بررسی نقش میانجی جو سازمانی مدارس در رابطه بین خودکارآمدی معلم و تدریس اثربخش در آموزگاران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

2 کارشناس ارشد روان‌شناسی بالینی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه آزاد اسلامی، اردبیل، ایران .

3 کارشناس ارشد تحقیقات آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران .

4 دکتری روان‌شناسی عمومی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

هدف: هدف پژوهش حاضر بررسی نقش میانجی جو سازمانی مدارس در رابطه بین خودکارآمدی معلم و تدریس اثربخش در آموزگاران بود.

روش: روش پژوهش توصیفی از نوع همبستگی و جامعة آماری آن تمامی معلمان مدارس استثنایی استان‌ اردبیل و شهر تبریز در سال 1402 بود که از بین آن‌ها 280 نفر به روش نمونه‌گیری هدفمند انتخاب شدند؛ سپس به پرسش‌نامه‌های تدریس اثربخش آموزگاران محمودی و همکاران (1398)، خودکارآمدی معلم اسچان - موران و هوی (2001) و جو سازمانی هالپین و کرافت (1963) پاسخ دادند. تحلیل داده‌ها به کمک نرم‌افزار SPSS نسخه 24، Amose نسخه 20 و با آزمون معادلات ساختاری انجام شد.

یافته‌ها: نتایج نشان که مدل ساختاری پژوهش از برازش مناسب برخوردار است. جو سازمانی مدارس و خودکارآمدی معلم با تدریس اثربخش ارتباط مثبت و معناداری دارد (01/0P<) و خودکارآمدی معلم، به صورت مستقیم و غیر‌مستقیم از طریق جو سازمانی مدارس بر تدریس اثربخش آموزگاران مؤثر است.

نتیجه‌گیری: ارتقاء هرچه بیشتر تدریس اثربخش معلمان مدارس استثنایی و ارتقاء اگاهی آنان نسبت به خودکارآمدی معلم و جو سازمانی مدارس و برگزاری دوره‌های مبتنی بر آموزش خودکارآمدی معلم و جو سازمانی مدارس جهت بهبود تدریس اثربخش آموزگاران مفید به نظر می‌رسد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Examining the mediating role of the organizational atmosphere of schools in the relationship between self-efficacy and effective teaching in teachers

نویسندگان [English]

  • Abolfazl Javaheri Moghanlou 1
  • masoumeh moghaddasi khivi 2
  • samad amanat jelodar 3
  • saeid rahimi 4
1 Phd Student in educational management, Faculty of Education and Psychology, University of Mohaghegh Ardebili , Ardebil, Iran.
2 M.A. in Clinical Psychology, Faculty of Education and Psychology, azad Islamic Ardebili University, Ardebil, Iran.
3 M.A. in Educational Management, Faculty of Education and Psychology, Mohaghegh Ardebili University, Ardebil, Iran.
4 Phd Student in Psychology, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran.
چکیده [English]

Background and Objective: Teachers can improve students ' educational status by teaching effectively. So The purpose of this study was to examine the mediating role of the organizational atmosphere of schools in the relationship between teacher self-efficacy and effective teaching in teachers.
research methodology: The descriptive research method of the type of correlation and its statistical University was all the teachers of the exceptional schools of the province of Ardabil and the city of Tabriz in 2023, of which 280 were selected by the targeted sampling method; Then they answered the effective teaching questionnaires of teachers Mahmoud and colleagues (2019), the self - efficacy of teacher aschan-Moran and Hoy (2001) and the organizational atmosphere of Halpin and Kraft (1963).. The data analysis was done with the help of SPSS software version 24, Amose version 20 and with the structural equation test.
Findings: The results show that the structural model of the research is of good value. The organizational atmosphere of schools and teacher self-efficacy is positively and meaningfully related to effective teaching (P<0.01) and teacher self-efficacy is directly and indirectly influenced by the effective teaching of teachers through the organizational atmosphere of schools.
Conclusion: It seems useful to promote the effective teaching of teachers of exceptional schools and to raise their awareness of the automatic teaching of teachers and the organizational atmosphere of schools and to hold courses based on the automatic teaching of teachers and the organizational atmosphere of schools to improve the effective teaching of teachers.

کلیدواژه‌ها [English]

  • School organizational atmosphere
  • teacher self-efficacy
  • effective teaching
  • teachers

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رهبری آموزشی کاربردی
دوره 6، شماره 1
فروردین 1404
صفحه 98-114

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سابقه مقاله

  • تاریخ دریافت: 04 بهمن 1402
  • تاریخ بازنگری: 26 اسفند 1402
  • تاریخ پذیرش: 05 فروردین 1403

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