بررسی وضعیت رفتارهای خودرهبری معلمان مدارس منطقه پنج تهران

هدف این پژوهش بررسی وضعیت خودرهبری معلمان مدارس منطقه پنج تهران است. خودرهبری در پژوهش حاضر شامل نه مولفه است که عبارتند از: تجسم عملکرد موفق، هدف‌گذاری شخصی، صحبت کردن با خود، پاداش دادن به خود، ارزیابی باورها و مفروضات، تنبیه خود، مشاهده شخصی، تمرکز بر پاداش‌های طبیعی و راهنمایی خود. پژوهشگر در این پژوهش به دنبال بررسی وضعیت هر یک از مولفه‌ها در میان جامعه موردپژوهش بود..در این پژوهش از روش توصیفی پیمایشی استفاده ‌شده است. جامعه آماری این پژوهش شامل تمامی معلمان مدارس دوره اول و دوم منطقه پنج تهران(تعداد1709) در سال تحصیلی 96-95 است. از طریق جدول نمونه‌گیری کرجسی و مورگان حجم نمونه 340 نفر به روش تصادفی انتخاب شدند و پرسش‌نامه بین آن‌ها توزیع شد. ابزار این پژوهش پرسش‌نامه تجدیدنظر شده نک و هوتن(2002) بود. برای محاسبه روایی سازه‌ای پرسش‌نامه از روایی همگرایی و واگرایی استفاده شده است. برای تجزیه‌وتحلیل داده‌ها و بررسی فرضیه‌ها از روش مدل‌سازی معادلات ساختاری به روش حداقل مربعات جزئی استفاده شد که به این منظور نرم‌افزار آماری spss23 و smart pls.2 به کار گرفته شد. درنهایت، نتایج نشان داد که کلیه مولفه‌های نه‌گانه خودرهبری در جامعه مورد پژوهش مورد تائید قرار گرفت. به عبارت دیگر کلیه افراد جامعه مورد پژوهش در ارتباط با مولفه های خودرهبری از وضعیت مناسبی برخوردارند.

The study of the status of teacher’s selfleadership behaviors in schools of Tehran

Selfleadership refers to a pattern of selfinfluence intended to increase individual Effectiveness. Based on the selfmanagement concept selfleadership combines considerations of behavioral reinforcement Goalsetting, intrinsic motivation and constructive thought pattern strategies to improve individuals’ selfregulation and selfdirection. Selfleadership theory is designed to improve personal effectiveness by influencing and enhancing individuals’ affect, cognitions, and behaviors and has been predominantly validated in organizational domains. Pertaining organizational behavior research has shown that selfleading people demonstrate high levels of job performance make more creative suggestions and express high levels of selfefficacy, positive affect and job satisfaction. Teacher selfleadership includes a set of individual cognitive and behavioral strategies that, when practiced together, help to establish the selfdirection and selfmotivation needed to perform. Selfleadership can promote more effective practice because it provides teachers with a set of tools (such as goalsetting, positive selftalk and visualization), which they can use to improve their personal effectiveness and performance. The concept of teacher selfleadership also differs from teacher leadership, which is focused on empowering others to take on leadership roles and encouraging them to work together to improve educational practices. Selfleadership strategies are usually grouped into three broad categories, which have been termed behaviorfocused, natural rewards and constructive thought patterns. Behaviorfocused strategies include selfgoal setting, selfobservation, cueing selfreward and selfpunishment. Selfgoalsetting is an essential first step in selfleadership, in which the initiative for setting a goal, as well as its difficulty, is determined by the teacher, rather than a supervisor. Natural reward strategies emphasize the importance of performing an activity for the intrinsic enjoyment and pleasure from successful task performance. Constructive thought patterns involve an ability to engage in functional patterns of thinking including positive selftalk, establishing more rational beliefs and mental imagery of successful performance. Positive selftalk can assist teachers to acquire new skills, regulate their emotional state and apply themselves, particularly in the face of failure. This, in turn, leads to increased selfconfidence. Research Method: In this research, descriptivesurvey method has been used. The statistical population of this study includes all teachers of the first and second grade schools in the 5th district of Tehran (1709) in the academic year of 201617. The sample size of 340 people was selected by random sampling method from Krejcie and Morgan. The questionnaire was distributed among them. The convergence and divergence validity has been used to calculate the instrument’s validity. Structural equation modeling using partial least squares method was used to analyze the data and examine the hypotheses. To do so, SPSS23 and Smart PLS.2 software were used. As a general rule, in most cases, the sample size in a structural equation must exceed 200. In order to estimate the sample size in structural equations, researchers have different views. Other researchers believe that for obvious variables the sample size can be estimated. For each obvious variable, select at least 5 samples and a maximum of 15 samples (Hooman, 2016). In this research, 340 questionnaires were collected and after deletion of confused and incomplete questionnaires, 320 valid questionnaires were analyzed. The data gathering was done so that the researchers fielded the collection of samples in secondary schools and high school in five district of Tehran. To collect data, a revised selfleadership questionnaire (Neck & Houghton, 2002) has been used. The questionnaire consisted of 9 components: visualizing of successful performance, selfgoal setting, selftalk, selfreward, evaluating beliefs and assumptions, selfpunishment, self observation, Focusing thoughts on natural rewards and selfcueing. The formal and content validity of the questionnaire was reviewed by some of the faculty members of the educational sciences and used after the reform. To assess the external model, the combination of reliability, Cronbach’s alpha and convergence validity (mean extracted variance) were investigated. Combined reliability is the internal correlation of the observed variables of each hidden variable. Cronbach’s alpha indicates the ability of the questions to properly explain their dimensions. Findings: The main purpose of this study was to investigate the status of selfleadership among Teachers in five District of Tehran. The findings in the descriptive and inferential part are as follows: In the first stage, the evaluation of the external model of research has been presented. The results of the validity of the convergence of divergence indicate that the external model of the research is appropriate. In the second stage, the internal model has been presented, the results presented in Figures 1 and 2, as well as the amount of commonality of each question with the desired index indicate appropriate The tool was considered in the community. Regarding the results of R2 obtained for exogenous variables on endogenous variables (0.334), the model has a desirable structure and its output shows the model’s appropriateness. To assess the overall quality of the model, the GOF Index has been used, with the calculated value for this index indicating the desired fit of the model. Descriptive findings indicated that 53% of the respondents were men and 47% women. Also, according to the academic status of the respondents, 0.68 of the respondents were undergraduate and 0.38 masters. Also, the age range of respondents indicated that this means that 0.39% of respondents aged less than 30 years old had 0.29 in the age range of 3140 and 39.3 in the age range of over 40 years. To assess the external model, the combination of reliability, Cronbach’s alpha and convergence validity (mean extracted variance) were investigated. Combined reliability is the internal correlation of the observed variables of each hidden variable. Cronbach’s alpha indicates the ability of the questions to properly explain their dimensions. Data analysis based on descriptivesurvey method demonstrated that all of the nine factors of selfleadership in the studied population were confirmed. In other words, all individuals in the research community are in a good position in relation to selfleadership components. To examine the fit of the structural model of the research, several criteria were used, the first and most fundamental criterion, the Zvalues of the coefficients, or the values of tvalues (meaningful state). According to Figure 2, all of the paths were statistically significant with confidence of 0.95. The complete results of the paths are presented in Table 5. The second criterion for examining structural fit in a research is the R2 coefficients associated with the hidden (dependent) variables of the model.  Examining this criterion showed that the model has a good fit. Another criterion that was investigated is the Q2 prediction power rating. The survey also showed that the model has good predictive power. Finally, the last criterion was examined the index of overall quality of the model was. To investigate the overall quality of the model in the least squares, the GOF index was used. In general, according to the final output of the software and its fitting indexes, it was found that the proposed model is consistent with the data obtained from the research. Therefore, we can say that the conceptual model of the research was confirmed on the basis of what was obtained. Meanwhile, the assessment of beliefs with a coefficient of 0.82 and the highest level of guidance with 0.55 had the lowest effect on the selfleadership of high school teachers in the 5th district of Tehran.