تبيين خودرهبري و خود-كارآمدي معلمان براساس رهبري تحولي با نقش ميانجي سازمان يادگيرنده در مدارس مشهد

Explaining teachers' self-management and self-efficacy based on transformational leadership with the mediating role of learning organization in Mashhad schools

پژوهش حاضر با هدف تبيين خودرهبري و خودكارآمدي معلمان براساس رهبري تحولي با نقش ميانجي سازمان يادگيرنده در مدارس مشهد انجام شد. روش پژوهش، توصيفي - همبستگي با رويكرد معادلات ساختاري مي باشد. جامعه ي آماري شامل كليه معلمان ابتدايي و متوسطه (اول و دوم) به تعداد 18750 نفر مي باشد كه بر اساس فرمول كوكران، نمونه اي برابر با 384 نفر با روش نمونه گيري تصادفي طبقه اي انتخاب گرديد. ابزار جمع آوري اطلاعات، پرسشنامه رهبري تحولي(Bass & Avolio, 2002)، سازمان يادگيرنده (Senge, 1990)، خودرهبري (Rahimi & Etal, 2013) و خودكار آمدي معلمان (Tschannen -Moran- & Woolfolk, 2001) مي باشد، كه روايي آن ها با روايي سازه؛ و پايايي آن ها با آلفاي كرونباخ و پايايي تركيبي تاييد شد. داده ها با استفاده از نرم افزار SPSS23 وSMART PLS2 تحليل شدند. نتايج فرضيه هاي پژوهش نشان داد كه متغير سازمان يادگيرنده يك متغير ميانجي بين متغيرهاي رهبري تحولي با خود رهبري و خودكار آمدي مي باشد. رهبري تحولي بر سازمان يادگيرنده، خود رهبري و خودكار آمدي و همچنين سازمان يادگيرنده بر خودرهبري تاثير مثبت و مستقيم دارد، اما رهبري تحولي نتوانسته است كه بر خودكارآمدي تاثير بگذارد. كيفيت مدل اندازه گيري با آزمون cv.com و مدل ساختاري با آزمون cv.red تاييد شد و همچنين كيفيت مدل نهايي پژوهش با توجه به شاخص GOF كه 305/0 شده است، نشان داد كه مدل از برازش قوي برخوردار است و در نهايت ضريب تعيينR2، براي سازمان يادگيرنده 320/0، خودرهبري 285/0 و خودكارآمدي 033/0 شد.

The purpose of this study was to explain teachers' self-leadership and self-efficacy based on transformational leadership with Mediating role of the learning organization. The research method was descriptive- correlation with structural equation modeling approach. The statistical population included all the elementary and secondary teachers (jonior and senior high school) of 18750 persons. Based on Cochran formula, a sample of 384 people was selected by stratified random sampling.. Data were collected from Bass & Avillo transformational leadership questionnaire (2002), Senge learning organization questionnaire (1990), Rahimi & Etal self-leadership questionnaire (2013) and Tschannen-Moran& Woolfolk self-efficacy of teachers (2001) that their validity confirmed with construct validity and their reliability confirmed by Cronbach's alpha and hybrid reliability. Data were analyzed using SPSS23 and SMART PLS2 software focusing on Structural Equation Modeling.The results showed that learning organization is a mediating variable between transformational leadership with self-leadership and self-efficacy. Transformational leadership has a positive and direct effect on learning organization, self-leadership and self-efficacy as well as learning organization has a positive and direct effect on self-leadership, but transformational leadership has not been able to explain self-efficacy. The validity of measurement model was confirmed by cv.com test and the structural model by cv.red test. The quality of the final model of the research according to GOF index which is 0.305 showed that the model has a good fit. Finally, the coefficient of determination R2 for learning organization was 0.320, self-leadership was 0.285 and self-efficacy was 0.033.