پیش بینی عملکرد شغلی معلمان بر اساس توانمندسازی روان شناختی و سبک رهبری مدیران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

2 دانش آموخته کارشناسی ارشد تحقیقات آموزشی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

3 کارشناس 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

موضوعات

عنوان مقاله [English]

Predicting job performance of teachers based on psychological empowerment and leadership style of headmasters

نویسندگان [English]

  • Taghi zavvar 1
  • Farnaz Saban Basim 2
  • Jafar Mehdizadeh 3
1 Associate Professor of Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran
2 M.A in Educational Research, Azarbaijan Shahid Madani University, Tabriz, Iran
3 M.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

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