پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 471 |
| تعداد مقالات | 3,643 |
| تعداد مشاهده مقاله | 5,296,006 |
| تعداد دریافت فایل اصل مقاله | 2,469,341 |
تبیین نقش ساختار توانمندساز مدرسه در اثربخشی مدرسه با میانجی‌گری خوشبینی تحصیلی معلمان | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 3، دوره 6، شماره 2 - شماره پیاپی 17، مهر 1396، صفحه 51-74 اصل مقاله (8.56 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| حمید عبدالله زاده* 1؛ حسین عباسیان2؛ محسن علی نژاد3 | ||
| 1کارشناس ارشد مدیریت آموزشی دانشگاه خوارزمی تهران | ||
| 2استادیار گروه مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران. | ||
| 3کارشناسی ارشد مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران. | ||
| چکیده | ||
| هدف این مطالعه تبیین نقش ساختار توانمندساز مدرسه با میانجی‌گری خوشبینی تحصیلی معلمان بر اثربخشی مدرسه می‌باشد. به منظور اجرای این پژوهش از مدارس ابتدائی پسرانه دولتی منطقه یازده شهر تهران، نمونه ای متشکل از 172 معلم با کاربست نمونه گیری خوشهای انتخاب شدند. به منظور گردآوری داده ها از سه پرسشنامه ساختار توانمندساز مدرسه هوی (2003)، خوشبینی تحصیلی معلمان بیرد و همکاران (2010) و اثربخشی مدرسه هوی (2009) استفاده شد. به منظور تحلیل داده ها نیز از روش آماری تحلیل مسیر استفاده شد. نتایج تجزیه و تحلیل داده‌ها نشان داد که: 1) ساختار توانمندساز مدرسه اثر مستقیم معناداری بر خوشبینی تحصیلی معلمان (27/0=β) دارد. 2) خوشبینی تحصیلی معلمان اثر مسستقیم معناداری بر اثربخشی مدرسه (46/0=β) دارد. 3) ساختار توانمندساز مدرسه اثر مستقیم معناداری بر اثربخشی مدرسه (17/0=β) دارد. 4) تأثیر ساختار توانمندساز بر اثربخشی مدرسه به صورت غیر مستقیم و از طریق خوشبینی تحصیلی معلمان معنادار (12/0=β) است. 5) مدل مفهومی ارائه شده از برازش مطلوبی برخوردار است. | ||
| کلیدواژه‌ها | ||
| ساختار توانمندساز مدرسه؛ خوشبینی تحصیلی؛ تأکید تحصیلی؛ اعتماد کادر آموزشی؛ کارآمدی جمعی؛ اثربخشی مدرسه | ||
| عنوان مقاله [English] | ||
| The Effect of Authentic Leadership Managers on Teacher Organizational Commitment with Organizational Justice Mediators. | ||
| نویسندگان [English] | ||
| h a1؛ h a2؛ m a3 | ||
| 1MA of Educational Management, Kharazmi University, Tehran, Iran. | ||
| 2Assistant Professor of Educational Management, Kharazmi University, Tehran, Iran. | ||
| 3MA of Educational Management, Kharazmi University, Tehran, Iran. | ||
| چکیده [English] | ||
| The purpose of this study was to investigate the fitting of the proposed model in relation to Authentic leadership and organizational commitment of employees through mediation of organizational justice variable. The population of this study was all teachers of boys' high school secondary schools in the second district of Qom. From the population, 300 sample were selected based on cluster sampling. To collect data, Authentic leadership Questionnaire (Avolio et al., 2007), Organizational Justice Questionnaire Niehoff and Moorman (1993) and Allen & Meyer (1997) Organizational Commitment Questionnaire were used. To analyze the research data, structural equation modeling - fitness indexes and path coefficients were used. The results of the data analysis showed that Authentic leadership has a direct and significant impact on teachers 'organizational commitment and organizational justice has a direct and significant impact on teachers' organizational commitment. Also, Authentic leadership indirectly through organizational justice affects the organizational commitment of teachers of influence Meaningful. Consequently, the proposed conceptual model has a suitable statistical fit, that is, the model of organizational commitment explanation based on Authentic Leadership and organizational justice is fitted with empirical data. | ||
| کلیدواژه‌ها [English] | ||
| Authentic Leadership, Organizational commitment, Organizational justice, Teachers | ||
| مراجع | ||
|
حیدرزاده، سارا (1393). بررسی نقش ساختار توانمندساز و هشیاری سازمانی در اثربخشی مدارس منطقۀ 5 استان تهران. پایان‌نامۀ کارشناسی ارشد دانشگاه خوارزمی تهران؛ دانشکدۀ علوم تربیتی و روان‌شناسی. رابینز، استیفن (1391). تئوری سازمان (ساختار و طرح سازمانی). ترجمۀ مهدی الوانی و حسن دانایی‌فرد، تهران: صفار. زین‌آبادی، حسن‌رضا (1388). نقش سبک رهبری تحولی مدیران در پیشرفت تحصیلی دانش‌آموزان مدارس ابتدایی شهر تهران؛ ارئۀ یک الگو. رسالۀ دکتری. دانشگاه تربیت معلم تهران؛ دانشکدۀ روان‌شناسی و علوم تربیتی. هوی، وین کی. میسکل، سیسیل (1393). مدیریت آموزشی؛ تئوری، تحقیق و عمل. ترجمۀ حسین عباسیان. تهران: آراد. Atkinson, M. J., Diedrichs, P. C., & Garbett, K. M. (2017). Evaluating a School-Based Intervention for Body Image (‘Dove Confident Me: 5-Part Body Confidence Workshops for Schools’) Among Adolescent Girls and Boys: Results from a Cluster Randomized Controlled Effectiveness Trial. Journal of Adolescent Health, 60(2), S5. Beard, K. S., Hoy, W. K., & Hoy, A. W. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136-1144. Effective Schools. Council of Ontario Directors of Education. June 30, 2011. Geist, J. R., & Hoy, W. K. (2004). Cultivating a culture of trust: Enabling school structure, teacher professionalism, and academic press. Leading and Managing, 10(1), 1. Goodman, P. S., & Pennings, J. M. (1977). New perspectives on organizational effectiveness (pp. 1-12). San Francisco: Jossey-Bass. Gray, J., Kruse, S., & Tarter, C. J. (2017). Developing professional learning communities through enabling school structures, collegial trust, academic emphasis, and collective efficacy. Educational Research Applications, 1-8. Harris, V. B. (2015). Teacher academic optimism and collaboration the catalyst for parent trust, parent involvement, parent collaboration, and school effectiveness (Doctoral dissertation, University of Alabama Libraries). Heidarzadeh, S., & Abbasian, H. (2014). Study the effect of teacher’ academic optimism and enabling school structure on students achievement. International Journal of Scientific Management and Development. 2 (7), 284-289. Hoy, W. K. (2009). School effectiveness index. (Available in https://www.waynekhoy.com/school-effectiveness/). Hoy, A. W., Hoy, W. K., & Kurz, N. M. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and teacher education, 24(4), 821-835. Hoy, W. K. & Miskel, C., G. (2008). Educational Administration–Theory, Research and Practice. Hoy, W. K. (2002). Faculty Trust: A Key to Student Achievement. Journal of School Public Relations, 23(2), 88-103. Hoy, W. K. (2003). An analysis of enabling and mindful school structures: Some theoretical, research and practical considerations. Journal of Educational Administration, 41(1), 87-109. Hoy, W. K. (2012). School characteristics that make a difference for the achievement of all students: A 40-year Odyssey. Journal of Educational Administration, 50(1), 76–97. Hoy, W. K., & Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness of schools. Educational Administration Quarterly, 21(2), 117-134. Hoy, W. K., & Sweetland, S. R. (2000). School bureaucracies that work: enabling, not coercive. Journal of School Leadership, 10(6), 525-541. Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: the meaning and measure of enabling school structures. Educational Administration Quarterly, 37(3), 296-321. Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American educational research journal, 43(3), 425-446. Jayan, M., Bing, K. W., & Musa, K. (2016). Investigating the Relationship of Adaptive Leadership and Leadership Capabilities on Leadership Effectiveness in Sarawak Schools. Procedia-Social and Behavioral Sciences, 224, 540-545. Kirby, M. M., & DiPaola, M. F. (2011). Academic optimism and community engagement in urban schools. Journal of Educational Administration, 49(5), 542-562. Lezotte, L. W. (2009). Effective schools: Past, present, and future. Retrieved December, 20, 2009. Mayerson, D. R. (2010). The Relationship between School Climate, Trust, Enabling Structures, and Perceived School Effectiveness. ProQuest LLC. McGuigan, L. (2005). The role of enabling bureaucracy and academic optimism in academic achievement growth (Doctoral dissertation, The Ohio State University). McGuigan, L., & Hoy, W. K. (2006). Principal leadership: creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203–229. Messick, P. P. (2012). Examining relationships among enabling school structures, academic optimism and organizational citizenship behaviors (Doctoral dissertation, Auburn University). Reeves, J. B. (2010). Academic optimism and organizational climate: an elementary school effectiveness test of two measures (Doctoral dissertation, The University of Alabama TUSCALOOSA). Rhoads, D. H. (2009). Enabling structure and collective efficacy: a Study of Teacher Perceptions in Elementary Divisions of American Schools in Mexico. Scheerens, J. (2000). Improving school effectiveness. Fundamentals of educational planning, 68. Sinden, J. E., Hoy, W. K., & Sweetland, S. R. (2004). An analysis of enabling school structure: Theoretical, empirical, and research considerations. Journal of Educational Administration, 42(4), 462-478. Smith, P. A., & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45(5), 556-568. Sun, H., Creemers, B. P., & De Jong, R. (2007). Contextual factors and effective school improvement. School effectiveness and school improvement, 18(1), 93-122. Verdis, A., Kriemadis, T., & Pashiardis, P. (2003). Historical, comparative and statistical perspectives of school effectiveness research: rethinking educational evaluation in Greece. International Journal of Educational Management, 17(4), 155-169. Wagner, C. A. (2008). Academic optimism of Virginia high school teachers: Its relationship to organizational citizenship behaviors and student achievement. ProQuest. Wu, J. H., Hoy, W. H., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism: Toward a robust model of school performance in Taiwan. Journal of Educational Administration. 51(2), 176-193. | ||
|
آمار تعداد مشاهده مقاله: 1,210 تعداد دریافت فایل اصل مقاله: 1,866 |
||