نقش رهبری اخلاقی مدیران در تعالی سازمانی مدرسه با میانجی گریتوانمندسازی روانشناختی معلمان

هدف پژوهش بررسی نقش رهبری اخلاقی مدیران در تعالی سازمانی مدرسه با میانجی گری توانمندسازی روانشناختی معلمان بود. جامعه پژوهش کلیه معلمان دوره متوسطه دوم شهر سنندج به تعداد 1132 نفر، که از این جامعه با روش نمونه گیری طبقه ای تصادفی نسبی و بر مبنای فرمول کوکران نمونه ای به حجم 287 نفر انتخاب شد. روش پژوهش کمی، توصیفی و از نوع مطالعات همبستگی است. جهت گردآوری داده ها از سه پرسشنامه رهبری اخلاقی براون، تروینو و هریسون (2005)، توانمندسازی روانشناختی اسپریتزر (1995) و پرسشنامه ارزیابی نتایج تعالی سازمانی دمینگ (2003) استفاده شد. برای تعیین پایایی از آلفای کرونباخ و روایی از تحلیل عاملی تاییدی استفاده شد. جهت تحلیل داده ها از مدل یابی معادلات ساختاری با استفاده از نرم افزار lisrel10.30 استفاده شد. یافته ها نشان داد که رهبری اخلاقی مدیران و توانمندسازی روانشناختی معلمان اثر معنادار بر تعالی سازمانی مدرسه در سطح 0.05 دارند. رهبری اخلاقی با میانجیگری توانمندسازی روانشناختی معلمان بر تعالی سازمانی مدرسه در سطح 0.05 اثر دارد. همچنین متغیرهای رهبری اخلاقی مدیران و توانمندسازی روانشناختی معلمان قادر به تبیین 53% واریانس متغیر تعالی سازمانی مدرسه بودند.

the role of principals 'ethical leadership in schoolorganizational excellence mediated by teachers'psychological empowerment

introduction:since every institution or organization needs a model for continuous growth and improvement, education as a huge and effective institution in society is no exception therefore, the necessity of implementing a program that can achieve the path of management excellence is multiplied. developed organizations have leaders who shape and realize the future, people who act as role models for the organization’s values and ethics.these organizations build the capacity of their employees and promote justice and equality they care about communication and transfer, rewards and recognition that motivate employees, creates commitment and enables them to use their skills and knowledge for the benefit of the organization. ethical leaders provide the ground for the fertilization of employees’ ideas and pay close attention to their participation in the activities of the organization. therefore, by providing the ground for employee participation in setting goals and policies, they lead the organization to excellence. managers, through continuous training, have provided the ground for the growth and excellence of their subordinates, and on the other hand, by training employees, they provide the ground for creating competence and effectiveness of employees. therefore, by delegating responsibilities and employee participation and psychological empowerment and creating the ground for quality improvement and emphasis on the work process, the organization moves towards excellence. therefore, this study seeks to answer the question in a scientific way, can school principals provide organizational excellence in schools by using ’ethical leadership and psychological empowerment of teachers?material methods:quantitative research approach, according to the purpose of applied studies and the method used is a descriptive method of correlation studies. the study population of all secondary school teachers in sanandaj was 1132 people, from which a sample of 287 people were selected as the sample members of this study by relative stratified random sampling method based on cochran’s formula.the study population of all secondary school teachers in sanandaj was 1132 people, from which a sample of 287 people was selected by relative stratified random sampling method based on cochran’s formula. the research method is quantitative, descriptive and correlational studies. data collection tools were three ethical leadership questionnaires: brown, trovino harrison (2005), spritzer’s (1995) psychological empowerment questionnaire and deming (2003) organizational excellence assessment questionnaire. cronbach’s alpha test and confirmatory factor analysis were used to determine the reliability and validity of the instrument. cronbach’s alpha method was used to determine the reliability of the research tool. cronbach’s alpha values of the questionnaires are: ethical leadership (0.93), psychological empowerment (0.91) and organizational excellence (0.95); since the reliability coefficients of the research tool are in the range of at least 0.91 to 0.95, it can be said that the tool has a suitable reliability feature. confirmatory factor analysis technique was used to determine the validity of the instrument in the present study. the values of cfi, gfi and agfi indices in instrument measurement models were also evaluated according to the desired criterion and indicate the proper fit of instrument measurement models. structural equation modeling was used to analyze the data using lisrel10.30 software.discussion results conclusions:the results showed that the ethical leadership of principals has a positive, direct and significant effect on the organizational excellence of the school. in explaining the mentioned result, we can say: leadership with ethical values takes into account the needs of employees and behaves fairly, as a result of extra-role behaviors such as helpful behaviors, chivalry, civic virtue, organizational loyalty, organizational information and personal initiative and self-development will develop more, and so ethical leadership plays a constructive role in the organizational excellence of schools.the results showed that psychological empowerment of teachers has a positive, direct and significant effect on the organizational excellence of the school. explaining this result, it can be said that school principals, as leaders by showing honesty and respect in interactions and relationships, involving employees, especially teachers in decisions and showing trust in them, provide the context for feeling valued and effective in provide subordinates and promote a sense of psychological empowerment among them, and this has an impact on organizational excellence.the results show that the ethical leadership of principals has a positive, direct and significant effect on the psychological empowerment of teachers. in explaining the mentioned result, it can be said; one way to create a culture of psychological empowerment for teachers is the leadership style of the school. the principal’s leadership style, the way he or she treats teachers, and the amount of attention he or she pays to teacher empowerment have a profound effect on teachers’ experiences of the job, their efforts, and their commitment.the results showed that the ethical leadership of principals through the psychological empowerment of teachers has a positive and significant indirect effect on the organizational excellence of the school. explaining the above result, it can be said that psychological empowerment of teachers in the dimensions of feeling of freedom of action, feeling of competence, feeling of effectiveness and feeling of meaning, requires leaders of the kind of ethical  leaders who provide the ground for teachers’ independence and support, and they help to acquire competencies and provide teachers with a sense of effectiveness and individual and professional meaning through strengthening interpersonal relationships, support and emphasis on pragmatism in practice. therefore, it can be said that these factors have an important and constructive effect on the organizational excellence of the school.finally, in order to improve the organizational excellence of schools, according to the ethical leadership of principals and the psychological empowerment of teachers, the following suggestions are presented:strengthen interpersonal relationships in school staff (teachers, assistants, and principals).strengthen the position of the principal as a role model for school staff.provide a platform for teachers ’freedom of action and increase teachers’ participation in school decision-making and increase their sense of responsibility.paying attention to teacher training and improvement and providing conditions for a sense of competence in teaching and teaching methods.create a conducive environment for teachers to grow and learn, and move the school toward a learning organization.creating a sense of responsibility in teachers towards organizational excellence in results.