مدل‌یابی ساختاری روابط سبک رهبری تعاملی و حمایت سازمانی ادراک‌شده با نقش میانجی سخت‌کوشی روان‌شناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی،دانشگاه آزاد اسلامی،واحد تبریز،تبریز،ایران

2 استادیار گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

3 دانشجوی دکتری مدیریت آموزشی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

چکیده

مقدمه و هدف: پژوهش حاضر با هدف مدل‌یابی ساختاری روابط سبک رهبری تعاملی و حمایت سازمانی ادراک‌شده با نقش میانجی سخت‌کوشی روان‌شناختی در کارکنان آموزش و پرورش نواحی ۵گانه تبریز انجام گرفت.
روش‌شناسی پژوهش: این پژوهش از نظر هدف، کاربردی؛ از نظر روش جمع‌آوری داده‌ها، توصیفی؛ و از نظر ماهیت داده‌ها، کمی بود. جامعه آماری، شامل کلیه کارکنان نواحی پنجگانه آموزش و پرورش شهر تبریز در سال تحصیلی 1402-1401 به تعداد 500 نفر بوده است. شیوه نمونه گیری، تصادفی طبقه‌ای بود. حجم نمونه بر اساس فرمول کوکران، به تعداد 246 نفر بود. ابزار جمع‌آوری داده‌ها،. پرسشنامه سبک رهبری تعاملی، پرسشنامه حمایت سازمانی ادراک‌شده و پرسشنامه سخت‌کوشی روان‌شناختی بود. برای تجزیه و تحلیل داده‌ها، از آزمون همبستگی پیرسون و مدل‌یابی معادلات ساختاری استفاده شد.
یافته‌ها: نتایج مدل‌یابی ساختاری نشان داد، رابطه بین سبک رهبری تعاملی و حمایت سازمانی ادراک‌شده کارکنان آموزش و پرورش معنی‌دار بود. همچنین، رابطه بین سبک رهبری تعاملی و سخت‌کوشی روان‌شناختی کارکنان آموزش و پرورش، معنی‌دار بود. به‌علاوه، نقش میانجی سخت‌کوشی روان‌شناختی در رابطه بین سبک رهبری تعاملی و حمایت سازمانی ادراک‌شده آموزش و پرورش نواحی ۵گانه تبریز، تأیید شد.
بحث و نتیجه‌گیری: جهت بهسازی عملکرد شغلی کارکنان آموزش و پرورش، پیشنهاد می‌شود در جهت تقویت سخت‌کوشی روان‌شناختی و بسترسازی برای سبک رهبری تعاملی؛ و نیز بهینه‌سازی حمایت سازمانی ادراک‌شده اقدام شایسته صورت گیرد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Structural Modeling of Interactional Leadership Style Relationships and Perceived Organizational Support with the Mediating Role of Psychological Hardness

نویسندگان [English]

  • Sadegh Maleki Avarsin 1
  • Jahangir Yari Hajataloo, 2
  • Sepideh Nasirpuor, 3
1 Associate Professor, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran.
2 Assistant Professor, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
3 PhD candidate in Educational Administration, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Background and Objective: The present study was conducted with the aim of structural modeling of interactional leadership style relationships and perceived organizational support with the mediating role of psychological hardness in education staff of the 5types districts of Tabriz.
research methodology: This research, in terms of purpose, was applied; In terms of data collection method, was descriptive; and in terms of the nature of the data, was quantitative. Statistical population, have been including all education staff of the 5types districts of Tabriz in the academic year 2022-2023 to the number of 500 people. The sampling method was stratified random method. The sample size, according to Cochran's formula, there were 246 people. The data collection tool, was interactive leadership style questionnaire, perceived organizational support and psychological hard work questionnaire.
Findings: The structural modeling results showed, relationship between interactive leadership style and perceived organizational support of education staff was significant. As well as, relationship between interactive leadership style and psychological hardness of education staff was significant. Furthermore, the mediating role of psychological hardness in the relationship between interactive leadership style and perceived organizational support of education staff of the 5types districts of Tabriz was confirmed.
Conclusion: In order to improve the job performance of education staff, it is suggested appropriate action should be taken in order to strengthen psychological hardness and setting the stage for an interactive leadership style; and also optimizing perceived organizational support.

کلیدواژه‌ها [English]

  • Education
  • Interactive Leadership Style
  • Perceived Organizational Support
  • psychological Hardness
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