7,697 |
| تعداد مشاهده مقاله | 12,623,551 |
| تعداد دریافت فایل اصل مقاله | 8,986,196 |
پیش بینی عملکرد شغلی معلمان بر اساس توانمندسازی روان شناختی و سبک رهبری مدیران | ||
| اندیشه های نوین تربیتی | ||
| مقاله 7، دوره 17، شماره 1 - شماره پیاپی 59، خرداد 1400، صفحه 153-173 اصل مقاله (2.9 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.18898.2099 | ||
| نویسندگان | ||
| تقی زوار* 1؛ فرناز شبان بسیم2؛ جعفر مهدیزاده3 | ||
| 1دانشیار گروه علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
| 2دانش آموخته کارشناسی ارشد تحقیقات آموزشی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
| 3کارشناس ارشد مدیریت آموزشی، دانشگاه پیام نور، نقده، ایران | ||
| چکیده | ||
| معلم مؤثرترین عامل شناخته شده در مدرسه بوده و عملکرد شغلی معلمان از شاخصهای اساسی موفقیت و تداوم اهداف سازمانهای آموزشی است و توانمندی معلمان و سبک رهبری مدیران، نقش مهمی در آن خواهد داشت. پژوهش حاضر با هدف پیشبینی عملکرد شغلی معلمان بر اساس توانمندسازی روانشناختی و سبک رهبری مدیران به روش توصیفی- همبستگی انجام گرفت و جامعه آماری شامل کلیه معلمان زن مدارس ابتدایی ناحیه 2 و 4 شهر تبریز به تعداد 413 نفر بود که 198 نمونه به روش تصادفی خوشهای چند مرحلهای انتخاب شدند. برای گردآوری دادهها از پرسشنامههای استاندارد عملکرد شغلی پاترسون، توانمندسازی روانشناختی اسپریترز و سبک رهبری هرسی و بلانچارد استفاده شد. آلفای کرونباخ محاسبه شده برای هر یک از متغیرها به ترتیب 93/0، 91/0 و 62/0 به دست آمد. برای تجزیه و تحلیل دادهها از آزمونهای ضریب همبستگی پیرسون و رگرسیون چندگانه با استفاده از نرم افزار spss (نسخه 16) استفاده شد. نتایج ضریب همبستگی پیرسون نشان داد که عملکرد شغلی با توانمندسازی روان شناختی رابطه مثبت (50/0) و معناداری دارد (01/0>P). همچنین نتایج رگرسیون چندگانه با روش گام به گام نشان داد که در میان مولفههای توانمندسازی روانشناختی، مولفههای معنیداری، اعتماد، تاثیرگذاری و شایستگی بهترین پیشبینهای عملکرد شغلی معلمان بودند (05/0>P) و در میان سبکهای رهبری، سبک رهبری دستوری بهترین پیشبین عملکرد شغلی بود (05/0>P). بنابراین با بهینه کردن سطح توانمندی روانشناختی معلمان و انتخاب سبک رهبری مناسب از سوی مدیران میتوان شاهد تأثیرات مثبت بر عملکرد شغلی معلمان بود. | ||
| کلیدواژهها | ||
| عملکرد شغلی معلمان؛ توانمندسازی روان شناختی؛ سبک رهبری | ||
| عنوان مقاله [English] | ||
| Predicting job performance of teachers based on psychological empowerment and leadership style of headmasters | ||
| نویسندگان [English] | ||
| Taghi zavvar1؛ Farnaz Saban Basim2؛ Jafar Mehdizadeh3 | ||
| 1Associate Professor of Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| 2M.A in Educational Research, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| 3M.A in Educational Manegement, Payam Noor University, Naghadeh,, Iran | ||
| چکیده [English] | ||
| Teachers are the most influential factor at schools, and their job performance is essential indicator of success and persistence of the goals of educational organizations, and the ability of teachers and leadership style of headmasters play significant role on it. This study aim to predict job performance of teachers based on psychological empowerment and leadership style of headmasters. Descriptive-correlation method was used and statistical society include all female teachers (413 individuals) of primary schools at 2 and 4 district of Tabriz, 198 individuals were selected as sample by multi-stage random cluster method. Data collected using standard questionnaires of Paterson’s job performance, Spritzer’s psychological empowerment, and leadership style of Hersey-Blanchard. Alpha-Cronbach was calculated for each of the variables as 0.93, 0.91 and 0.62, respectively. For data analysis, Pearson’s correlation coefficient, multiple regression tests and SPSS software (version 16) were used. Results of the Pearson correlation coefficient indicated that job performance of psychological empowerment was positive (0.50) and meaningful (p < 0.01). Results of the multiple regression with step by step approach indicated that meaningful elements of reliability, effectiveness and competency are the best predictors of job performance of teachers (p < 0.05) among psychological empowerment elements, and imperative leadership style was the best predictor of job performance in leadership styles (p < 0.05). Therefore, optimizing psychological ability of teachers and selecting desired leadership style of headmasters lead to positive effect on job performance of teachers. | ||
| کلیدواژهها [English] | ||
| job performance of teachers, psychological empowerment, leadership style | ||
| مراجع | ||
|
Abdolahi., B., Noveh Ibrahim, A (2008). Employee Empowerment: The Golden Key to Human Resource Management. Tehran: Virayesh. (Text in Persian)
Adeyemi, T. O. (2010). Principals leadership styles and teachers job performance in senior secondary schools in Ondo State, Nigeria. International Journal of Educational Administration and Policy Studies, 2 (6): 83-91.
Al-Yaseen, W.S. and Al-Musaileem, M.Y. (2013). Teacher empowerment as an important component of job satisfaction: a comparative study of teachers’ perspectives in Al-Farwaniya District, Kuwait, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2013.855006.
Appelbaum, S. H. and Honegger, K. (1998). Empowerment: a Contrasting Overview of Organizations in General and Nursing in Particular. an Examination of Organizational.
Bello, S. M. (2012). Impact of Ethical Leadership on Employee Job Performance. International Journal of Business and Social Science. 3 (11): 228-236.
Borman WC, Ilgen, D.R. and Klimoski R.J. (2003). Industrail and organizational psychology. Handbook of psychology, New jersey.
Cook, L., Rothwell, B (2007). The X and Y of leadership. Traslated by Iran Nezhad Parizi, M. Tehran: Modiran. (Text in Persian)
Hassani, M., Fathi, S., Ghasemzade, A (2015) Influence of Psychological empowerment on Job performance and Personality Accountability of the staff of University of Urmia. MEO 3 (2) :65-82. (Text in Persian)
Huberman, A. M. and Vandenberghe, R. (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice.Cambridge, UK: Cambridge University Press.
Ivancevich, J. R., Konopaske and M. Matteson. (2005). Organizational Behavior and Management, NewYork: McGraw-Hill.
Izadi Yazdan Abadi,A., Noshe Var, H.S (2010). Job characteristics of teachers and its relationship with empowerment . Journal of Research in Human Resources Management 167-18: (4)3. (Text in Persian)
Kreitner, R. (1996). Management, Delhi: Houghton on Mifflin Company.
Lee, A. N. and Nie, Y. (2014). Understanding teacher empowerment: Teachers’ perceptions of principal’s and immediate supervisor’s empowering behaviours, psychological empowerment and work-related outcomes. Teaching and Teacher Education, 41, 67-79.
Moradi, M. (2015). The Effect of Psychological Empowerment on Organizational Performance;The Mediating Role of Job Stress, Job Satisfaction, and Organizational Commitment. Supervision & Inspection, 1394(31), 73-98. (Text in Persian)
Moye, M. J., Henkin, A. B. and Egley, R. J. (2005). Teacher‐principal relationships: Exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 3 (43): 82-95.
Mullins, L. (1999). The Relation Between Leadership Styles and Empowerment on Job Satisfaction. National Institutes of Health, 27 (5): 27-34.
Nasimi, M., Zare`, A. (2020). The Relationship Between Organizational Social Responsibility Support and Employee Job Performance with The Role of Organizational and Customer Identification Management. Quartely Journal of Logistics & Human Resources Management, 1399(55), 104-129. (Text in Persian)
Nir, A. E. (2002). School-based management and its effect on teacher commitment. International Journal of Leadership in Education, 5 (4): 323–341.
Noorbakhsh, M., & Hematinezhad, M., & Khodaparast, S. (2010). The Relationship Between situational Leadership styles and power bases of Guilan sport Managers from Employees' viewpoint. Physical Education and Sport Science Quarterly (PESSQ), 2(8), 29-39. https://www.sid.ir/en/journal/ViewPaper.aspx?id=330989 (Text in Persian)
Nourbakhsh, M., & Moharnrnad, S. (2004). A Relationship Between Leadership Styles and Sources of Power among heads of Iranian P.E. Faculties From of Their Colleagues* Viewpoint. Harakat, -(19), 109-124. https://www.sid.ir/en/journal/ViewPaper.aspx?id=12961 (Text in Persian)
Ozcelik, G. and Cenkci, T. (2014). Moderating Effects of Job Embeddedness on the Relationship between Paternalistic Leadership and In-role Job Performance. Procedia - Social and Behavioral Sciences, 150, 872- 880.
Pour soltani, H., Ghasemi, H., Veysi, Mohammad., Khoshkalam, O (2016). The relationship between managers' leadership style and job performance of physical education teachers in Marivan. First International Conference on Industrial Engineering, Management and Accounting (Text in Persian)
Rajizadeh, S., Zangi Abadi, H. (2020). Investigating the Relationship between Accountants General Health and their Perception of Managers Leadership Style in Public Companies of Kerman. Journal of Health Accounting, 8(2), 39-57. doi: 10.30476/jha.2020.67747.1123 (Text in Persian)
Saatchi, M., Kamkari, K., Asgarian, M (2011). Psychological tests. Tehran; Virayeh. (Text in Persian)
Saki, R., Asare, A., Shaabani Mashkol, R(2015). Investigating the relationship between managers 'professional ethics and transformational leadership with teachers' job performance in Mallard County high schools. Educational Leadership & administration, 9(1), 27-50. (Text in Persian)
Saki, R., Nematti, H., RezaeI, M (2016). Investigation of the Relationship between Self-efficacy and Empowerment in Comparison with Job Performance among the State High school Female Teachers in Tehran. Scientific Journal of Research in Education. 32-51; (5)1. (Text in Persian)
Seyed Ghaini, KH., Seyed Abbas zade, M.M (2010). Investigating the relationship between leadership styles of managers and job burnout of high school teachers in Urmia in the academic year 2007-2008. 109-132: (1)4
Somech, A. and Drach-Zahavy, A. (2000). Understanding extra-role behavior in schools: The relationships between job satisfaction, sense of efficacy, and teachers’ extra role behavior. Teaching and Teacher Education, 16 (5-6): 649–659.
Spreitzer, Gretchen M. (1995). “Psychological Empowerment in the Workplace:Dimensions, Measurement and Validation”; The Academy of Management Journal, 38 (5): 1442- 1465.
Teymor Nezhad, K., Sarihi Esfestani, R (2010). Effects of Organizational Learning on Psychological Empowerment, in the Ministry of Economic Affairs and Finance. Management Studies in Development and Evolution, 20(62), 37-59 (Text in Persian)
Wilkinson Adrian. (1998). Empowerment: theory and practice, personnel Review, 27 (1): 40-56.
Yasini, A., Abbasian, A., Yasini, T. (2013). The Effect of Principals’ Distributed Leadership Style on Teacher job Performance: Introducing a Model. Journal of New Approaches in Educational Administration, 4(Vol 4/ No 13/ 2014), 33-50. (Text in Persian)
Yaghobi, N., shukuhy, J., raiisi, H., sayydi, F. (2016). Influences of ladership styles on organizational performance with mediating role of organizational learning and innovation. Transformation Management Journal, 7(14), 32-56. doi: 10.22067/pmt.v7i14.49209 (Text in Persian)
Zembylas, M. and Papanastasiou, E.C. (2005). Modeling teacher empowerment: The role of job satisfaction, Educational Research and Evaluation: An International Journal on Theory and Practice, 11 (5): 433-459.
Zare, M.H (2014). Hershey and Blanchard's positional leadership theory. Nakhl Shahdad Quarterly with Management Approach in Islam.33-55 (20,19)8. (Text in Persian) | ||
|
آمار تعداد مشاهده مقاله: 1,867 تعداد دریافت فایل اصل مقاله: 827 |
||