طراحی و آزمودن الگویی از پیشایند و پیامدهای رسالت شغلی در معلمان

هدف از انجام این پژوهش، طراحی و آزمودن الگویی از پیشایند و پیامدهای رسالت شغلی در معلمان شهرستان کرمان بود. طرح پژوهش از نوع مقطعی بود و نمونۀ پژوهش 283 نفر از معلمان بودند که با روش نمونه گیری تصادفی چندمرحله ای انتخاب شدند. شرکت کنندگان پرسشنامه های رسالت معنوی میتچل، نوبرت و هالبسلبن (2015))، رسالت شغلی (دوبرا و توستی خارس، 2011)، تعالی یابی شغلی (لاورنس، 2010)، بهزیستی شغلی (هینکین (1998) و شیفتگی شغلی (باکر (2008) را تکمیل نمودند. ارزیابی الگوی پیشنهادی از طریق الگویابی معادلات ساختاری (sem) با استفاده از نرم افزارهای spss و amos ویراست 21 انجام گرفت. شاخص های برازندگی حاکی از برازش نسبتاً خوب الگو با داده ها بود. همچنین یافته ها نشان دادند که ضریب مسیر رسالت معنوی به رسالت شغلی و ضرایب مسیرهای رسالت شغلی به تعالی یابی شغلی، و شیفتگی شغلی و همچنین ضرایب تعالی یابی شغلی به بهزیستی شغلی و شیفتگی شغلی معنادار بودند. برای سنجش روابط غیر مستقیم از روش بوت استرپ در برنامه ماکرو و هیز (2008) استفاده گردید. نتایج حاکی از این بود که رسالت شغلی به طور غیر مستقیم از طریق تعالی یابی شغلی بر بهزیستی شغلی و شیفتگی شغلی اثر معنادار دارد. با توجه به پیامدهای مثبت رسالت شغلی در پیش بینی تعالی یابی شغلی، بهزیستی و شیفتگی شغلی معلمان، پیشنهاد می شود که در استخدام و گزینش معلمان به نقش مهم این سازه توجه شود. شناسایی افرادی که رسالت شغلی همسو با رسالت سازمان دارند، موجب افزایش بهره وری و کارآمدی سازمان می شود. افزون بر این، به مدیران مجموعه‌های آموزشی توصیه می شود تا با برگزاری دوره‌های آموزشی رسالت شغلی معلمان را تقویت کنند.

a model of job calling in teachers

this cross-sectional study proposed a model of job calling and collected data using spiritualty calling, job1).as a nonparametric method based on multiple resampling, bootstrapping was performed to determine the indirect effects of job calling on job well-being and job flow through job crafting (table 1). the indirect effect was calculated for individual samples and a sampling distribution was empirically generated. a confidence interval was also determined given that the mean bootstrapping distribution did not equal the indirect effect. the indirect effect was non-zero in case zero was not included in the interval.given a 95% bootstrap confidence interval, the path between the lower and upper bounds of job crafting did not meet zero, which suggested the significance of the indirect paths. according to the indirect effects of the mediation analysis in table 2, job crafting played a significant mediating role in the relationship of job calling with job well-being and job flow.discussion and conclusionthis study proposed a model to link spiritualty calling and job calling to job well-being and job flow. job crafting appeared as a mediator in the relationships of job calling with job well-being and job flow. perceiving work as calling was found to increase job crafting, job well-being and job flow.in line with previous studies (bunderson thompson, 2009; duffy, allan, autin bott, 2013; chang,2021; shin et al, 2021; bakker oerlemans, 2019), the present research confirmed the significant relationships of job calling with job well-being and job flow and between spiritualty calling and job calling. job crafting was found to mediate the relationships of job calling with job well-being and job flow.teachers’ perception of teaching as calling yielded numerous positive outcomes for themselves and their students. investigating the factors that contribute to teachers’ job calling and adopting strategies such as spiritualty calling to develop calling orientation in teachers are therefore crucial. finding purpose and meaning at work, setting and successfully achieving professional goals, being committed to work and recognizing major contributions in the life of others are crucial for achieving a sense of calling. encouraging teachers to set themselves an active professional goal and identify their work as meaningful and important is also essential.employees can use job crafting to improve the fit between themselves and the demand of their job. job crafting helps employees reshape their job and more closely align it with their motivations for work and individual skills and preferences. this process affects the nature of the job, including its demand and the personal sense of efficacy for meeting the demand. job crafting enables individuals of striking a balance between the demand of their job and their personal resources they manage and helps buffer against stress and increase engagement. the findings suggested job calling helps teachers craft their job by increasing structural job resources through creating opportunities for professional development, which increased their job well-being and job flow. individuals who perceive their job as calling are more aware of their goal and motivated to gain responsibility for their own career development, thus crafting their job to fit their capacity. this finding is consistent with the reports suggesting job crafting (tims et al. 2012; slemp vella-brodrick, 2014; baker kim,2020; tims bakker, 2020; oprea et al ,2019) predicts job well-being and job flow. teachers with a sense of calling feel strong positive emotions towards the subject they teach and their students and teaching in general. they identify their job as rewarding and fulfilling and radiate energy and enthusiasm while teaching.the present study limitations included its cross-sectional design that caused failure to make causal conclusions. relying solely on self-report was also a limitation associated with a common-method variance effect. giving socially-desirable responses was also possible.according to the present results, teachers should be encouraged to cultivate job crafting as an important path toward job well-being and job flow.