بررسی نقش واسطه‌ای جو مدرسه در ارتباط بین توانمند سازی و رفتار شهروندی- سازمانی معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه مشاوره، دانشگاه اردکان

2 کارشناسی ارشد علوم تربیتی، سازمان آموزش و پروش نائین

3 دانشجوی کارشناسی ارشد مشاوره، دانشگاه اردکان

چکیده

پژوهش حاضر با هدف بررسی نقش واسطه ای جو مدرسه در ارتباط بین توانمند‌سازی و رفتارشهروندی-سازمانی معلمان انجام شد. این پژوهش از نوع مطالعات همبستگی بود و جامعه آن را کلیه معلمان شهرستان نایین در سال تحصیلی 95-1394 تشکیل می دادند. از بین جامعه، 197 نفر به صورت نمونه‌گیری تصادفی خوشه ای انتخاب و به مقیاس‌های توانمند‌سازی اعضای مدرسه شورت و رینهارت (SPES)، رفتار اضافه بر نقش معلم سومچ و دراچ-ژاوی (ERBS) برای سنجش رفتار شهروندی-سازمانی و شاخص جو سازمانی مدرسه هوی  و همکاران (OCIS) پاسخ دادند. داده‌های جمع آوری شده با استفاده از تحلیل رگرسیون و معادلات ساختاری تحلیل شدند. نتایج نشان داد که توانمند‌سازی معلمان تأثیر مستقیم معنی داری بر جو سازمانی مدرسه و رفتار شهروندی-سازمانی آن‌ها می‌گذارد، همچنین توانمند‌سازی معلمان از طریق بهبود جو مدرسه بر رفتارشهروندی-سازمانی معلمان نیز تأثیر غیرمستقیم دارد (001/0>p). این یافته نشان می‌دهد که مدل مفروض در پژوهش حاضر از برازش مناسبی برخوردار است و جو مدرسه نقش واسطه‌ای معنی داری در ارتباط بین توانمند سازی و رفتار شهروندی-سازمانی معلمان ایفا می‌کند. بنابراین می‌توان با توانمندسازی معلمان، هم در جهت بهبود جو سازمانی مدرسه اقدام کرد و هم رفتار شهروندی سازمانی آن‌ها را افزایش داد.

کلیدواژه‌ها

عنوان مقاله [English]

An examination of the mediating role of school atmosphere with respect to teachers’ empowerment and organizational citizenship behavior

نویسندگان [English]

  • y Rezapour Mirsaleh 1
  • M Soltani 2
  • M Nosouhi 3
1 Assistant Professor, Ardakan University
2 MA in Educational Sciences, Ministry of Education
3 MA student of Counseling, Ardakan University
چکیده [English]

      The purpose of the present study was to investigate the mediating role of school atmosphere with respect to teachers’ empowerment and organizational citizenship behavior. The population of this correlational study included all teachers of Naein during 1394-1395 academic year. 197 teachers were selected by random cluster sampling and responded to school participant empowerment scale (SPES) and extra-role behavior scale (ERBS). To investigate organizational citizenship behavior of the teachers, the organizational climate index for schools (OCIS) was employed. The data were analyzed by regression and structural equation modeling. The results showed that empowerment of teachers had significant effect on their organizational citizenship behavior and school climate. Also, empowerment of teachers by improvement of school climate indirectly affected teachers’ organizational citizenship behavior (p<.001). The results indicated that the proposed model of the study had a good fitness and school climate had a significant mediating role regarding teachers’ empowerment and organizational citizenship behavior. Therefore, by improvement of teachers’ empowerment, we can improve both school climate and organizational citizenship behavior.

کلیدواژه‌ها [English]

  • school climate
  • empowerment
  • organizational citizenship behavior
  • teachers

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