رابطه علی جو مدرسه و امکانات آموزشی با التزام شغلی به صورت مستقیم و با میانجی هوش هیجانی و انگیزه پیشرفت معلمان شهرستان رامشیر (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر باهدف بررسی نقش میانجی هوش هیجانی و انگیزه پیشرفت در رابطه علّی جو مدرسه و امکانات آموزشی با التزام شغلی معلمان انجام گرفت. نمونه پژوهش حاضر شامل 300 نفر (130مرد و 170 زن) بودند که به روش تصادفی و سرشماری از میان تمامی معلمان شهرستان رامشیر انتخاب شدند. شرکت کنندگان در این پژوهش پرسش نامه های جو سازمانی، هوش هیجانی، انگیزه پیشرفت، التزام شغلی و پرسش نامه محقق ساخته امکانات آموزشی را تکمیل نمودند. ارزیابی الگوی پیشنهادی از طریق روش تحلیل مسیر و با استفاده از نرم افزار SPSS ویراست 21 و AMOS ویراست 23 انجام شد. جهت آزمودن اثرهای واسطه ای نیز روش بوت استراپ مورداستفاده قرار گرفت. یافته ها نشان دادند که الگوی پیشنهادی از برازش خوبی با داده ها برخوردار نیست. برازش بهتر از طریق حذف مسیرهای غیرمعنی دار (امکانات آموزشی به هوش هیجانی، جو مدرسه به انگیزه پیشرفت، امکانات آموزشی به انگیزه پیشرفت و جو مدرسه به التزام شغلی) حاصل شد. علاوه بر این اثرات مستقیم امکانات آموزشی به التزام شغلی، هوش هیجانی به التزام شغلی، انگیزه پیشرفت به التزام شغلی، جو مدرسه به هوش هیجانی، هوش هیجانی به انگیزه پیشرفت معنی دار بودند. اثرات غیرمستقیم کلی جو مدرسه بر التزام شغلی با واسطه گری هوش هیجانی و انگیزه پیشرفت نیز معنی دار بودند ولی رابطه امکانات آموزشی با التزام شغلی از طریق هوش هیجانی و انگیزه پیشرفت معنی دار نبود. این نتایج نشان داد که توجه به جو مدرسه با میاجی هوش هیجانی در افزایش التزام شغلی معلمان و در نتیجه بهبود فرایند آموزش ضروری است.The casual relationship between school climate and educational facilities with job engagement directly and with the mediator of emotional intelligence and achieved motivation of teachers in the city of Ramshir
Job engagement has been considered as a source of commitment and professional passion in recent years. Because of the positive effects of this variable on the teachers' proficiency, its predictors have particular importance. Focusing on individual predictors such as types of intelligence, motivation, and needs alone does not provide a complete explanation. On the other hand, attention to social variables such as culture, social atmosphere, employee behavior and environmental factors such as facilities and equipment have an undeniable effect on employees' behavior. Concurrent attention to these factors has been considered in less research. The present study was conducted to investigate the role of emotional intelligence and motivation as mediated variables in causal relationship between school climate and educational facilities with job engagement. In this research, educational facilities as the environmental factor and the school climate as a social factor, and emotional intelligence and achieved motivation as individual factors, have been tested in a causal model. The sample consisted of 300 teachers (130 men and 170 women) who were randomly and census selected from Ramshir city. Participants in this study completed the Halpin and Croft Organizational Climate Questionnaire, Schutt Emotional Intelligence Questionnaire, Hermans, achievement motivation Questionnaire, Utrecht Job Engagement Questionnaire and Job Training Facilities. The proposed model evaluation through path analysis was performed using SPSS software and AMOS. Also in order to examine indirect paths the bootstrap method was used. Results showed that the model was not fit to the data. Better fit was achieved through the elimination of non-significant paths (educational facilities to emotional intelligence, school climate to achievement motivation, educational facilities to achievement motivation and school climate to job engagement). In addition, to the direct paths of educational facilities to job engagement, emotional intelligence to job engagement, achievement motivation to job engagement, school climate to emotional intelligence, emotional intelligence to achievement motivation were significant. Also the indirect paths from school climate to job engagement through emotional intelligence and achievement motivation were significant. These results showed that attention to the role of the school climate as an intermediate variable in increasing the job engagement of teachers and thus improving the educational process is essential. Therefore, teachers 'job motivation and engagement can be enhanced by improving teachers' emotional intelligence, achieved motivation and improving the school climate. In addition, the improvement of educational facilities will help to improve the professional engagement of teachers without any intermediary. This research emphasizes the need for simultaneous attention to individual, environmental and social elements in order to improve teachers' job engagement.
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