رابطه ی رهبری توزیعی با تعالی سازمانی مدارس با نقش میانجی توانمندسازی ساختاری و روان-شناختی در معلّمان

نوع مقاله : مستخرج از رساله

نویسندگان

1 دانشجوی دکترای مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران

2 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران

3 استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران

10.22034/ijes.2021.531456.1064

چکیده

هدف: هدف پژوهش بررسی رابطه­ی رهبری توزیعی با تعالی سازمانی مدارس با نقش میانجی توانمندسازی ساختاری و روان­شناختی در معلّمان بود.
روش شناسی: روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری پژوهش را کلیّه معلّمان مقطع ابتدایی استان فارس در سال تحصیلی 1400-1399 به تعداد 16264 نفر تشکیل داده بودند که از این جامعه، نمونه­ای به حجم 375 نفر بر مبنای فرمول کوکران انتخاب شد. با توجّه به طبقات جامعه پژوهش مانند نوع منطقه، تعداد شهرستان/ناحیه و جنسیّت از روش نمونه­گیری تصادفی طبقه­ای نسبتی استفاده شد. جمع­آوری داده­ها بر اساس چهار پرسشنامه رهبری توزیعی(المور، 2000)، توانمندسازی روان­شناختی(اسپریتزر، 1995)، توانمندسازی ساختاری(کردنائیج، بخشی­زاده و فتح­الهی، 1394) و تعالی سازمانی (عمارلو، 1396) صورت گرفت. برای تجزیه­وتحلیل داده­ها از ضریب همبستگی پیرسون و مدل­یابی معادلات ساختاری، بوسیله­ی دو نرم­افزار SPSS نسخه 25 و LISREL نسخه 80/8 استفاده شد.
یافته­ها: نتایج حاصل از شاخص‌های برازندگی مدل تحلیل مسیر تأییدی نشان داد که، مدل ساختاری پژوهش دارای برازش مناسب و قابل قبول می‌باشد. بر اساس سایر نتایج پژوهش، رهبری توزیعی رابطه مستقیم، مثبت و معناداری با توانمندسازی ساختاری، توانمندسازی روان­شناختی و تعالی سازمانی مدارس؛ توانمندسازی ساختاری رابطه مستقیم، مثبت و معناداری با تعالی سازمانی مدارس و توانمندسازی روان­شناختی؛ و توانمندسازی روان­شناختی رابطه مستقیم، مثبت و معناداری با تعالی سازمانی مدارس داشت(0011/0). رهبری توزیعی بواسطه توانمندسازی ساختاری و توانمندسازی روان­شناختی رابطه غیرمستقیم، مثبت و معنادار با تعالی سازمانی مدارس؛ و توانمندسازی ساختاری بواسطه توانمندسازی روان­شناختی رابطه غیرمستقیم، مثبت و معنادار با تعالی سازمانی مدارس داشت(004/0).
بحث و نتیجه­گیری: با توجّه به نتایج پژوهش حاضر، مدیران و رهبران مدارس باید از راهکارهای رهبری توزیعی جهت واگذاری هرچه بیشتر قدرت، اختیار و مسؤولیّت بین معلّمان استفاده کنند، تا ضمن بهبود توانمندی­های روان­شناختی و ساختاری آن­ها، شرایط مساعدی جهت همکاری و مشارکت هرچه بیشتر معلّمان جهت رشد و ارتقاء سطح مدرسه در تمامی ابعاد و تعالی سازمانی مدرسه فراهم شود.

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دوره 15، شماره 1
فروردین 1401
صفحه 41-56
  • تاریخ دریافت: 10 خرداد 1400
  • تاریخ بازنگری: 17 مرداد 1400
  • تاریخ پذیرش: 02 آبان 1400
  • تاریخ اولین انتشار: 01 فروردین 1401