بررسی نقش خودکارآمدی فردی، انتقال دانش و کیفیت زندگی کاری در توانمندسازی معلمان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی ۸۸۹-۱۴۶۶۵ تهران، ایران.

2 گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران/ ایران

3 گروه علوم تربیتی ، دانشکده علوم انسانی، واحد مرند ، دانشگاه ازاد اسلامی ، مرند ، ایران

4 دانشجوی کارشناسی، گروه آموزش ابتدایی، دانشگاه فرهنگیان، اردبیل، ایران

10.22098/ael.2023.11482.1155

چکیده

هدف این پژوهش، بررسی نقش خودکارآمدی فردی، انتقال دانش و کیفیت زندگی‌کاری در توانمندسازی معلمان دوره ابتدایی بود. پژوهش حاضر از لحاظ هدف، کاربردی، از لحاظ ماهیت، توصیفی- همبستگی و از لحاظ روش گردآوری‌داده‌ها، میدانی و کتابخانه‌ای بود. جامعه‌آماری پژوهش حاضر شامل کلیه معلمان ابتدایی(452زن و 251مرد) شهرستان مرند بودند. از این جامعه، نمونه‌ای به حجم 248 نفر(160 نفر معلم زن و 88 نفر معلم مرد) برابر جدول مورگان با استفاده از روش نمونه‌گیری طبقه‌ای نسبتی انتخاب شدند. در پژوهش حاضر جهت گردآوری اطلاعات از پرسشنامه صلاحیت‌های حرفه‌ای معلمان ملایی‌نژاد(1391)(پرسشنامه توانمندسازی معلمان)، پرسشنامه کیفیت زندگی‌کاری ایلگان و همکاران(2014)، پرسشنامه خودکارآمدی فردی شرر(1982) و پرسشنامه انتقال دانش وی و خی‌یان(2006) استفاده شد؛ سپس، روایی پرسشنامه‌ها مورد تایید اساتید قرار گرفت و پایایی پرسشنامه‌ها بر اساس ضریب آلفای کرونباخ به ترتیب 97/0، 73/0، 96/0 و 95/0 به دست آمد. تحلیل داده‌ها با استفاده از آزمون رگرسیون خطی ساده و رگرسیون چندگانه و نرم افزار SPSS انجام شد. تجزیه و تحلیل رگرسیون چندگانه نشان داد که از بین سه‌ متغیر، متغیر خودکارآمدی فردی با بتای 037/1 در توانمندسازی معلمان دوره ابتدایی نقش دارد. همچنین تجزیه و تحلیل رگرسیون‌های خطی ساده نیز نشان داد که خودکارآمدی فردی با بتای 514/0؛ انتقال دانش با بتای 502/0 و کیفیت‌ زندگی‌کاری با بتای 226/0 در ارتقای توانمندسازی معلمان نقش دارد. می‌توان چنین برداشت کرد که خودکارآمدی فردی به عنوان پایه و اساس برای توانمند شدن است؛ چرا که در صورت وجود خودکارآمدی مولفه‌های دیگر مثل انتقال دانش و کیفیت زندگی‌کاری بر توانمندسازی معلمان موثر خواهند بود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the role of individual self-efficacy, knowledge transfer and quality of work life in empowering primary school teachers

نویسندگان [English]

  • mohamad azimi 1
  • Kamal Nosrati Heshi 1
  • mohsen nobakht 2
  • Mansoure Cheraghi 3
  • amin golshan 4
1 Department of Educational Sciences, Farhangian University, P.O. BOX 14665-889, Tehran, Iran
2 باهنرDepartment of Educational Management, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran / Iran
3 . Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Farhangian University, Tehran, Iran.
4 Bachelor student, Department of Elementary Education, Farhangian University, Ardabil, Iran
چکیده [English]

The purpose of this research was to investigate the role of individual self-efficacy, knowledge transfer and quality of working life in empowering elementary school teachers. The current research was applied in terms of purpose, descriptive-correlative in terms of nature, and field and library in terms of data collection method. The statistical population of the present study included all primary teachers (452 women and 251 men) of Marand city. From this population, a sample of 248 people (160 female teachers and 88 male teachers) were selected according to Morgan's table using proportional stratified sampling method. In the current research, the questionnaire of professional qualifications of teachers of Melainejad (2013) (Teacher Empowerment Questionnaire), the quality of work life questionnaire of Ilgan et al; Then, Data analysis was done using simple linear regression and multiple regression tests and SPSS software. Multiple regression analysis showed that among the three variables, the individual self-efficacy variable with a beta of 1.037 plays a role in empowering elementary school teachers. Also, simple linear regression analysis showed that individual self-efficacy with a beta of 0.514; Knowledge transfer with a beta of 0.502 and quality of work life with a beta of 0.226 play a role in improving the empowerment of teachers. It can be considered that individual self-efficacy is the basis for empowerment; Because if there is self-efficacy, other components such as knowledge transfer and quality of work life will be effective on empowering teachers.

کلیدواژه‌ها [English]

  • Individual self-efficacy
  • knowledge transfer
  • quality of work life
  • teacher empowerment
  • elementary school

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  1. Zahed Babolan, A., Najafi, H., Khaleghkhah, A., & Moienikia, M. (2020). Teachers' Empowerment of Educational Administration Perspective (Investigating the Role of Individual Self-efficacy; Knowledge Transfer and Quality of Work Life). Journal of New Approaches in Educational Administration, 11(41), 41-68. [in persian].
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رهبری آموزشی کاربردی
دوره 4، شماره 1 - شماره پیاپی 13
فروردین 1402
صفحه 172-184

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سابقه مقاله

  • تاریخ دریافت: 18 شهریور 1401
  • تاریخ بازنگری: 04 آبان 1401
  • تاریخ پذیرش: 20 دی 1401

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