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بررسی رابطه سبک رهبری مدیران مدارس با سکوت سازمانی و اشتیاق شغلی از منظر معلمان مقطع ابتدایی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 12، دوره 14، شماره 2 - شماره پیاپی 43، مرداد 1404، صفحه 205-222 اصل مقاله (793.89 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.14113.4153 | ||
| نویسندگان | ||
| سجاد رضائیان* 1؛ زهرا رفعت جو1؛ یوسف امیری1؛ الهام حیدری2 | ||
| 1دانشجوی دکتری مدیریت آموزشی، بخش مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز، شیراز، ایران | ||
| 2دانشیار بخش مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز، شیراز، ایران | ||
| چکیده | ||
| پیشینه و اهداف: هدف از انجام پژوهش حاضر، بررسی رابطه سبک رهبری خدمتگذار، تحول آفرین، اقتضایی و کاریزماتیک مدیران مدارس با سکوت سازمانی و اشتیاق شغلی از منظر معلمان ابتدایی است. روش ها: این پژوهش کمّی از نظر هدف کاربردی بوده و روش بکارگرفته شده توصیفی و از نوع همبستگی با تاکید بر روش مدل سازی معادلات ساختاری است. جامعه آماری پژوهش شامل 405 نفر از معلمان مقطع ابتدایی شهرستان نورآباد است. شیوه نمونهگیری از نوع نمونهگیری در دسترس بوده و تعداد نمونه جمع آوری شده 210 نفر است.آزمودنی ها پرسشنامه ی سبک رهبری باس و الیو، پرسشنامهی سکوت سازمانی واکولا و بورادوس و پرسشنامه ی اشتیاق شغلی بالدوچی و همکاران را تکمیل نمودند.از نرمافزارSPSS 23 وSmartPLS 3 جهت تجزیه و تحلیل آماری استفاده گردید. یافتهها: نتایج و یافته های پژوهش حاکی از نقش معنی دار بین متغیرهاست. بین انواع سبک رهبری خدمتگزار، تحول آفرین و کاریزماتیک و متغیر سکوت سازمانی ارتباط منفی و معنی داری وجود دارد. و بین رهبری اقتضایی و اشتیاق شغلی ارتباط مستقیم و معنی داری وجود دارد. همچنین نتایج حاکی از تایید ارتباط منفی و معنی داری بین دو متغیر سکوت سازمانی و اشتیاق شغلی است. نتیجه گیری: در مجموع نتایج پژوهش بیانگر آن است که 8/68 درصد واریانس متغیر سکوت سازمانی توسط متغیرهای مربوط به سبک رهبری و 31 درصد واریانس متغیر اشتیاق شغلی توسط متغیرهای مربوط به سبک رهبری و سکوت سازمانی پیش بینی شده است. | ||
| کلیدواژهها | ||
| اشتیاق شغلی؛ سبک رهبری؛ سکوت سازمانی؛ معلم؛ مقطع ابتدایی | ||
| عنوان مقاله [English] | ||
| Explaining the relationship between school principals' leadership style and organizational silence and job engagement from the perspective of elementary school teachers | ||
| نویسندگان [English] | ||
| sajjad rezaeian1؛ zahra rafatjoo1؛ yousef amiri1؛ elham heidari2 | ||
| 1PhD student in Educational Administration, Department of Administration & Educational Planning, Shiraz University, Shiraz, Iran | ||
| 2Associate Professor, Department of Administration & Educational Planning, Shiraz University. Shiraz. Iran. | ||
| چکیده [English] | ||
| Background and Objectives: This study aimed to investigate the relationship between leadership styles (servant, transformational, contingent and charismatic) of school principals, organizational silence, and job engagement in elementary school teachers. Methods: Structural equation modeling was used as the research method, and the study was applied in nature, with descriptive- orrelational data collection methods. The statistical population included all elementary school teachers (405 teachers) in Noorabad Mamasani city, and a sample of 210 teachers was selected using convenient sampling method. The research subjects completed questionnaires on leadership styles, organizational silence, and job engagement, and the statistical data was analyzed using SPSS 23 and Smart PLS 3 software. Findings: Results show significant relationships between the variables, including negative and significant relationships between servant leadership, transformational leader, and charismatic leadership styles with organizational silence. Additionally, a direct and significant relationship was found between contingent leadership and job engagement, while a negative and significant relationship was observed between organizational silence and job engagement. Conclusion: Overall, the results of the study indicated that 68.8% of the variance in organizational silence was explained by the leadership style variables, and 31% of the variance in job engagement was explained by the leadership style and organizational silence variables. | ||
| کلیدواژهها [English] | ||
| Job Engagement, Leadership Style, Organizational Silence, Teacher, Elementary School | ||
| مراجع | ||
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