توانمندسازي معلمان چشم انداز مديريت آموزشي (بررسي نقش خودكارآمدي فردي، انتقال دانش و كيفيت زندگي كاري)

Teachers' Empowerment of Educational Administration Perspective (Investigating the Role of Individual Self-efficacy; Knowledge Transfer and Quality of Work Life

ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﯽ ﻓﺮآﯾﻨﺪ اﻓﺰاﯾﺶ ﺣﺲ ﺧﻮدﮐﺎرآﻣﺪي در ﻣﯿﺎن اﻋﻀﺎي ﺳﺎزﻣﺎن از ﻃﺮﯾﻖ ﺷﻨﺎﺧﺖ ﺧﻮد و از ﻣﯿﺎن ﺑﺮدن ﻋﻮاﻣﻠﯽ اﺳﺖ ﮐﻪ ﺳﺒﺐ ﺿﻌﻒ ﻗﺪرت ﻣﯽ ﺷﻮد. اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻧﻘﺶ ﺧﻮدﮐﺎرآﻣﺪي ﻓﺮدي، اﻧﺘﻘﺎل داﻧﺶ و ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎري در ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﻣﻌﻠﻤﺎن اﻧﺠﺎم ﮔﺮﻓﺘﻪ اﺳﺖ. روش ﭘﮋوﻫﺶ، ﻫﻤﺒﺴﺘﮕﯽ و از ﻧﻮع ﻣﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري اﺳﺖ و از ﺟﻨﺒﻪ ﻫﺪف، ﺟﺰء ﭘﮋوﻫﺶ ﻫﺎي ﮐﺎرﺑﺮدي ﻣﯽ ﺑﺎﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﻫﻤﻪ ﻣﻌﻠﻤﺎن ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﺗﺒﺮﯾﺰ ﺑﻪ ﺗﻌﺪاد 2,747 در ﺳﺎل 1395اﺳﺖ، ﺗﻌﺪاد ﻧﻤﻮﻧﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺟﺪول ﮐﺮﺟﺴﯽ- ﻣﻮرﮔﺎن ﺑﻪ ﺗﻌﺪاد 335 ﻧﻔﺮ ﺑﺮآورد ﺷﺪ. روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ اي ﺳﻪ ﻣﺮﺣﻠﻪ اي اﻧﺠﺎم ﮔﺮﻓﺖ. اﺑﺰار ﮔﺮد آوري داده ﻫﺎ ﺷﺎﻣﻞ ﭼﻬﺎر ﻋﺪد ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد ﺧﻮدﮐﺎرآﻣﺪي ﻓﺮدي ﺷﺮر )2002(، ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﻣﺎرﺗﯿﻦ و ﻫﻤﮑﺎران )2001(، اﻧﺘﻘﺎل داﻧﺶ دﮐﺎﺳﺘﺮ و ﻫﻤﮑﺎران )2008( و ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎري اﯾﻠﮕﺎن و ﻫﻤﮑﺎران )2014( " اﺳﺖ ﮐﻪ رواﯾﯽ و ﭘﺎﯾﺎﯾﯽ آن ﻫﺎ ﺑﺮرﺳﯽ و ﻣﻮرد ﺗﺄﺋﯿﺪ ﻫﺴﺘﻨﺪ. داده ﻫﺎ ﺑﻪ ﮐﻤﮏ ﻧﺮم اﻓﺰار 24 Amos ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎﯾﺞ ﯾﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﺧﻮدﮐﺎرآﻣﺪي ﻓﺮدي ﺑﺎ ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎري راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري دارد )0,01< t =7,798; p(، اﻧﺘﻘﺎل داﻧﺶ ﺑﺎ ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎري راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري دارد )0,01< t =7,541; p(، اﻧﺘﻘﺎل داﻧﺶ ﺑﺎ ﺗﻮاﻧﻤﻨﺪﺳﺎزي راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري دارد )0,01< t =6,344; p(، ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎري ﺑﺎ ﺗﻮاﻧﻤﻨﺪﺳﺎزي راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري دارد )0,01< t =7,211; p( و ﺧﻮدﮐﺎرآﻣﺪي ﻓﺮدي ﺑﺎ ﺗﻮاﻧﻤﻨﺪﺳﺎزي راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري دارد )0,01 p ; <5,980= t( و ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﺋﯿﺪي ﻧﯿﺰ ﺣﺎﮐﯽ از ﺑﺮازش ﻣﻨﺎﺳﺐ ﻣﺪل ﭘﮋوﻫﺶ اﺳﺖ 0,01 < p;5531 ; =CFI=0,98; RMSEA= 0,04; X 2= 8357,99df(. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ ﯾﺎﻓﺘﻪ ﻫﺎ، در ﺑﺮرﺳﯽ اﺛﺮ ﻣﺴﺘﻘﯿﻢ، اﻧﺘﻘﺎل داﻧﺶ ﺑﯿﺸﺘﺮﯾﻦ اﺛﺮ را ﺑﺮ روي ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﻣﻌﻠﻤﺎن از ﺑﯿﻦ ﺳﻪ ﻣﺘﻐﯿﺮ داﺷﺘﻪ اﺳﺖ، ﺑﻨﺎﺑﺮاﯾﻦ ﻣﺴﺌﻮﻻن ﻧﻈﺎم آﻣﻮزﺷﯽ ﺑﺎﯾﺪ راﻫﮑﺎرﻫﺎي ﺧﻠﻖ داﻧﺶ، ﺗﻮﺳﻌﻪ داﻧﺶ و ﺑﻪ ﮐﺎرﮔﯿﺮي آن را در اﻟﻮﯾﺖ ﺑﺮﻧﺎﻣﻪ ﻫﺎي ﺧﻮد ﻗﺮار دﻫﻨﺪ

Human resource empowerment is process of enhance the sense of self-efficacy among organization members by identifying and eliminating factors that is caused weakness in strength. The purpose of this study was to investigate the role of individual self-efficacy, knowledge transfer and quality of work life in teacher empowerment. The research is correlational based on structural equation modeling and objective aspects is applied. the population is included all high school teachers of Tabriz to2.747people in2016years. that samples was estimated according of Kerjsy - Morgan table to335people.the sampling was done of three-stage cluster randomly.data collection tools is includeof four standardized questionnaire" Sherer;s individual self- fficacy(1982),empowerment Martin(2001),DeCaster etal;s knowledge Transfer(2008)and the quality of working life Elgan and et al (2014)"that theier reliability and validity reviewed and approved. data were analyzed by Amos24software.The results showed that individual self-efficacy has a significant positive correlation with quality of work life(t=7.798; p < 0/01); knowledge transfer has a significant positive correlation with quality of work life(t= 7.541; p< 0/01);knowledge transfer has a significant positive correlation with empowerment(t= 6.344; p < 0/01);quality of work life has a significant positive correlation with empowerment(t=7.211; p < 0/01) and individual self-efficacy has a significant positive correlation with empowerment(t = 5.980; p < 0/01) and confirmatory factor analysis showed that the model is a perfect fit (CFI=0.98; RMSEA= 0.04; X2= 8357.99; df = 5531; p < 0.01).According to the results,in the survey of the direction effect, knowledge transfer had the greatest influence on teachers empowerment from three variables;therefore, education system responsers should be puted on priority programs of strategies for knowledge creation,knowledge development and use it.