ارائه مدل علی هوش سازمانی و مدیریت کلاس : نقش واسطه ای ذهنیت فلسفی و خودکارآمدی در بین معلمان شهر فیروزآباد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 1- استادیار ، گروه علوم تربیتی، دانشگاه پیام نور، تهران ، ایران

2 2- دانشیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران ، ایران

3 دانشیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران ، ایران

4 4- دانشجوی کارشناسی ارشد ، گروه علوم تربیتی ،دانشگاه پیام نور مرکز خرامه

10.22098/ael.2023.11982.1202

چکیده

پژوهش حاضر با هدف ارائه مدل علی روابط هوش سازمانی بر مدیریت کلاس با نقش واسطه ای ذهنیت فلسفی و خودکارامدی معلمان انجام شده است. ، این پژوهش توصیفی و از نوع همبستگی است. جامعه آماری کلیه معلمان مقطع ابتدایی شهر فیروز آباد در سال تحصیلی 1400-1401 به تعداد 283 نفر بود که با استفاده از نمونه گیری طبقه ای نسبی و با توجه به جدول مورگان ، تعداد 150 نفر انتخاب شدند. برای جمع آوری داده ها از پرسشنامه های هوش سازمانی (Albrecht, 2003) ، سبک‏های مدیریت کلاس
(Amin yazdi & Aali,2018)، ذهنیت فلسفی Iraj Soltani (1997) و مقیاس خودکارآمدی معلم Aschanen, Moran & Woolfolk (2001) استفاده شد. جهت تجزیه‌ وتحلیل آماری از تحلیل مسیر و نرم‌افزار ای موس استفاده شد. نتایج نشان داد که هوش سازمانی بر خودکارآمدی ، ذهنیت فلسفی و مدیریت کلاس اثر مستقیم و معنی داری دارد، از طرف دیگر خودکارآمدی و ذهنیت فلسفی نیز بر مدیریت کلاس اثر مستقیم و معنی داری دارد ، همچنین هوش سازمانی از طریق خودکارآمدی و ذهنیت فلسفی بر مدیریت کلاس اثر غیرمستقیم و معنی داری دارد.بنابراین می توان نتیجه گرفت که ذهنیت فلسفی و خودکارآمدی معلمان از متغیر های تأثیرگذار در مدیریت کلاس هستند

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Presenting the Causal Model of Organizational Intelligence and Classroom Management: The Mediating Role of Philosophical Mindset and Self-Efficacy among Teachers of Firozabad City

نویسندگان [English]

  • somayeh negahdari 1
  • mohammad hasan seyf 2
  • saeed talebi 3
  • elnaz ahmadabadi 4
1 Assistant Professor, Department of educational Sciences. Payame noor university. Tehran , Iran
2 Associate professor, Department of educational Sciences. Payame noor university. Tehran , Iran
3 Associate professor, Department of educational Sciences. Payame noor university. Tehran , Iran
4 M.sc student, Department of educational Sciences.kharameh Payame noor university.
چکیده [English]

The present study has been performed with the aim of presenting a causal model of organizational intelligence relationship on classroom management with the mediating role of teachers' philosophical mindset and self-efficacy. The methodology of this study is descriptive and correlational. The statistical population included all elementary school teachers of Firozabad city in the academic year 1401-1400 (283 people), that 150 people were selected using relative stratified sampling and regarding Morgan's table.To collect data, the organizational intelligence questionnaire of Karal Albrecht (2003), the classroom management styles of Amin Yazdi and Aali (2018), the philosophical mindset of Iraj Soltani (1997) and the teacher self-efficacy scale of Aschanen, Moran and Woolfolk (2001) were used. To conduct statistical analysis, Path analysis and Amos software were used. The results showed that organizational intelligence has a direct and significant effect on self-efficacy, philosophical mindset and classroom management. On the other hand, self-efficacy and philosophical mindset have a direct and significant effect on classroom management, and also organizational intelligence through self-efficacy and philosophical mindset has an indirect and significant effect on classroom management. Therefore, it can be concluded that philosophical mindset and self-efficacy of teachers are among the variables that impact classroom management.

کلیدواژه‌ها [English]

  • Organizational Intelligence
  • Classroom Management
  • Philosophical Mindset
  • Teachers' Self-Efficacy
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