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مدلسازی رابطه بین ادراک معلمان از سبک رهبری همافزا و عملکرد نوآورانه: نقش واسطهای خودکارآمدی شغلی و استقلال شغلی | ||
رهبری آموزشی کاربردی | ||
مقاله 8، دوره 4، شماره 3 - شماره پیاپی 15، مهر 1402، صفحه 131-146 اصل مقاله (954.35 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/ael.2023.12993.1285 | ||
نویسندگان | ||
مهدیه شهیری1؛ حمید رحیمی* 2 | ||
1کارشناسی ارشد، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران | ||
2دانشیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران | ||
چکیده | ||
هدف پژوهش، مدلسازی رابطه بین ادراک معلمان از سبک رهبری همافزا و عملکرد نوآورانه با نقش واسطهای خودکارآمدی شغلی و استقلال شغلی است. نوع پژوهش، توصیفی-همبستگی و جامعهآماری شامل معلمان شهر کاشان در سال تحصیلی 1402-1403 به تعداد 3327 نفر بود که با استفاده از جدول مورگان و به روش نمونهگیری تصادفی طبقهای، 337 نفر به عنوان نمونه انتخاب شدند. ابزار پژوهش شامل چهار پرسشنامه رهبری همافزا (یوسف بروجردی و همکاران، 2021)، پرسشنامه عملکرد نوآورانه (اسکات و بروس، 1994)، پرسشنامه استقلال شغلی (زارع احمدآبادی و همکاران، 2018) و پرسشنامه خودکارآمدی شغلی (ویلک و موینیهان، 2005) بر اساس طیف لیکرت پنج درجهای بود. پایایی پرسشنامهها از طریق ضریب آلفای کرونباخ برای رهبری همافزا 99/0، عملکرد نوآورانه 89/0، استقلال شغلی 96/0 و خودکارآمدی شغلی 88/0 برآورد شد. به منظور تحلیل دادهها، از نرمافزارهای آماری SPSS و Smart Pls در سطح توصیفی و استنباطی استفاده شد. نتایج نشان داد میانگین هر چهار متغیر رهبری همافزا، عملکرد نوآورانه، استقلال شغلی و خودکارآمدی شغلی، بالاتر از حد متوسط بود. ضرایب مسیر نشان داد رهبری همافزا با (14/0=Beta، 003/0=P)، استقلال شغلی با (575/0=Beta، 001/0=P) و خودکارآمدی شغلی با (28/0=Beta، 001/0=P) روی عملکرد نوآورانه معلمان، تاثیر مثبت و معنادار دارد. بنابراین میتوان این گونه نتیجهگیری کرد که اگر معلمان ادراک مثبتی از وضعیت رهبری همافزا داشته باشند، استقلال شغلی و خودکارآمدی شغلی بیشتری خواهند داشت. رهبری همافزا با افزایش استقلال شغلی و خودکارآمدی شغلی میتواند از این طریق به افزایش و بهبود رفتار نوآورانه معلمان کمک کند. | ||
کلیدواژهها | ||
ادراک معلمان؛ سبک رهبری هم افزا؛ عملکرد نوآورانه؛ خودکارآمدی شغلی؛ استقلال شغلی | ||
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