مقايسه اثربخشي مدارس هيأت امنايي و عادي استان همدان بر اساس مدل تركيبي پارسونز-سنجري

Comparison of the Effectiveness of the Board and Ordinary Schools in Hamadan Province Based on the Combined Model of Parsons-Sanjar

پژوهش حاضر با هدف تعيين ميزان اثربخشي مدارس هيأت امنايي استان همدان و مقايسه آن با مدارس عادي انجام گرفت. روش پژوهش علّي-مقايسه‌اي بود. جامعه‌ي آماري كليه‌ي معلمان مدارس هيأت امنايي و عادي استان همدان بود كه با روش نمونهگيري طبقه‌اي 62 مدرسه و 485 معلم انتخاب شدند. ابزارهاي گردآوري اطلاعات شامل پرسش‌نامه «رضايت شغلي» بريفييلد و روث (1951) با پايايي 84/0، پرسش‌نامه «سلامت سازماني مدارس» ساعتچي و همكاران (1390) با پايايي 94/0، پرسش‌نامه «سنجش نوآوري» اتلاي و اكيف (1982) با پايايي 78/0 و پرسش‌نامه «كيفيت آموزشي و پرورشي مدرسه» سنجري و همكاران (1385) با پايايي 98/0 بود. با كاربرد آزمون t و تحليل واريانس يك‌راهه تفاوت بين مدارس عادي و هيأت امنايي در مؤلفه‌هاي سلامت سازماني (46/2=t؛ 05/0>p) و كيفيت امور آموزشي و پرورشي معنادار شد (27/32=t؛ 05/0>p) اما در نوآوري سازماني (7/0=t؛ 48/0=p) و رضايت شغلي تفاوتي مشاهده نشد (4/0=t؛ 69/0=p). در مؤلفه‌هايي كه تفاوت معنادار بود، مدارس هيأت امنايي وضعيت بهتري داشتند. بين دوره‌ها از نظر نوآوري سازماني (02/6=F؛ 05/0>p)، سلامت سازماني (51/18=F؛ 05/0>p)، رضايت شغلي (96/11=F؛ 05/0>p) و كيفيت امور آموزشي و پرورشي(08/32=F؛ 05/0>p) بر حسب مقطع تحصيلي تفاوت معناداري وجود داشت..

Abstract: The purpose of this study was to determine the effectiveness of Hamadan board schools and compare it with ordinary schools. The research method was ex-post facto. The statistical population was all of the teachers of the board and ordinary schools of Hamadan province. 62 schools and 485 teachers were selected as the samples using stratified sampling method. Data collection tools consisted of a Job satisfaction questionnaire by Bryffield and Roth (1951) with a reliability of 0.84, Organizational Health questionnaire by Saatchi et al. (2011) with a reliability of 0.94, Otley and Akif's Inventory of Innovation (1982) with a reliability of 0.88 and a questionnaire on school education quality (Sanjari et al., 2006) with a reliability of 0.98. Using t-test and one way ANOVA, the difference between the normal schools and board schools was significant in organizational health components (t= 0/46 = 2, p> 0.05) and the quality of educational affairs (t= 32.27, 0> p). However, there was no difference in organizational innovation (t= 0.77; p= 0.48) and job satisfaction (t= 0.4; p= 0.69). In components in which significant difference could be seen, the board schools were in a better position. In terms of educational level, there was a significant difference between the courses including organizational innovation (F= 6.02; p> 0.05), organizational health (F= 18.51, p<0.05), job satisfaction (F= 11.96, p <0.05) and the quality of education (F= 32.08, p< 0.05).