مدل‌سازی تاثیر رهبری آموزشی بر خودرهبری معلمان با میانجی‌گری توسعه حرفه‌ای

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، ایران

2 دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، ایران

3 دانشجوی دکتری مدیریت آموزشی، دانشگاه آزاد اسلامی اردبیل، ایران

چکیده

این پژوهش با هدف مدل‌سازی تاثیر رهبری آموزشی از طریق توسعه حرفه‌ای بر خودرهبری معلمان به شیوه کمی انجام شده است. روش پژوهش، توصیفی از نوع همبستگی مبتنی بر مدل معادلات ساختاری می‌باشد و جامعه آماری آن را کلیه معلمان مدارس دخترانه و پسرانهِ دولتی و غیردولتی دوره ابتدایی شهر تالش به تعداد 763 نفر تشکیل دادند که بر مبنای جدول مورگان، نمونه‌ای به حجم 257 نفر به روش تصادفی طبقه‌ای انتخاب شد. جهت گردآوری داده‌ها از سه پرسشنامه استاندارد، رهبری آموزشی Hallinger & Wang (2015)، توسعه حرفه‌ای Godali (2016) و خودرهبری Houghton & Neck (2002) استفاده گردید که پایایی آن‌ها با استفاده از روش الفای کرونباخ به ترتیب 85/0، 87/0 و 91/0 محاسبه گردید و روایی پرسشنامه‌ها از طریق تحلیل عاملی تاییدی تعیین گردید. تجزیه و تحلیل داده‌های پژوهش با استفاده از روش مدل‌سازی معادلات ساختاری و نرم‌افزارهای Spss و Lisrel انجام شد. یافته‌ها نشان داد که مدل علّی مفروض از برازش مناسبی برخودار بوده و قابل تعمیم به جامعه پژوهش است. اثر مستقیم رهبری آموزشی بر خودرهبری معلمان (58/0) و بر توسعه حرفه‌ای (93/0) مثبت و معنادار است. همچنین اثر مستقیم توسعه حرفه‌ای بر راهبردهای خودرهبری معلمان (53/0) مثبت و معنادار است. اثر غیرمستقیم رهبری آموزشی با میانجی‌گری توسعه حرفه‌ای بر خودرهبری معلمان (49/0) مثبت و معنادار است. بنابراین می‌توان نتیجه گرفت که رهبری آموزشی به همراه نقش میانجی توسعه حرفه‌ای، دارای نقش موثری در خودرهبری معلمان می‌باشد. لذا مدیران می‌توانند با استفاده از رهبری آموزشی مناسب و توسعه حرفه‌ای، معلمان را به سمت خودرهبری سوق دهند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Modeling the effect of educational leadership on teachers' self-leadership with the mediation of professional development

نویسندگان [English]

  • Ali Khalegkhah 1
  • Afshin Abedinia 2
  • Shahla Janahmadi 3
1 Associate Professor of Philosophy of Education, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Iran
2 PhD student in educational management, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Iran
3 PhD student in educational management, Ardabil Islamic Azad University, Iran
چکیده [English]

This research was conducted with the purpose of modeling the effect of educational leadership through professional development on teachers' self-leadership in a quantitative way. The research method is descriptive correlation type based on structural equation model and its statistical population was formed by all the teachers of public and non-governmental girls' and boys' primary schools in Talash city, numbering 763 people, based on Morgan's table, a sample of 257 people A stratified random selection was made. In order to collect data, three standard questionnaires were used, educational leadership by Hallinger & Wang (2015), professional development by Godali (2016) and self-leadership by Houghton & Neck (2002), whose reliability using Cronbach's alpha method was 0.85 and 87. 0 and 0.91 were calculated. Analysis of research data was done using structural equation modeling method and Spss and Lisrel software. The findings showed that the assumed causal model has a good fit and can be generalized to the research community. The direct effect of educational leadership on teachers' self-leadership (0.58) and on professional development (0.93) is positive and significant. Also, the direct effect of professional development on teachers' self-leadership strategies (0.53) is positive and significant. The indirect effect of educational leadership with the mediation of professional development on teachers' self-leadership (0.49) is positive and significant. Therefore, it can be concluded that educational leadership, along with the mediator role of professional development, has an effective role in teachers' self-leadership. Therefore, administrators can lead teachers to self-leadership by using appropriate educational leadership and professional development.

کلیدواژه‌ها [English]

  • Professional development
  • Teachers'
  • Self-Leadership
  • Educational leadership
  • School managers
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