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ارتباط رهبری فضیلت گرا با یادگیری سازمانی: تبیین نقش واسطه ای استقلال شغلی معلمان | ||
| علوم تربیتی از دیدگاه اسلام | ||
| مقاله 2، دوره 6، شماره 11، آذر 1397، صفحه 29-51 اصل مقاله (747.09 K) | ||
| شناسه دیجیتال (DOI): 10.30497/edus.2018.71331 | ||
| نویسندگان | ||
| سیروس قنبری* 1؛ اصغر اسکندری2 | ||
| 1دانشیار مدیریت آموزشی گروه علوم تربیتی دانشگاه بوعلی سینا، همدان، ایران | ||
| 2دانشجوی دکتری مدیریت آموزشی، دانشگاه بوعلی سینا، همدان، ایران | ||
| چکیده | ||
| هدف از این پژوهش شناسایی تأثیر رهبری فضیلتگرا بر یادگیری سازمانی معلمان با میانجیگری استقلال شغلی در سال تحصیلی 96ـ1395 بود. روش تحقیق توصیفی ـ همبستگی و از نوع مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل تمام معلمان مدارس ابتدایی استان همدان به تعداد 8567 نفر بود و حجم نمونه بر اساس فرمول کوکران به تعداد 368 آزمودنی انتخاب شد. برای گردآوری داده ها از سه پرسشنامه رهبری فضیلتگرا وانگ و هکت (2015)، استقلال شغلی ادوارد (2005) و یادگیری سازمانی گارسیامورالس و دیگران (2006) استفاده شد. برای تعیین روایی پرسشنامه ها از تحلیل عاملی تأییدی و برای سنجش میزان پایایی از ضریب آلفای کرونباخ استفاده شد که به ترتیب 93/0، 84/0 و 85/0 برآورد گردید. داده های تحقیق پس از جمع آوری با استفاده از نرم افزارهای آماری اس پی اس اس و لیزرل تحلیل شد. یافته ها نشان داد اثر مستقیم رهبری فضیلتگرا بر استقلال شغلی و یادگیری سازمانی، مثبت و معنادار است. به علاوه، اثر غیرمستقیم رهبری فضیلتگرا بر یادگیری سازمانی معلمان با میانجیگری استقلال شغلی، مثبت و معنادار است. از این نتایج چنین استنباط شد که مدیران مدارس می توانند با به کارگیری سبک رهبری فضیلتگرا و دادن استقلال شغلی، سبب ارتقای یادگیری سازمانی معلمان شوند. | ||
| کلیدواژه‌ها | ||
| رهبری فضیلت گرا؛ یادگیری سازمانی؛ استقلال شغلی | ||
| عنوان مقاله [English] | ||
| The relationship between virtuous leadership with organizational learning: Explaining of mediating role of teachers’ job autonomy | ||
| نویسندگان [English] | ||
| siroos ghanbari1؛ Asghar Eskandar2 | ||
| 1Associate Professor in Educational Administration, Department of Educational Sciences, Bu-Ali Sina University, Hamedan, Iran | ||
| 2PhD student in Educational Administration, Bu-Ali Sina University, Hamedan, Iran | ||
| چکیده [English] | ||
| The purpose of this study was to identify the impact of virtuous leadership on teachers’ organizational learning with the mediation of job autonomy in the academic year 1395-96. The research method was descriptive - correlation and based on structural equations model. Statistical population included all elementary school teachers at the Hamadan province and population size was 8567 people and sample size was 368 subjects and determined based on the Cochran formula. Three questionnaires were used in order to collect data with two items including:virtuous leadership, job autonomy and organizational learning. For appointment of the questionnaires validity used of the Confirmatory Factor Analysis, and to assess the reliability used by Cronbach's Alpha coefficient, was estimated 0/93, 0/84, and 0/85 respectively. After collecting the data analyzed by SPSS and LISREL.The findings showed that: Direct effect virtuous leadership on job autonomy and organizational learning is positive and significant. In addition, the indirect effect virtuous leadership on teachers’ organizational learning and with intermediary job autonomy is positive and significant. It is inferred from the results that school administrators' applying virtuous leadership style, and giving job autonomy lead to promotion of organizational learning of the teachers. | ||
| کلیدواژه‌ها [English] | ||
| Virtuous Leadership, Teachers’ job autonomy, Organizational learning | ||
| مراجع | ||
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