توانمندسازی معلمان چشم انداز مدیریت آموزشی (بررسی نقش خودکارآمدی فردی، انتقال دانش و کیفیت زندگی کاری)

ﭼﮑﯿﺪه ﺗﻮاﻧﻤﻨﺪﺳﺎزی ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﯽ ﻓﺮآﯾﻨﺪ اﻓﺰاﯾﺶ ﺣﺲ ﺧﻮدﮐﺎرآﻣﺪی در ﻣﯿﺎن اﻋﻀﺎی ﺳﺎزﻣﺎن از ﻃﺮﯾﻖ ﺷﻨﺎﺧﺖ ﺧﻮد و از ﻣﯿﺎن ﺑﺮدن ﻋﻮاﻣﻠﯽ اﺳﺖ ﮐﻪ ﺳﺒﺐ ﺿﻌﻒ ﻗﺪرت ﻣﯽ ﺷﻮد. اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻧﻘﺶ ﺧﻮدﮐﺎرآﻣﺪی ﻓﺮدی، اﻧﺘﻘﺎل داﻧﺶ و ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎری در ﺗﻮاﻧﻤﻨﺪﺳﺎزی ﻣﻌﻠﻤﺎن اﻧﺠﺎم ﮔﺮﻓﺘﻪ اﺳﺖ. روش ﭘﮋوﻫﺶ، ﻫﻤﺒﺴﺘﮕﯽ و از ﻧﻮع ﻣﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎری اﺳﺖ و از ﺟﻨﺒﻪ ﻫﺪف، ﺟﺰء ﭘﮋوﻫﺶ ﻫﺎی ﮐﺎرﺑﺮدی ﻣﯽ ﺑﺎﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎری ﺷﺎﻣﻞ ﻫﻤﻪ ﻣﻌﻠﻤﺎن ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﺗﺒﺮﯾﺰ ﺑﻪ ﺗﻌﺪاد 2,747 در ﺳﺎل 1395اﺳﺖ، ﺗﻌﺪاد ﻧﻤﻮﻧﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺟﺪول ﮐﺮﺟﺴﯽ- ﻣﻮرﮔﺎن ﺑﻪ ﺗﻌﺪاد 335 ﻧﻔﺮ ﺑﺮآورد ﺷﺪ. روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ ای ﺳﻪ ﻣﺮﺣﻠﻪ ای اﻧﺠﺎم ﮔﺮﻓﺖ. اﺑﺰار ﮔﺮد آوری داده ﻫﺎ ﺷﺎﻣﻞ ﭼﻬﺎر ﻋﺪد ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد ﺧﻮدﮐﺎرآﻣﺪی ﻓﺮدی ﺷﺮر (2002)، ﺗﻮاﻧﻤﻨﺪﺳﺎزی ﻣﺎرﺗﯿﻦ و ﻫﻤﮑﺎران (2001)، اﻧﺘﻘﺎل داﻧﺶ دﮐﺎﺳﺘﺮ و ﻫﻤﮑﺎران (2008) و ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎری اﯾﻠﮕﺎن و ﻫﻤﮑﺎران (2014) اﺳﺖ ﮐﻪ رواﯾﯽ و ﭘﺎﯾﺎﯾﯽ آن ﻫﺎ ﺑﺮرﺳﯽ و ﻣﻮرد ﺗﺄﺋﯿﺪ ﻫﺴﺘﻨﺪ. داده ﻫﺎ ﺑﻪ ﮐﻤﮏ ﻧﺮم اﻓﺰار 24 amos ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎﯾﺞ ﯾﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﺧﻮدﮐﺎرآﻣﺪی ﻓﺮدی ﺑﺎ ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎری راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداری دارد (0,01< t =7,798; p)، اﻧﺘﻘﺎل داﻧﺶ ﺑﺎ ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎری راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداری دارد (0,01< t =7,541; p)، اﻧﺘﻘﺎل داﻧﺶ ﺑﺎ ﺗﻮاﻧﻤﻨﺪﺳﺎزی راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداری دارد (0,01< t =6,344; p)، ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎری ﺑﺎ ﺗﻮاﻧﻤﻨﺪﺳﺎزی راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداری دارد (0,01< t =7,211; p) و ﺧﻮدﮐﺎرآﻣﺪی ﻓﺮدی ﺑﺎ ﺗﻮاﻧﻤﻨﺪﺳﺎزی راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداری دارد (0,01 p ;<5,980= t) و ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﺋﯿﺪی ﻧﯿﺰ ﺣﺎﮐﯽ از ﺑﺮازش ﻣﻨﺎﺳﺐ ﻣﺪل ﭘﮋوﻫﺶ اﺳﺖ (0,01 < p;5531 ; =cfi=0,98; rmsea= 0,04; x 2= 8357,99df). ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ ﯾﺎﻓﺘﻪ ﻫﺎ، در ﺑﺮرﺳﯽ اﺛﺮ ﻣﺴﺘﻘﯿﻢ، اﻧﺘﻘﺎل داﻧﺶ ﺑﯿﺸﺘﺮﯾﻦ اﺛﺮ را ﺑﺮ روی ﺗﻮاﻧﻤﻨﺪﺳﺎزی ﻣﻌﻠﻤﺎن از ﺑﯿﻦ ﺳﻪ ﻣﺘﻐﯿﺮ داﺷﺘﻪ اﺳﺖ، ﺑﻨﺎﺑﺮاﯾﻦ ﻣﺴﺌﻮﻻن ﻧﻈﺎم آﻣﻮزﺷﯽ ﺑﺎﯾﺪ راﻫﮑﺎرﻫﺎی ﺧﻠﻖ داﻧﺶ، ﺗﻮﺳﻌﻪ داﻧﺶ و ﺑﻪ ﮐﺎرﮔﯿﺮی آن را در اﻟﻮﯾﺖ ﺑﺮﻧﺎﻣﻪ ﻫﺎی ﺧﻮد ﻗﺮار دﻫﻨﺪ.

Teachers’ Empowerment of Educational Administration Perspective(Investigating the Role of Individual Selfefficacy; Knowledge Transfer and Quality of Work Life)

Human resource empowerment is process of enhance the sense of selfefficacy among organization members by identifying and eliminating factors that is caused weakness in strength. The purpose of this study was to investigate the role of individual selfefficacy, knowledge transfer and quality of work life in teacher empowerment. The research is correlational based on structural equation modeling and objective aspects is applied. the population is included all high school teachers of Tabriz to2.747people in2016years. that samples was estimated according of Kerjsy Morgan table to335people.the sampling was done of threestage cluster randomly.data collection tools is includeof four standardized questionnaire Sherer;s individual self fficacy(1982),empowerment Martin(2001),DeCaster etal;s knowledge Transfer(2008)and the quality of working life Elgan and et al (2014)that theier reliability and validity reviewed and approved. data were analyzed by Amos24software.The results showed that individual selfefficacy has a significant positive correlation with quality of work life(t=7.798; p < 0/01); knowledge transfer has a significant positive correlation with quality of work life(t= 7.541; p < 0/01);knowledge transfer has a significant positive correlation with empowerment(t= 6.344; p < 0/01);quality of work life has a significant positive correlation with empowerment(t=7.211; p < 0/01) and individual selfefficacy has a significant positive correlation with empowerment(t = 5.980; p < 0/01) and confirmatory factor analysis showed that the model is a perfect fit (CFI=0.98; RMSEA= 0.04; X2= 8357.99; df = 5531; p < 0.01).According to the results,in the survey of the direction effect, knowledge transfer had the greatest influence on teachers empowerment from three variables;therefore, education system responsers should be puted on priority programs of strategies for knowledge creation,knowledge development and use it.