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الگوی ساختاری تأثیر اعتماد سازمانی در خودکارآمدی شخصی با میانجی‌گری خودکارآمدی جمعی معلمان | ||
| مجله علمی "مدیریت فرهنگ سازمانی" | ||
| مقاله 12، دوره 16، شماره 1، فروردین 1397، صفحه 259-282 اصل مقاله (844.26 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jomc.2018.136218.1006627 | ||
| نویسندگان | ||
| حسنعلی ویس کرمی1؛ عزت‌اله قدم پور2؛ محمدرضا متقی‌نیا* 3 | ||
| 1استادیار، گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران | ||
| 2دانشیار، گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران | ||
| 3دانشجوی دکتری، گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف تدوین مدل خودکارآمدی شخصی معلمان از روی اعتماد سازمانی و خودکارآمدی جمعی آنان انجام شد. در این پژوهش، 255 معلم از مدارس ابتدایی شهر بجستان، به روش نمونه‌گیری چندمرحله‌ای انتخاب شدند. ابزارهای استفاده‌شده در این پژوهش، فرم کوتاه‌مقیاس احساس کارآمدی معلمان طراحی‌شده از سوی شان-موران و ولفلک هوی (2001)، مقیاس اعتماد کارکنان طراحی‌شده از سوی هوی و شان-موران (2003) و مقیاس باور کارآمدی جمعی معلم طراحی‌شده از سوی شان-موران و بار (2004) بود. یافته‌‌ها نشان داد بین مؤلفه‌‌های اعتماد معلمان و خودکارآمدی شخصی آنان، همبستگی مثبت و معناداری وجود دارد (01/0 p<). شاخص‌‌های مختلف برازش مدل تدوین‌شده نیز گویای مناسبت مدل با داده‌‌ها بود. مطابق با مدل تدوین‌شده، مسیر مستقیم اعتماد سازمانی به خودکارآمدی شخصی معلم، منفی، جزئی و غیرمعنادار (071/0 =P و 190/0-=β) بود، اما مسیر غیرمستقیم اعتماد سازمانی به خودکارآمدی شخصی معلم با واسطۀ خودکارآمدی جمعی معلم، مثبت، بزرگ و معنادار بود (001/0 p< و 517/0=β). مسیر مستقیم اعتماد سازمانی به خودکارآمدی جمعی معلم نیز مثبت، بزرگ و معنادار بود (001/0< P و 672/0=β). یافته‌‌های پژوهش، اهمیت بافت اجتماعی سازمان در تأثیر اعتماد در کارآمدی شخصی اعضا را نمایان می‌‌کند. | ||
| کلیدواژه‌ها | ||
| اعتماد سازمانی؛ خودکارآمدی شخصی معلم؛ خودکارآمدی جمعی معلم | ||
| عنوان مقاله [English] | ||
| Structural Model of Organizational Trust on Personal Self-efficacy with Mediation the Collective Teachers’ Self-efficacy | ||
| نویسندگان [English] | ||
| Hassanali Veiskaramy1؛ Ezzatollah Ghadampoor2؛ Mohammad Reza Mottaghinia3 | ||
| 1Assistant Professor, Board of psychology, University of Lorestan, Khorramabad, Iran | ||
| 2Associate Professor, Board of psychology, University of Lorestan, Khorramabad, Iran | ||
| 3Ph. D. Student, Board of psychology, University of Lorestan, Khorramabad, Iran | ||
| چکیده [English] | ||
| This study carried out to modeling teachers’ personal efficacy with organizational trust and their collective efficacy. In this study, 255 teachers from elementary schools in Bajestan were selected with multistage sampling method. The instruments of study were Teacher sense of efficacy scale (short form) developed by Tschannen-Moran & Wolfolk Hoy (2001), Faculty Trust Scale developed by Hoy & Tschannen-Moran (2003) and Collective teacher belief scale developed by Tschannen-Moran & Barr (2004). Results showed that there are positive and significant correlations between components of organizational trust and teacher self-efficacy (P<0/01). Various fit indices for supposed model were adequate to data, too. According supposed model, although direct route from organizational trust towards teacher personal self-efficacy was negative, small and no significant (β = -0/187, P= 0/136) but indirect route from organizational trust towards teacher personal self-efficacy with mediation of collective teacher was positive, great and significant (β = 0/601, P<0/001), direct route from organizational trust towards teacher collective self-efficacy were positive, great and significant, too (β = 0/758, P<0/001). Results of study represent the importance of the organization’s social context in effect of the trust on the personal self-efficacy of the members. | ||
| کلیدواژه‌ها [English] | ||
| Personal teacher self-efficacy, Organizational trust, Collective teacher self-efficacy | ||
| مراجع | ||
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