تحلیل نقش اعتماد سازمانی، همکاری میان معلمان و تصمیم‌گیری مشارکتی بر فعالیت تدریس معلمان با میانجیگری خودکارآمدی معلمان (مدل‌یابی معادلات ساختاری)

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی ، گروه علوم تربیتی ، واحد ارومیه، دانشگاه آزاد اسلامی ، ارومیه ، ایران.

2 دکترا و استادیار مدیریت آموزشی ، گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی ، ارومیه ، ایران .

3 دکترا و استاد مدیریت آموزشی،گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی ، ارومیه ، ایران. عضو هیات علمی گروه علوم تربیتی

چکیده

با توجه به اینکه فعالیت تدریس امروزه چیزی بیش از انتقال دانش می­باشد و تدریس کانون هر برنامه­ی درسی بوده و در تمام مقاطع آموزشی مد نظر قرار گرفته می­شود. بنابراین تدریس مؤثر همواره به مثابة عنصر حیاتی امور یادگیری بوده و نیازمند بازنگری­هایی در امر تدریس می­باشد. هرچند انتظار می­رود که آموزش و پرورش سطح فعالیت­های آموزشی در سطح مدرسه و شیوه­های تدریس را بهبود بخشد، مدارک کمی برای حمایت از این ادعا وجود دارد و با توجه به اینکه معلمان از جمله ایفاگران نقش اصلی در امر فعالیت تدریس می­باشند، توجه به شرایط معلمان و حس خودکارآمدی و شرکت در تصمیم­گیری­ها  و فعالیت­های مدارس نیز می­تواند نقش مهمی در فعالیت­های معلمان و امر تدریس داشته باشد. معلمان با داشتن حس قدرت و اعتماد به توانمندی­­های خود بیشتر به سمت ایده­های جدید سوق پیدا ­کرده و می­توانند در امر فعالیت تدریس و یادگیری دانش­آموزان اثرگذار باشند،  لذا بررسی عوامل دخیل در فعالیت تدریس معلمان امری مهم و ضروری به نظر می­رسد. هدف این پژوهش تحلیل نقش اعتماد سازمانی، همکاری معلمان و تصمیم­گیری مشارکتی بر فعالیت تدریس با میانجیگری خودکارآمدی( مدل یابی معادلات ساختاری) می­باشد. مقاله از نوع هدف کاربردی و از نظر اجرا توصیفی- همبستگی از نوع معادلات ساختاری است. جامعه آماری تحقیق شامل تمام معلمان ابتدایی استان آذربایجان­غربی به تعداد 11522 نفر می­باشد که با بهره گیری از فرمول کوکران و روش نمونه­گیری خوشه­ای چند مرحله­ای، 376 نفر به عنوان نمونه انتخاب گردید. ابزار جمع آوری داده­ها پرسشنامه اعتماد، همکاری­ و تصمیم­­­گیری­ مشارکتی، تدریس، خودکارآمدی می­باشد. تجزیه و تحلیل داده­ها با نرم افزارSPSS و  LISREL انجام گردید. یافته­ها نشان داد به غیر از اعتماد، اثر مستقیم همکاری، تصمیم­گیری مشارکتی، خودکارآمدی بر تدریس معنی­دار می­باشد، به غیر از همکاری، رابطه اعتماد، تصمیم­گیری مشارکتی با خودکارآمدی معنی­دار می­باشد و به غیر از همکاری، اثر غیرمستقیم اعتماد و تصمیم­گیری­ مشارکتی بر تدریس، با میانجی­­گری خودکارآمدی تایید می­شود. بر اساس یافته­های تحقیق می­توان نتیجه گرفت برای بهبود تدریس معلمان، لازم است شرایط مناسب برای ایجاد و تقویت خودکارآمدی، همکاری، اعتماد و مشارکت در تصمیم­گیری برای معلمان در مدارس فراهم گردد. بنابراین پیشنهاد می­­گردد مدیران و دست اندرکاران آموزشی طوری رفتار نمایندکه معلمان در خود نوعی احساس خودکارآمدی نموده و با فراهم نمودن زمینه­ها و دادن آزادی عمل جهت مشارکت معلمان در تصمیم­گیری­ها و همکاری در فعالیت­های مدرسه، این حس خودکارآمدی را درآنان تقویت نمایند تا همه این موارد خود زمینه ساز برداشتن گام­هایی اساسی در امر بهبود فعالیت تدریس در مدارس باشد.

کلیدواژه‌ها


عنوان مقاله [English]

the Role of Organizational Trust, Collaboration among Teachers, and Participatory Decision Making in Teaching Activities with Mediation Role of Teachers' Self-Efficacy

نویسندگان [English]

  • elham esmaili 1
  • maryam sameri 2
  • Mohammad Hassani 3
1 Ph.D. Student of Educational Management, Department of Education, Urmia Branch, Islamic Azad University, Urmia, Iran.
2 Ph.D. in Educational Management, Department of Education, Urmia Branch, Islamic Azad University, Urmia, Iran
3 Ph.D. in Educational Management, Department of Education, Urmia Branch, Islamic Azad University, Urmia, Iran
چکیده [English]

The teaching activity today is more than the mere transfer of knowledge and teaching is the center of any curriculum and is considered at all levels of education; therefore, effective teaching has always been a vital element of learning and requires a review of teaching activities. Although education is expected to improve school-level educational activities and teaching methods, there is little evidence to support this claim, and given that teachers are among the key players in teaching, paying attention to the conditions of teachers and the sense of self-efficacy and participation in school decisions and activities could play an important role in teachers' activities and teaching activities. By having a sense of power and confidence in their abilities, teachers are increasingly moving towards new ideas and could affect improving the teaching and learning activities of students in schools. Several factors affect the teaching process. Therefore, it seems important and necessary to study the factors effective in teachers' teaching activities. The purpose of thisstudy was to investigate the role of organizational trust, collaboration among teachers,and participatory decision making onteacher-teaching activitywith the mediation roleof teachers' self-efficacy (Structural Equation Modeling). The research was an applied type and in terms of implementation descriptive-correlativeofstructural equations. Thestatistical population of research included elementary teachers teaching in West Azarbaijan province (n=11522), which among them with Cochran formula and multistage clustering method, 376 people were selected as sample. Data collection tools are questionnaires of trust, cooperation and corporate decision making, teaching, teacher self-efficacy. The research data was analyzed using SPSS and LISREL software. The data analysis showed that non-trust, direct effect of cooperation, participatory decision making, self-efficacy with teaching were significant, non-trust, cooperative decision making with self-efficacy were significant, other than indirect effect of trust and decision making. Collaborative teaching is confirmed by mediating self-efficacy. It can be concluded that in order to improve the teaching of teachers, it is necessary to provide appropriate conditions for establishing and enhancing self-efficacy, cooperation, trust and participation in decision making for teachers in schools. Therefore, it is suggested that principals and educators behave in such a way that teachers feel a sense of self-efficacy and strengthen this sense of self-efficacy by providing opportunities for teachers to participate in decision-making and cooperation in school activities. The results could serve as the basis for taking basic steps for offering improve plans for the teaching activities in schools.

کلیدواژه‌ها [English]

  • organizational trust
  • Teacher collaboration
  • Collaborative decision making
  • Teaching activity
  • Teacher self-efficacy

 

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Barzeideh, Amolbanin; Motamed, Hamidreza; Hamrahi, Mehrdad. (2013). Structural Equation Model The Impact of School Space on the Efficiency of Primary School Teachers in Fars Province, A New Approach in Educational Management, 4 (4): 67-82 [In Persian].

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Boyacı, Adnan., Fatih Karacabey, Mehmet & Bozkuş, Kıvanç. (2018). The Role of Organizational Trust in the Effect of Leadership of School Administrators on Job Satisfaction of Teachers, Kuram ve Uygulamada Eğitim Yönetimi, Cilt 24, Sayı 3: 437-482.

Brandt, Tara. (2015). Investigating The Correlations Between Teacher Collaborative Action-Takingand Self-Efficacyuniversity, Of Massachusetts – AmherstchristineB. Mccormick: 1-181.

Danayifard, Hassan; Rajabzadeh, Ali and Hasiri, Asad. (2009). Investigating the Role of Managerial Competence of Managers in Promoting Intra-Organizational Trust in the Public Sector, Research Management, 2 (4), 59-90[In Persian].

Daniali Dah Hoz, Mahmoud; Mansouri, Hossein. (2019). Investigating the effect of manpower productivity adjustment on the relationship between organizational trust and organizational citizenship behavior, Educational Management Research, 10 (39): 17-40[In Persian].

Ebrahimi, Fatemeh; Rasouli, Seyedeh Esmat and Salimi, Laden. (2017). Investigating the relationship between self-efficacy and social capital with organizational trust of teachers of secondary schools for girls in Sari. Third National Conference on New Studies and Research in Educational Sciences and Psychology of Iran: 1-8 [In Persian].

Erden, Ali & Erden, Hale. (2009) .Predicting organizational trust level of school managers and teachers at elementary schools, Procedia Social and Behavioral Sciences, 1, 2180–2190.

Faal, Armin; Ali Doost Ghahfarkhi, Ebrahim and Jalali Farahani, Majid. (2016). The Relationship between Organizational Trust and Its Components with Human Resource Productivity in Sports and Youth Departments of Ardabil Province, Applied Research in Sports Management, 5 (3) / 19: 35-43 [In Persian].

Fulton, Kathleen & Britton, Ted. (2011). STEM Teachers in Professional Learning Communities, National Commission on Teaching and America’s Future, 1-32. www.nctaf.org.

G. Owens, Robert and C. Walski, Thomas. (2014). Organizational Behavior in Education, translated by Mohammad Hassani, Maryam Samari, Hossein Mohebbi and Leila Judet: Urmia University.

Gefen, D., Straub, D.W., & Boudreau, M.-C. (2000). Structural equation modeling and regression: Guidelines for research and practice. Communications of the Association for Information Systems, 3 (1).

Gholampour, Meysam; Pourshafei, Hadi; Ghasemian, Abbas. (2018). The Role of Trust and Organizational Justice on the Professional Ethics of Elementary School Teachers, Biological Ethics, 8 (27): 73-83 [In Persian].

Goddard, Yvonne L., Goddard, Roger D.,  Tschannen-Moran., Megan. (2007). A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools, Teachers College Record Volume 109, Number 4, pp. 877–896.

Hair, J.E, Black, W.C., Babin, B.J., Anderson, R.E. & Tatham, R.L. (2006). Multivariate data analysis (6th edn). Upper Saddle River, NJ: Pearson Education.

Harrison ,S., & Ginny, B. (2011). Revisiting Teacher Leadership: Perceptions of Teachers and Principals, George Fox University, Northwest Journal of Teacher Education,9 (2), Art. 3.

Jahanian, Ramazan. (2009). Strategies for the development of a participatory management system in educational units from the perspective of managers, deputies and teachers, knowledge and research in educational sciences, curriculum planning of Islamic Azad University, Khorasgan Branch of Isfahan, 21: 153-174 [In Persian].

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