پیش بینی توسعه حرفه‌ای معلمان بر اساس سبک رهبری دانش‌محور ادراک‌شده: نقش واسطه‌ای تسهیم دانش و کار تیمی (مورد مطالعه: معلمان شهر کاشان)

نوع مقاله : مقاله پژوهشی

نویسنده

گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

10.22098/ael.2024.13878.1359

چکیده

زمینه و هدف: هدف پژوهش حاضر، پیش‌بینی توسعه حرفه‌ای معلمان بر اساس سبک رهبری دانش‌محور ادراک شده با نقش واسطه‌ای تسهیم دانش و کار تیمی بود.
روش پژوهش: نوع پژوهش، توصیفی همبستگی و جامعه‌آماری شامل معلمان شهر کاشان به تعداد 3237 نفر بود که حجم نمونه با استفاده از فرمول کوکران و به روش نمونه‌گیری تصادفی طبقه‌ای 342 نفر بدست آمد. ابزار گرداوری داده‌ها چهار پرسشنامه رهبری دانش‌محور، توسعه حرفه‌ای، تسهیم دانش و کار تیمی بود. پایایی پرسشنامه‌ها از طریق ضریب آلفای کرونباخ برای توسعه حرفه‌ای 93/0، کار تیمی 79/0، تسهیم دانش 73/0 و رهبری دانش‌محور 93/0 بدست آمد.
یافته ها: یافته‌ها نشان داد، میانگین متغیر رهبری دانش‌محور (34/23) بالاتر از حد متوسط (18)، میانگین متغیر توسعه حرفه‌ای (7/46) بالاتر از حد متوسط (36)، تسهیم دانش (82/36) بالاتر از حد متوسط 30 و کار تیمی معلمان (33/19) پایین‌تر از حد متوسط (30) است. اثرات کل رهبری دانش‌محور بر توسعه حرفه‌ای، تسهیم دانش و کار تیمی، مثبت و معنادار و اثرات کل کار تیمی و تسهیم دانش بر توسعه حرفه‌ای، مثبت و معنادار بود. همچنین نقش میانجی تسهیم دانش و کار تیمی در تاثیر رهبری دانش‌محور بر توسعه حرفه‌ای، تایید شد.
نتیجه‌گیری: اگر معلمان ادراک مثبتی از وضعیت رهبری دانش‌محور داشته باشند، تسهیم دانش و کار تیمی بیشتری خواهند داشت. در واقع، ایجاد مدارسی که در آن، مدیران به ایجاد، خلق، کسب، کاربرد، تسهیم و توزیع دانش و اطلاعات جدید توجه دارند می‌توانند باعث توسعه حرفه‌ای معلمان، کارآمدی و اثربخشی سازمانی شوند.
نظام آموزشی کشور را تضمین کنند که سطح بالایی از اشتیاق و انگیزه را در شغل خود داشته باشند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The predicting teachers' professional development based on perceived knowledge-centered leadership style: The mediating role of knowledge sharing and teamwork (study case: teachers in Kashan City)

نویسنده [English]

  • razieh aghababaei
Education Department, School of Humanity, University of Kashan, Kashan, Iran
چکیده [English]

Background and Objective:The aim of the current research was to predict the professional development of teachers based on the perceived knowledge-oriented leadership style with the mediating role of knowledge sharing and teamwork.
research methodology: The type of research was descriptive correlational, and the statistical population consisted of 3237 teachers in Kashan, and the sample size was 342 using Cochran's formula. Data collection tools were four questionnaires of knowledge-oriented leadership, professional development, knowledge sharing and teamwork. The reliability of the questionnaires was obtained through Cronbach's alpha for professional development 0.93, teamwork 0.79, knowledge sharing 0.73 and knowledge-based leadership 0.93.
Findings: The findings showed that the mean of the variable of knowledge-oriented leadership (23.34) is higher than the average (18), the mean of the variable of professional development (46.7) is higher than the average (36), knowledge sharing (36.82) is higher than the average 30 and the mean of teamwork (19.33) is lower than the average 30. The overall effects of knowledge-oriented leadership on professional development, knowledge sharing and teamwork were positive & significant, and the overall effects of teamwork and knowledge sharing on professional development were positive & significant. Also, the mediating role of knowledge sharing and teamwork in the impact of knowledge-oriented leadership on professional development was confirmed.
Conclusion: if teachers have a positive perception of knowledge-based leadership, they will have more knowledge sharing and teamwork. In fact, the establishment of schools in which administrators pays attention to the creation, acquisition, application, sharing and distribution of new knowledge and information can cause teachers' professional development, organizational efficiency and effectiveness

کلیدواژه‌ها [English]

  • Knowledge-Oriented Leadership
  • Professional Development
  • Knowledge Sharing
  • Team-Work
  • Teachers
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