دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (آمیخته)

نویسندگان

1 دانشجوی دکتری، گروه مدیریت آموزشی و آموزش عالی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

2 استادیار،گروه مدیریت و اقتصاد، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

3 استاد، گروه مدیریت آموزشی و آموزش عالی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

10.22034/ijes.2024.2009561.1454

چکیده

هدف: نیروی انسانی هر سازمانی عامل تعیین‌کننده‌ای در سازمان خود می‌باشد و ارتقاء هوش اجتماعی در نیروی انسانی سازمان‌های آموزشی می‌تواند سبب بهبود کیفیت خدمات آموزش و یادگیری شود. بنابراین، پژوهش حاضر با هدف شناسایی و واکاوی ابعاد و مولفه‌های ارتقاء هوش اجتماعی در میان اعضای هیأت‌علمی دانشگاه فرهنگیان انجام شد.
 
 
روش: روش اجرای مطالعه حاضر آمیخته (کیفی-کمّی) بود. جامعه پژوهش در بخش کیفی خبرگان حوزه مدیریت آموزشی، مدیریت فرهنگی، مدیریت منابع انسانی و روانشناسی اجتماعی در سال 1400 و در بخش کمّی اعضای هیأت‌علمی دانشگاه فرهنگیان تهران در سال تحصیلی 1401-1400 بودند. نمونه پژوهش در بخش کیفی طبق اصل اشباع نظری 20 نفر تعیین که این افراد با روش نمونه‌گیری هدفمند انتخاب و در بخش کمّی طبق فرمول کوکران 260 نفر تعیین که این افراد با روش نمونه‌گیری تصادفی طبقه‌ای بر اساس رشته تحصیلی انتخاب شدند. داده‌ها در بخش کیفی با مصاحبه نیمه‌ساختاریافته گردآوری و با روش تحلیل محتوا در نرم‌افزار MAXQDA تحلیل شدند و در بخش کمّی با پرسشنامه محقق‌ساخته گردآوری و با روش‌های تحلیل عاملی اکتشافی و مدل‌یابی معادلات ساختاری در نرم‌افزارهای SPSS و Smart PLS تحلیل شدند.
 
 
یافته‌ها: یافته‌های بخش کیفی نشان داد که هوش اجتماعی در میان اعضای هیأت‌علمی دانشگاه فرهنگیان دارای 55 شاخص، 9 مولفه و 3 بعد شامل ویژگی‌های فردی (با مولفه‌های ویژگی‌های شخصیتی و ارزیابی)، دانش و فناوری اجتماعی (با مولفه‌های کاربرد دانش، کاربست فناوری اطلاعات و تکنولوژی آموزشی) و مهارت‌های اجتماعی (با مولفه‌های روابط درون و برون سازمانی، روابط عمومی، توانمندی در رشته تخصصی و مهارت‌های مدیریتی) بود. یافته‌های بخش کمّی نشان داد که بار عاملی، روایی محتوایی، میانگین واریانس استخراج‌شده و پایایی ابعاد و مولفه‌ها تایید شد. افزون بر آن، مدل هوش اجتماعی بر هر سه بعد ویژگی‌های فردی، دانش و فناوری اجتماعی و مهارت‌های اجتماعی و هر یک از سه بعد مذکور بر مولفه‌های خود اثر مستقیم و معنی‌دار داشتند (P<0.05).
 
 
نتیجه‌گیری: متخصصان و برنامه‌ریزان نظام آموزش عالی با توجه به ابعاد و مولفه‌های شناسایی‌شده می‌توانند از طریق ارتقاء هوش اجتماعی زمینه را برای بهبود آموزش و یادگیری دانشجویان فراهم آورند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Identifying and Analyzing the Dimensions and Components of Improving Social Intelligence among the Faculty Members of Farhangian University of Tehran

نویسندگان [English]

  • Lida Esmaili 1
  • Akhtar Jamali 2
  • Nadergholi Ghorchian 3

1 PhD student, Department of Educational Management and Higher Education, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran.

3 Professor, Department of Educational Management and Higher Education, Science and Research Branch, Islamic Azad University, Tehran, Iran.

چکیده [English]

Purpose: The human resources of any organization is a determining factor in its organization, and improving social intelligence in the human resources of educational organizations can improve the quality of education and learning services. Therefore, the current research was conducted with the aim of identifying and analyzing the dimensions and components of improving social intelligence among the faculty members of Farhangian University.
 
 
Methodology: The method of this study was mixed (qualitative-quantitative). The research population in the qualitative part was the experts in the fields of educational management, cultural management, human resources management and social psychology in 2021 year and in the quantitative part was the faculty members of Farhangian University of Tehran in the 2021-2022 academic years. The sample of the research in the qualitative part according to the principle of theoretical saturation were determined 20 people who these people were selected by purposeful sampling method and in the quantitative part according to Cochran's formula were determined 260 people who these people were selected by stratified random sampling method based on the field of study. Data in the qualitative part were collected by semi-structured interview and analyzed by content analysis method in MAXQDA software and in quantitative part were collected by researcher-made questionnaire and analyzed by exploratory factor analysis and structural equation modeling methods in SPSS and Smart PLS software.
 
 
Findings: The findings of the qualitative part showed that the social intelligence among the faculty members of Farhangian University has 55 indicators, 9 components and 3 dimensions including individual characteristics (with the components of personality characteristics and evaluation), social knowledge and technology (with the components of knowledge application, information technology application and educational technology) and social skills (with the components of internal and external relations, public relations, ability in a specialized field and management skills). The findings of the quantitative part showed that the factor load, content validity, average variance extracted and reliability of dimensions and components were confirmed. In addition, the social intelligence model on all three dimensions of individual characteristics, social knowledge and technology and social skills and each of the three mentioned dimensions on its components had a direct and significant effect (P<0.001).
 
 
Conclusion: Specialists and planners of the higher education system according to the identified dimensions and components through the improving social intelligence can provide the basis for promoting the education and learning of university students.

کلیدواژه‌ها [English]

  • Social Intelligence
  • Faculty of Farhangian University
  • Individual Characteristics
  • Social Knowledge and Technology
  • Social Skills
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