رابطه علی جو مدرسه و امکانات آموزشی با التزام شغلی به صورت مستقیم و با میانجی هوش هیجانی و انگیزه پیشرفت معلمان شهرستان رامشیر

اﻟﺘﺰام ﺷﻐﻠﯽ ﺑﻪ ﻋﻨﻮان ﻣﻨﺒﻌﯽ ﺑﺮای ﺗﻌﻬﺪ و اﺷﺘﯿﺎق ﺣﺮﻓﻪای در ﺳﺎلﻫﺎی اﺧﯿﺮ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ. ﺑﻪ دﻟﯿﻞ آﺛﺎر ﻣﺜﺒﺖ اﯾﻦ ﻣﺘﻐﯿﺮ ﺑﺮﮐﺎراﯾﯽ ﻣﻌﻠﻤﺎن، ﺗﻮﺟﻪ ﺑﻪ ﭘﯿﺶﺑﯿﻦﻫﺎی آن از اﻫﻤﯿﺖ وﯾﮋهای ﺑﺮﺧﻮردار اﺳﺖ. ﺗﻤﺮﮐﺰ ﺑﺮ ﭘﯿﺶ ﺑﯿﻦ ﻫﺎی ﻓﺮدی ﻣﺎﻧﻨﺪ اﻧﻮاع ﻫﻮش، اﻧﮕﯿﺰه و ﻧﯿﺎزﻫﺎ ﺑﻪ ﺗﻨﻬﺎﯾﯽ ﺗﺒﯿﯿﻦ ﮐﺎﻣﻠﯽ را اراﺋﻪ ﻧﻤﯽ دﻫﻨﺪ. از ﺳﻮی دﯾﮕﺮ ﺗﻮﺟﻪ ﺑﻪ ﻣﺘﻐﯿﺮﻫﺎی اﺟﺘﻤﺎﻋﯽ ﻣﺎﻧﻨﺪ ﻓﺮﻫﻨﮓ، ﺟﻮاﺟﺘﻤﺎﻋﯽ، رﻓﺘﺎر ﮐﺎرﮐﻨﺎن و ﻋﻮاﻣﻞ ﻣﺤﯿﻄﯽ ﻣﺎﻧﻨﺪ اﻣﮑﺎﻧﺎت و ﺗﺠﻬﯿﺰات ﺑﺮ رﻓﺘﺎر ﮐﺎرﮐﻨﺎن اﺛﺮی ﻏﯿﺮﻗﺎﺑﻞ اﻧﮑﺎر دارد. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﻫﻮش ﻫﯿﺠﺎﻧﯽ و اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ در راﺑﻄﻪ ﻋﻠّﯽ ﺟﻮ ﻣﺪرﺳﻪ و اﻣﮑﺎﻧﺎت آﻣﻮزﺷﯽ ﺑﺎ اﻟﺘﺰام ﺷﻐﻠﯽ ﻣﻌﻠﻤﺎن اﻧﺠﺎم ﮔﺮﻓﺖ. ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺷﺎﻣﻞ 300 ﻧﻔﺮ (130ﻣﺮد و 170 زن) ﺑﻮدﻧﺪ ﮐﻪ ﺑﻪ روش ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ ای از ﻣﯿﺎن ﺗﻤﺎﻣﯽ ﻣﻌﻠﻤﺎن ﺷﻬﺮﺳﺘﺎن راﻣﺸﯿﺮ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎن در اﯾﻦ ﭘﮋوﻫﺶ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎی ﺟﻮ ﺳﺎزﻣﺎﻧﯽ، ﻫﻮش ﻫﯿﺠﺎﻧﯽ، اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ، اﻟﺘﺰام ﺷﻐﻠﯽ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ اﻣﮑﺎﻧﺎت آﻣﻮزﺷﯽ را ﺗﮑﻤﯿﻞ ﻧﻤﻮدﻧﺪ. ارزﯾﺎﺑﯽ اﻟﮕﻮی ﭘﯿﺸﻨﻬﺎدی از ﻃﺮﯾﻖ روش ﺗﺤﻠﯿﻞ ﻣﺴﯿﺮ و ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار spss و amos اﻧﺠﺎم ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎن دادﻧﺪ ﮐﻪ اﻟﮕﻮی ﭘﯿﺸﻨﻬﺎدی از ﺑﺮازش ﺧﻮﺑﯽ ﺑﺎ داده ﻫﺎ ﺑﺮﺧﻮردار ﻧﯿﺴﺖ. ﺑﺮازش ﺑﻬﺘﺮ از ﻃﺮﯾﻖ ﺣﺬف ﻣﺴﯿﺮﻫﺎی ﻏﯿﺮﻣﻌﻨﯽ دار ﺣﺎﺻﻞ ﺷﺪ. ﻋﻼوه ﺑﺮ اﯾﻦ اﺛﺮات ﻣﺴﺘﻘﯿﻢ اﻣﮑﺎﻧﺎت آﻣﻮزﺷﯽ ﺑﻪ اﻟﺘﺰام ﺷﻐﻠﯽ، ﻫﻮش ﻫﯿﺠﺎﻧﯽ ﺑﻪ اﻟﺘﺰام ﺷﻐﻠﯽ، اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺑﻪ اﻟﺘﺰام ﺷﻐﻠﯽ، ﺟﻮ ﻣﺪرﺳﻪ ﺑﻪ ﻫﻮش ﻫﯿﺠﺎﻧﯽ، ﻫﻮش ﻫﯿﺠﺎﻧﯽ ﺑﻪ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﻣﻌﻨﯽ دار ﺑﻮدﻧﺪ. اﯾﻦ ﭘﮋوﻫﺶ ﺿﺮورت ﺗﻮﺟﻪ ﻫﻤﺰﻣﺎن ﺑﺮ ﻋﻨﺎﺻﺮ ﻓﺮدی و ﻣﺤﯿﻄﯽ و اﺟﺘﻤﺎﻋﯽ را ﺑﺮای ﺑﻬﺒﻮد اﻟﺘﺰام ﺷﻐﻠﯽ ﻣﻌﻠﻤﺎن ﻣﻮرد ﺗﺄﮐﯿﺪ ﻗﺮار ﻣﯽ دﻫﺪ.

The casual relationship between school climate and educational facilities with job engagement directly and with the mediator of emotional intelligence and achieved motivation of teachers in the city of Ramshir

Job engagement has been considered as a source of commitment and professional passion in recent years. Because of the positive effects of this variable on the teachers' proficiency, its predictors have particular importance. Focusing on individual predictors such as types of intelligence, motivation, and needs alone does not provide a complete explanation. On the other hand, attention to social variables such as culture, social atmosphere, employee behavior and environmental factors such as facilities and equipment have an undeniable effect on employees' behavior. Concurrent attention to these factors has been considered in less research. The present study was conducted to investigate the role of emotional intelligence and motivation as mediated variables in causal relationship between school climate and educational facilities with job engagement. In this research, educational facilities as the environmental factor and the school climate as a social factor, and emotional intelligence and achieved motivation as individual factors, have been tested in a causal model. The sample consisted of 300 teachers (130 men and 170 women) who were randomly and census selected from Ramshir city. Participants in this study completed the Halpin and Croft Organizational Climate Questionnaire, Schutt Emotional Intelligence Questionnaire, Hermans, achievement motivation Questionnaire, Utrecht Job Engagement Questionnaire and Job Training Facilities. The proposed model evaluation through path analysis was performed using SPSS software and AMOS. Also in order to examine indirect paths the bootstrap method was used. Results showed that the model was not fit to the data. Better fit was achieved through the elimination of nonsignificant paths (educational facilities to emotional intelligence, school climate to achievement motivation, educational facilities to achievement motivation and school climate to job engagement). In addition, to the direct paths of educational facilities to job engagement, emotional intelligence to job engagement, achievement motivation to job engagement, school climate to emotional intelligence, emotional intelligence to achievement motivation were significant. Also the indirect paths from school climate to job engagement through emotional intelligence and achievement motivation were significant. These results showed that attention to the role of the school climate as an intermediate variable in increasing the job engagement of teachers and thus improving the educational process is essential. Therefore, teachers 'job motivation and engagement can be enhanced by improving teachers' emotional intelligence, achieved motivation and improving the school climate. In addition, the improvement of educational facilities will help to improve the professional engagement of teachers without any intermediary. This research emphasizes the need for simultaneous attention to individual, environmental and social elements in order to improve teachers' job engagement.