مدل‌سازی رابطه بین ادراک معلمان از سبک رهبری هم‌افزا و عملکرد نوآورانه: نقش واسطه‌ای خودکارآمدی شغلی و استقلال شغلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

2 دانشیار، 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

موضوعات

عنوان مقاله [English]

Modeling the relationship between teachers' perception of synergistic leadership style and innovative performance: the mediating role of job self-efficacy and job independence

نویسندگان [English]

  • mahdieh shahiri 1
  • hamid rahimi 2
1 MA, Department of Education, School of Humanity, University of Kashan, Kashan, Iran.
2 Associate Prof, Education Department, School of Humanity, University of Kashan, Kashan, Iran.
چکیده [English]

the aim of the research is to investigate the relationship between teachers' perception of synergistic leadership style and innovative performance with the mediating role of job self-efficacy and job independence. The type of research was descriptive-correlational, and the statistical population consisted of 3327 teachers in Kashan city that by using Morgan's table and stratified random sampling method 337 people were selected as a sample. The research tool included four questionnaires of synergistic leadership (Yousof Boroujerdi et al, 2021), innovative performance (Scott & Bruce, 1994), job independence (Zare Ahmadabadi et al, 2018) and job self-efficacy (Wilk & Moynihan, 2005). The reliability of the questionnaires was estimated through Cronbach's alpha coefficient of 0.99 for synergistic leadership, 0.89 for innovative performance, 0.96 for job independence, and 0.88 for job self-efficacy. In order to analyze the data, statistical software such as SPSS and Smart Pls were used at the descriptive & inferential levels. The results showed that the mean of all four variables of synergistic leadership, innovative performance, job independence and job self-efficacy was above average. Path coefficients showed synergistic leadership with (Beta=0.14, P=0.003), job independence with (Beta=0.575, P=0.001) and job self-efficacy with (Beta= 0.28, P= 0.001) has a positive and significant effect on teachers' innovative performance. Therefore, it can be concluded that if teachers have a positive perception of synergistic leadership, they will have more job independence and self-efficacy. The synergistic leadership by increasing job independence and self-efficacy can help to increase and improve the innovative behavior of teachers.

کلیدواژه‌ها [English]

  • Teachers'
  • Perception
  • Synergistic Leadership
  • Innovative Performance
  • Job Self-Efficacy
  • Job Independence

مراجع

-Amabile, T. M. (1996). Creativity and innovation in organizations. Harvard Business School Background Note 396-239.
-Anderson, N., Potočnik, K., & Zhou, J. (2014). Innovation and creativity in organizations: a state-of-the-science review, prospective commentary, and guiding framework. Journal of Management, 40(5): 1297–1333.
-Arkhipova, M., & Kuchmaeva, O. (2018). Social demand of Russians for innovation (according to a sample survey). Economic and Social Changes: Facts, Trends & Forecast, 11(2): 69-83, doi: 10.15838/esc.2018.2.56.5.
-Arterbury, L. H. (2016). The synergistic leadership theory as it applies to leadership behaviors of female principals at suburban high schools and the collective efficacy of their teachers, Submitted to the Office of Graduate and Professional Studies of Texas A & M University in partial fulfillment of the requirements for the degree of Doctor of Education.
Asad Khan, M., Binti Ismail, F., Hussain, A. & Alghazali, B. (2020). The interplay of leadership styles, innovative work behavior, organizational culture, and organizational citizenship behavior, SAGE Open, 10 (1): 21582440198. [In Persian]    
Badri, S. K. Z., & Panatik, S. A. (2020). The roles of job autonomy and self-efficacy to improve academics’ work-life balance. Asian Academy of Management Journal, 25(2).
-Bandura, A. (1997). Self-efficacy: the Exercise of control, H.W. Freeman and company. New York.
Brown, C., MacGregor, S. & Flood, J. (2020). Can models of distributed leadership be used to mobilize networked generated innovation in schools? A case study from England. Teaching and Teacher Education, 94: 103101.
Burcharth, A., Knudsen, M. P. & Søndergaard, H. A. (2017). The role of employee autonomy for open innovation performance, Business Process Management Journal, 23 (6); 1245-1269.
Carvalho, L. & Goodyear, P. (2018). Design, learning networks and service innovation. Design Studies, 55, 27–53.
-Cho, H. J., Wehmeyer, M., & Kingston, N. (2013). Factors that predict elementary educators’ practice and practice in teaching self –determination. Psychology in the Schools, 50(8): 770-780.
Daresh, J. C. (1991). Instructional leadership as a proactive administrative process. Theory Into Practice, 30(2); 109-112.
Deardorff, D.S. & Williams, G. (2006). Synergy leadership in quantum organizations. Retrieved from http://www.triz-journal.com/archives/2006/10/08.pdf
Enzai N. I. M., Ahmad, N., Ghani, M. A. H. A., Rais, S. S., & Mohamed, S. (2021). Development of augmented reality (AR) for innovative teaching and learning in Engineering Education. Asian Journal of University Education, 16(4); 99–108.
Fidan, T. & İnci Öztürk, E. (2015). The relationship of the creativity of public and private school teachers to their intrinsic motivation and the school climate for innovation. Procedia - Social and Behavioral Sciences, 195:905-914.
Fielder, K., & Bless, H. (2001). The formation of beliefs at the interface of affective and cognitive processes. Emotion Review, 3(11); 70-144.
Garg, S., & Dhar, R. (2017). Employee service innovative behavior. International Journal of Manpower, 38(2); 242-258.
Hakak, M. & Koolivand, H. (2021). The synergistic leadership style of women and its effects on the development of sustainable human capital; the mediating role of maturity level of employees' ability. Woman in Development & Politics, 19(2); 305-328.
Hasani, A. (2020). Investigating the effect of self-efficacy on innovative behavior with the moderating role of job autonomy. 1st National Conference of New Management Approaches in Interdisciplinary Studies. Iran, Gonbad Kavous. [In Persian]    
Hornyák, A. (2021). Innovation in education. The Hungarian Educational Research Journal, 11(3); 336-337. https://doi.org/10.1556/063.2021.00029
 
Hsiao, H. C., Chang, J. C., Tu, Y. & Chen, S. (2011). The impact of self-efficacy on innovative work behavior for teachers, International Journal of Social Science and Humanity, 1 (1); 31-36.
Hsu, D. K., Burmeister-Lamp, K., Simmons, S. A., Foo, M.-D., Hong, M. C., & Pipes, J. D. (2019). I know I can, but I don’t fit: perceived fit, self-efficacy, and entrepreneurial intention. J. Business Ventur. 34; 311–326.
Hunter, S. T. (2016). Beyond the breaking point: examining the pieces of counselor burnout, Compassion Fatigue and Secondhand Depression.
Irby, B. J., Brown, G., Duffy, J., & Trautman, D. (2002). The synergistic leadership theory. Journal of Educational Administration, 40(4); 304-322.
Jahangir, M., Khorakian, A., & Lagzian, M. (2016). The impacts of work engagement on innovative behavior with an emphasis on the mediatory role of sharing mistakes. Innovation Management Journal, 5(1); 29-52. (Persian).
Jamshidi, E., Saied Ameri, M. H., & Abbasi, H. (2020). The effect of social undermining on employees innovative behavior in Ministry of Sports and Youth of Iran with Role Moderetor Trust Orgonazition. Sport Management Journal, 12(1), 57-81. [In Persian]    
Jing, J., Wang, S., Yang, J. & Ding, T. (2022). The influence of empowering team leadership on employees’innovation passion in high-tech enterprises. Front. Psychol. 13:928991.
 
Le Donné, N., Fraser, P., & Bousquet, G. (2016). Teaching strategies for instructional quality: insights from the tailspins link data. OECD Education Working Papers: 148. Paris: OECD Publishing.
 
Lent, R. W., & Hackett, G. (1987). Career self-efficacy: Empirical status and future directions. Journal of Vocational Behavior, 30, 347-382.
 
Majooni, H., Ardalanm, M. R., Ghanbari, S., & Afzali, A. (2022). The relationship between distributed leadership and school organizational excellence with the mediating role of structural and psychological empowerment in teachers. Iranian Journal of Educational Society, 8(1); 41-56.
 
Manuel, K. R. (2010). A personal narrative: The synergistic leadership theory as it applies to the leadership of a principal of a rural intermediate school (Doctoral dissertation, Sam Houston State University).
Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., et al. (2019). The murky distinction between self-concept and self-efficacy: beware of lurking jingle-jangle fallacies. J. Educ. Psychol. 111, 331–353.
Meseguer, M., Soler, M. I., & García-Izquierdo, M. (2016). El papel moderador de la autoeficacia profesional entre situaciones de acoso laboral y la salud de una muestra multiocupacional. Anales de Psicología, 30, 573-578.
Michailova, O., Kudinov, S. & Marin, J. (2015). Value-motivational characteristics of innovativeness as prospects for successful self-fulfillment. Mediterranean Journal of Social Sciences, 6(3); 105-112.
Newman, A., Tse, H. H. M., Schwarz, G., & Nielsen, I. (2018). The effects of employees’
creative self-efficacy on innovative behavior: The role of entrepreneurial leadership. Journal of Business Research, 89, 1–9.
Puncreobutr, V. (2016). Education 4.0: new challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2); 92–97.
Orfila-Sintes, F., & Mattsson, J. (2009). Innovation behavior in the hotel industry. Omega, 37(2); 380-394.
Oshea, G. (2021). Distributed leadership and innovative teaching practices. International Journal of Educational Research Open, 2; 1-13.
Rahmati, M., Soltani, F. & Zalnejad, F. (2016). Investigating the relationship between total quality management and innovative performance. 2nd Comprehensive and International Conference on Resistance Economy, Iran, Babolsar. [In Persian]    
Robbins, S. P. & Judge, T.A. (2019). Essentials of organizational behavior. 14th Edition, Pearson Education, Inc., London.
Scott, S. G. & Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the work place.  Academy of Management Journal, 37: 580~607.
Tahmasebzadeh, D., Azimpoor, E., & Sheikhi, M. (2019). Examining the impact of causal effect of core self-evaluation, job autonomy and occupational hardiness on teachers' job performance. Educational Measurement and Evaluation Studies, 9(25); 199-228.
Turner, S., & Lapan, R. T. (2002). Career self-efficacy and perceptions of parent support in adolescent career development. Career Development Quarterly, 51(1); 44–55.
Vitapamoorthy, R., Mahmood, R., & Som, H. M. (2021). The role of self-efficacy and innovative work behavior in civil servants’ work performance: a conceptual paper. International Journal of Academic Research in Business and Social Sciences, 11(3); 749-761.
Wang, M., Guo, T., Ni, Y., Shang, S., & Tang, Z. (2019). The effect of spiritual leadership on employee effectiveness: an intrinsic motivation perspective. Front. Psychol. 9, 2627. doi: 10.3389/fpsyg.2018.02627
Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities:  Re-examining meanings and misinterpretations.  Research and Practice for Persons with Severe Disabilities, 30, 113. 120.
Wilk, S. L. & Moynihan, L. M. (2005). Display rule regulators: the relationship between supervisors and worker emotional exhaustion, Journal of Applied Psychology, 90, 5; 917.
Wright, A., Walton, P. (2003). Affect psychological wellbeing and creativity. Results of a field study business management, Journal of Business Economics and Management, 62; 55-73.
Xafakos, E., Kaldi, S., Vassiou, A., Stavropoulos, V., Papadimas, L., Maratos, A., Stavrianoudaki, A., Tzika, V. & Mastrothanasis, K. (2020).  The effect of teacher’s collaborative networks on innovative school climate and their individual innovation. European Journal of Education Studies. 7(11); 203-221.
Xie, Y., Xue, W., Li, L., Wang, A., Chen, Y. & Zheng, Q. (2018). Leadership style and innovation atmosphere in enterprises: an empirical study. Technol. Forecast. Soc. 135; 257–265. doi: 10.1016/j.techfore.2018.05.017
Yousof Boroujerdi, R., Siadat, S. A., Rajaeepour, S., & Abedi, A. (2021). Construction of synergistic leadership scale for universities and its validation in University of Isfahan. Journal of Management and Planning In Educational System, 13(2); 81-120. [In Persian]    
Zar Ahmadabadi, H., Zamzam, F., Zare Banadkouki, M. R., & Habibi, M. (2018). The analysis of organizational entrepreneurship factors with the combined approach of grounded theory and fuzzy cognitive map (Case of: electricity Distribution Company of Yazd). Transformation Management Journal, 10(2); 95-122.

فایل ها

سابقه مقاله

  • تاریخ دریافت: 06 خرداد 1402
  • تاریخ بازنگری: 25 تیر 1402
  • تاریخ پذیرش: 21 شهریور 1402

هم رسانی

ارجاع به این مقاله

آمار