مطالعه اعتماد جمعي و كارآمدي جمعي در ارتباط با اثربخشي مدرسه از ديدگاه معلمان ابتدايي

Study of Collective Trust and Collective Efficacy and their relationship with School Effectiveness from the Viewpoint of Primary Teachers

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﻣﻄﺎﻟﻌﻪ راﺑﻄﻪ اﻋﺘﻤﺎد ﺟﻤﻌﯽ و ﮐﺎرآﻣﺪي ﺟﻤﻌﯽ ﺑﺎ اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ از دﯾﺪﮔﺎه ﻣﻌﻠﻤﺎن اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﯾﺰد در ﺳﺎل ﺗﺤ ﺼﯿﻠﯽ 1397-98 اﻧﺠﺎم ﮔﺮﻓﺖ. روش ﺷﻨﺎﺳﯽ: روش ﭘﮋوﻫﺶ از ﻧﻮع ﺗﻮﺻﯿﻔﯽ ﻫﻤﺒﺴﺘﮕﯽ و از ﻟﺤﺎظ ﻫﺪف ﮐﺎرﺑﺮد ي اﺳﺖ. ﮔﺮﭼﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺣﺠﻢ ﺟﺎﻣﻌﻪ )1759=N(، ﺣﺠﻢ ﻧﻤﻮﻧﻪ 317 ﻧﻔﺮي ﻣﻄﺎﺑﻖ ﺑﺎ ﺟﺪول ﻣﻮرﮔﺎن و ﮐﺮﺟﺴﯽ )1970( ﮐﻔﺎﯾﺖ ﻣﯽﮐﻨﺪ اﻣّﺎ ﻣﺤﻘﻘﺎن ﺑﺮاي ﮐﺎﻫﺶ ﻣﯿﺰان ﺧﻄﺎ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﺣﺘﻤﺎل ﻋﺪم ﻋﻮدت ﺑﺮﺧﯽ از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎ ﺗﻮﺳﻂ ﻣﻌﻠﻤﺎن، اﻗﺪام ﺑﻪ ﺗﻮزﯾﻊ 450 ﭘﺮﺳﺸﻨﺎﻣﻪ ﮐﺮدﻧﺪ ﮐﻪ 375 ﻣﻮرد از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي ﺑﺎزﮔﺸﺘﯽ ﮐﺎﻣﻞ ﺑﻮده و در ﺗﺤﻠﯿﻞﻫﺎ اﺳﺘﻔﺎده ﺷﺪ. اﺑﺰارﻫﺎي ﮔﺮدآوري داده ﻫﺎي ﭘﮋوﻫﺶ، ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺨﺘﻠﻂ اﻋﺘﻤﺎد ﻫﻮي و ﻣﻮران )2003(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﮐﺎرآﻣﺪي ﺟﻤﻌﯽ ﻣﻌﻠﻤﺎن )CTEQ( ﮔﺎدارد )2001( و ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ ﺳﺮﺟﯿﻮاﻧﯽ و ﻫﻤﮑﺎران )1992( ﺑﻮدﻧﺪ ﮐﻪ رواﯾﯽ و ﭘﺎﯾﺎﯾﯽ آنﻫﺎ ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﻧﺘﺎﯾﺞ ﻣﻄﺎﻟﻌﻪ ﻧﺸﺎن داد ﺑﯿﻦ اﻋﺘﻤﺎد ﺟﻤﻌﯽ ﻣﻌﻠﻤﺎن اﺑﺘﺪاﯾﯽ و اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ ﺑﺎ ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ 0/739 راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎدار وﺟﻮد دارد. ﺑﯿﻦ ﮐﺎرآﻣﺪي ﺟﻤﻌﯽ ﻣﻌﻠﻤﺎن اﺑﺘﺪاﯾﯽ و اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ ﺑﺎ ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ 0/675راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎدار وﺟﻮد دارد. 62 درﺻﺪ وارﯾﺎﻧﺲ اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ ﺗﻮﺳﻂ ﻣﺘﻐﯿﺮﻫﺎي اﻋﺘﻤﺎد ﺟﻤﻌﯽ و ﮐﺎرآﻣﺪي ﺟﻤﻌﯽ ﻣﻌﻠﻤﺎن ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽﺷﻮد. ﻧﺘﯿﺠﻪ آزﻣﻮن t ﻧﺸﺎن داد ﮐﻪ ﻣﯿﺎﻧﮕﯿﻦ ﻣﺘﻐﯿﺮﻫﺎي اﻋﺘﻤﺎد ﺟﻤﻌﯽ، ﮐﺎرآﻣﺪي ﺟﻤﻌﯽ و اﺛﺮﺑﺨﺸﯽ ﻣﺪرﺳﻪ ﺑﻪ ﻃﻮر ﻣﻌﻨﺎداري در ﻣﻌﻠﻤﺎن زن ﺑﯿﺸﺘﺮ از ﻣﻌﻠﻤﺎن ﻣﺮد اﺳﺖ. ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﻓﺮاﻫﻢ ﮐﺮدن ﻓﺮﺻﺖ ﻣﺸﺎرﮐﺖ ﮔﺴﺘﺮده ﻣﻌﻠﻤﺎن در ﺗﺼﻤﯿﻢ ﺳﺎزي ﻫﺎي ﻣﺮﺑﻮط ﺑﻪ ﻣﺴﺎﯾﻞ ﻣﺪرﺳﻪ ﺑﻪ اﻓﺰاﯾﺶ اﻋﺘﻤﺎد ﺟﻤﻌﯽ و ﮐﺎرآﻣﺪي ﺟﻤﻌﯽ ﻣﻌﻠﻤﺎن و در ﻧﻬﺎﯾﺖ اﺛﺮﺑﺨﺸﯽ ﺑﯿﺸﺘﺮ ﻣﺪارس ﻣﯽ اﻧﺠﺎﻣﺪ.

The purpose of this study was to investigate the relationship between collective trust and collective efficacy with school effectiveness from the viewpoint of primary teachers in Yazd city in the academic year of 2018-2019. Methodology: The research method was descriptive and correlational. Although sufficient sample according to Morgan and Krejcie's table (1970) according to the population size (N = 1759), a sample size of 317 subjects, but the researcher's distributed 450 questionnaires to reduce the error rate and given the probability of teachers not returning a percentage of questionnaires of these, 375 from return questionnaires were completed and were used in analyzes. The data collection tools were the Hoy and Moran Complex Confidence Questionnaire (2003), the teachers' collective efficacy questionnaire (CTEQ) Goddard (2001) and the School Effectiveness Standard Questionnaire Sergiovanni & et al. (1992) that were confirmed validity and reliability. Results: The findings showed that there is a positive and significant relationship between the collective trust and school effectiveness with a correlation coefficient of (r = 0.739, p≤ 0.01). There is a positive relationship between primary teachers' collective efficacy and school effectiveness with a correlation coefficient of (r = 0.675, p≤ 0.01). 62% of the variance of school effectiveness is predicted by the variables of collective trust and collective efficiency. Also, the results of independent sample t-test showed that the means of collective trust, collective efficacy and school effectiveness from the viewpoint of female teachers are significantly more than male teachers. Conclusion: Extensive involvement of teachers in decision making about school issues could increase the collective trust and collective efficacy of teachers and ultimately increase the school effectiveness