مدل سازي تاثير رهبري اخلاقي بر توانمند سازي معلمان با ميانجي گري اشتياق شغلي

Modeling the impact of ethical leadership on teacher empowerment with work engagement mediation

هدف از پژوهش حاضر بررسي تاثير رهبري اخلاقي بر توانمند سازي معلمان با ميانجي گري اشتياق شغلي مي باشد. اين پژوهش از نظر هدف كاربردي و توصيفي - همبستگي از نوع معادلات ساختاري مي باشد. جامعه ي آماري شامل كليه ي معلمان زن و مرد به تعداد 350 نفر مي باشد كه با استفاده از روش نمونه گيري خوشه اي يك مرحله اي 183نفر به به عنوان نمونه انتخاب گرديدند . جهت گردآوري داده ها از سه پرسشنامه ي استاندارد رهبري اخلاقي كالشوون و همكاران (2011)، توانمند سازي اسپريتزر و ميشرا (1997) و اشتياق شغلي شوفلي و سالانوا (2001) استفاده شد. جهت تجزيه و تحليل داده ها از نرم افزار SPSS V23 و LISREL V 8. 8 استفاده گرديد. نتايج نشان داد كه ضريب همبستگي بين رهبري اخلاقي و توانمند سازي ( 0/637 r=)، رهبري اخلاقي و اشتياق شغلي ( 0/44r = ) و اشتياق شغلي و توانمند سازي (0/644r =) بوده و رابطه ي آن ها معنادار است. همچنين نتايج تحليل عاملي تاييدي نشان داد كه مقدار بارهاي عاملي بين رهبري اخلاقي و توانمند سازي معلمان 0/79 و رهبري اخلاقي و اشتياق شغلي 1/00 بوده و رابطه ي آن ها معنادار است. نتايج تحليل مسير نشان داد كه ضريب مسير استاندارد بين رهبري اخلاقي و توانمند سازي 0/47 مي باشد، بنابراين اثر مستقيم معنادار است و ضريب مسير بين رهبري اخلاقي و اشتياق شغلي 0/43 و بين اشتياق شغلي و توانمند سازي 0/60 مي باشد. بنابراين اثر غير مستقيم بين رهبري اخلاقي و توانمند سازي نيز معنادار است.

The purpose of this study is to investigate the effect of ethical leadership on teacher empowerment by medeating the work engagement of primary school teachers in Khalkhal city. This research is the type of structural equations in in terms of descriptive-correlation method. The statistical population of the study includes all male and female primary school teachers in Khalkhal city of 350 people. Using one-stage cluster sampling method, schools are considered as clusters and using Morgan table, 183 people Were randomly selected as the sample.Data were collected using three standardized Questionnaire of Kalshowen et al Ethical Leadership Questionnaires (2011), Spritzer and Mishra Empowerment (1997), and the work engagement of Schoffley and Salanova (2001). SPSS V23 and LISREL V 8. 8 software were used to analyze the data. Findings show that the correlation coefficient between ethical eadership and empowerment (r = 0.637), ethical leadership and work engagement (r = 0.44) and work engagement and empowerment (r = 0.644) and their relationship are meaningful.Also, the results of confirmatory factor analysis with standard coefficients showed that the amount of factor loads between ethical leadership and teacher empowerment is 0.79 and ethical leadership andwork engagement is 1.00 and their relationship is significant. The results of path analysis with standard coefficients showed that the standard path coefficient between ethical leadership and empowerment is 0.47, so the direct effect is significant and the path coefficient between ethical leadership and work engagement is 0.43 and between work engagement and empowerment is 0.60, so the indirect effect between ethical leadership and empowerment is also significant. Also, good fit indicators indicate a good fit of the model. so it is suggested that managers use ethical leadership style in educational organizations to develop work engagement and teacher empowerment and from this Improve through organizational performance.