بررسي اثر خودپنداره مديران مدارس بر يادگيري سازماني با ميانجي‌گري اخلاق حرفه‌اي

Investigating the effect of school principals' self-concept on organizational learning mediated by professional ethics

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺷﻨﺎﺧﺖ اﺛﺮ ﺧﻮدﭘﻨﺪاره ﻣـﺪﯾﺮان ﻣـﺪارس ﺑـﺮ ﯾـﺎدﮔﯿﺮي ﺳـﺎزﻣﺎﻧﯽ ﺑـﺎ ﻣﯿﺎﻧﺠﯽﮔﺮي اﺧﻼق ﺣﺮﻓـﻪاي اﻧﺠـﺎم ﺷـﺪهاﺳـﺖ. روش ﭘـﮋوﻫﺶ ﺗﻮﺻـﯿﻔﯽ- ﻫﻤﺒﺴـﺘﮕﯽ و روش ﺗﺤﻠﯿﻞ آن از ﻧﻮع ﻣﺪلﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑـﻮدهاﺳـﺖ.ﺟﺎﻣﻌﻪ آﻣـﺎري ﺷـﺎﻣﻞ ﮐﻠﯿـﻪ ﻣـﺪﯾﺮان ﻣﺪارس ﻧﺎﺣﯿﻪ 1ﺷﻬﺮري ﺑﻪ ﺗﻌﺪاد 154ﻧﻔﺮ ﺑﻮده ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از ﻓﺮﻣﻮل ﻧﻤﻮﻧﻪﮔﯿﺮي ﮐـﻮﮐﺮان و روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻃﺒﻘﻪاي ﺑﺎ اﺧﺘﺼﺎص ﻣﺘﻨﺎﺳﺐ 111ﻧﻔﺮ ﻣﻮرد ﻣﻄﺎﻟﻌـﻪ ﻗـﺮار ﮔﺮﻓﺘـﻪاﻧـﺪ. ﺑـﺮاي ﺟﻤﻊآوري دادهﻫﺎ از ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎي ﺗﻐﯿﯿﺮﯾﺎﻓﺘـﻪ ﯾـﺎدﮔﯿﺮي ﺳـﺎزﻣﺎﻧﯽ ﻧﯿﻔـﻪ و ﻫﻤﮑـﺎران)1990(، اﺧﻼق ﺣﺮﻓﻪاي ﺣﺴﯿﻨﯽ)1393( و ﺧﻮدﭘﻨﺪاره ﮐﺎرل راﺟﺮز)1957( اﺳـﺘﻔﺎده ﺷـﺪهاﺳـﺖ. ﭘﺎﯾـﺎﯾﯽ اﯾﻦ اﺑﺰارﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺮاﺑﺮ ﺑﺎ 0/90 ،0/92 و 0/86 ﻣـﯽﺑﺎﺷـﺪ. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از آزﻣﻮن ﺗﯽ ﺗﮏﻧﻤﻮﻧـﻪاي ﻧﺸـﺎن داد ﮐـﻪ وﺿـﻌﯿﺖ ﺧﻮدﭘﻨـﺪاره ﻣـﺪﯾﺮان ﻣـﺪارس، ﯾﺎدﮔﯿﺮي ﺳﺎزﻣﺎﻧﯽ و اﺧﻼق ﺣﺮﻓﻪاي آﻧﺎن از ﺳﻄﺢ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻈﺮي ﺑﺎﻻﺗﺮ اﺳﺖ. ﻫـﻢﭼﻨـﯿﻦ ﻧﺘـﺎﯾﺞ ﺣﺎﺻﻞ از ﻣﺪلﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺣﺎﮐﯽ از آن ﺑﻮد ﮐﻪ اﺣﺘﺮام ﺑﻪ ﻋﻨﻮان ﯾﮑـﯽ از ﻣﻮﻟﻔـﻪﻫﺎي اﺧـﻼق ﺣﺮﻓـﻪاي ﻗﺎﺑﻠﯿـﺖ ﭘﯿﺶﺑﯿﻨـﯽ ﯾــﺎدﮔﯿﺮي ﺳـﺎزﻣﺎﻧﯽ را داﺷـﺘﻪ اﺳـﺖ. ﻣـﺪلﯾﺎﺑﯽ ﻣﻌــﺎدﻻت ﺳــﺎﺧﺘﺎري ﻧﯿــﺰ ﻧﺸــﺎن داد، ﺧﻮدﭘﻨــﺪاره ﺑــﺮ اﺧــﻼق ﺣﺮﻓــﻪاي )0/30=γ( و ﯾــﺎدﮔﯿﺮي ﺳــﺎزﻣﺎﻧﯽ )0/26=γ( ﺗﺄﺛﯿﺮ داﺷﺘﻪ اﺳﺖ. اﻣﺎ اﺧﻼق ﺣﺮﻓﻪاي ﺑﺮ ﯾﺎدﮔﯿﺮي ﺳـﺎزﻣﺎﻧﯽ ﺗﺄﺛﯿﺮﮔـﺬار ﻧﺒـﻮده اﺳـﺖ. ﻫﻤﭽﻨﯿﻦ، ﺧﻮدﭘﻨﺪاره ﺑﻪ ﻃﻮر ﻏﯿﺮﻣﺴﺘﻘﯿﻢ و از ﻃﺮﯾـﻖ اﺧـﻼق ﺣﺮﻓـﻪاي ﺑـﺮ ﯾـﺎدﮔﯿﺮي ﺳـﺎزﻣﺎﻧﯽ ﺗﺎﺛﯿﺮﮔﺬار ﻧﺒﻮده اﺳﺖ.

The aim of this study was to identify the effect of school principals' self-concept on organizational learning mediated by professional ethics. The research method is descriptive-correlation and its analysis method is structural equation modeling. The statistical population includes all school principals in District 1 of the Ray city with 154 people using Cochran sampling formula and stratified sampling method. 111 people have been studied with a proportional allocation. To collect data, the modified organizational learning questionnaires of Neife et al. (1990), Professional Ethics of Hosseini (1393) and Carl Rogers Self-Concept (1957) have been used. The reliability of these tools using Cronbach's alpha coefficient is 0.92, 0.90 and 0.86, respectively. The results of one-sample t-test showed that the self-concept of school principals, organizational learning and their professional ethics is higher than the theoretical average. Also, the results of structural equation modeling indicated that respect as one of the components of professional ethics had the ability to predict organizational learning. Structural equation modeling also showed that self-concept had an effect on professional ethics (γ = 0.30) and organizational learning (γ = 0.26). But professional ethics have not affected organizational learning. Also, self-concept has not indirectly affected organizational learning through professional ethics.