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پیشایندها و پسایندهای رهبری تسهیم‌گرا (مطالعۀ موردی: مدارس دولتی شهر بوشهر) | ||
| مجله علمی "مدیریت فرهنگ سازمانی" | ||
| دوره 20، شماره 2، تیر 1401، صفحه 229-255 اصل مقاله (1.16 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jomc.2020.301502.1008029 | ||
| نویسندگان | ||
| فاطمه طاهری* 1؛ سیده سمانه حسینی نیا هتکه پشتی2 | ||
| 1استادیار، دانشکدة مدیریت و حسابداری، پردیس فارابی دانشگاه تهران، قم، ایران | ||
| 2کارشناس‌ارشد، دانشکدة مدیریت و حسابداری، پردیس فارابی دانشگاه تهران، قم، ایران | ||
| چکیده | ||
| موسسات آموزشی، از جمله مدارس، برای استمرار بخشیدن به نقشهای اجتماعی و آموزشی خود باید روندهای نوین رهبری را بر اساس نظریه‌های مطرح شده بکار گیرند. رهبری تسهیم‌گرا یکی از این موارد است که به معلمان اجازه می‌دهد در تصمیم‌گیریها مشارکت کنند و در اجرای آنها سهیم باشند. هدف پژوهش حاضر ارائه مدل پیشایندها و پسایندهای رهبری تسهیم‌گرا در مدارس است. بدین منظور، 138 مقاله معتبر بین‌المللی از سال 2000 تا 2020 بررسی اولیه شد که با توجه به نامناسب بودن عنوان، چکیده و محتوای 78 مقاله، تعداد 60 مورد برای بررسی نهایی در نظر گرفته شد. مرور این موارد به استخراج پیشایندها و پسایندهای رهبری تسهیم‌گرا در ادبیات معتبر بین‌المللی می‌پردازد. این مطالعه از لحاظ هدف کاربردی و از نظر روش توصیفی– همبستگی است. جامعه آماری همه معلمان دوره‌های متوسطه شهر بوشهر، به تعداد 1299 نفر، در نظرگرفته شد که از بین آنها 297 نفر به روش تصادفی طبقه‌ای نسبی انتخاب شدند. ابزار گردآوری اطلاعات 9 پرسشنامه استاندارد بود که پایایی و روایی آن بر اساس آلفای کرونباخ، نظر استادان خبره و مدلسازی معادلات ساختاری تایید شد. داده‌ها با استفاده از نرمافزارهایSPSS وPLS تجزیه و تحلیل شد و نتایج نشان داد ویژگیهای شغلی و امنیت روانشناختی بر رهبری تسهیم‌گرا تاثیر معنادار دارند. اما معنادار بودن تاثیر شخصیت تیمی و متغیر تعدیل‌گر امنیت روانشناختی تایید نشد. همچنین تاثیر معنادار رهبری تسهیم‌گرا بر تسهیم دانش، توانمندسازی، سرمایه روانشناختی جمعی، خلاقیت و رفتارشهروندی سازمانی تایید شد. با در نظر داشتن عوامل موثر بر قدرت رهبری تسهیم‌گرا در معلمان، می‌توان به تقویت این موارد در آنها پرداخت و از نتایج و پیامدهای این نوع رهبری در معلمان بهره برد. | ||
| کلیدواژه‌ها | ||
| اعتماد؛ رهبری تسهیم‌گرا؛ گروه؛ مشارکت؛ معلمان | ||
| عنوان مقاله [English] | ||
| The Antecedents and Consequences of Shared Leadership: The Case Study of Bushehr Public Schools | ||
| نویسندگان [English] | ||
| Fatemeh Taheri1؛ Seyedeh Samaneh Hosseininia Hatkeposhti2 | ||
| 1Assistant Professor, College of Farabi, University of Tehran, Qom, Iran | ||
| 2MSc., College of Farabi , University of Tehran, Qom, Iran | ||
| چکیده [English] | ||
| To continue fulfilling their social and educational roles, educational institutes such as schools should adopt new leadership trends based on current theories. Shared leadership is one such theory that allows teachers to cooperate in making and implementing decisions. The purpose of this study was to provide a model for the antecedents and consequences of shared leadership at schools. To this end, first an initial overview of 138 internationally valid articles published between 2000 and 2020 was done. Due to the unsuitability of title, abstract, and body text, 78 articles were removed, and the remaining 60 articles were adopted for the final analysis. The review of these was done to examine the suggested antecedents and consequences of shared leadership. This study was applied in terms of purpose and descriptive-correlational in terms of research method. The statistical population included all 1299 high school teachers of Bushehr city. From among these, 297 teachers were selected using the relative stratified random sampling method. Nine standard questionnaires formed the data collection instruments of the study, whose reliability and validity were confirmed based on Cronbach’s alpha, expert opinion, and structural equation modeling. The collected data was analyzed using SPSS and PLS software packages. Results showed that professional features and psychological security have significant effects on shared leadership. However, no significant result was found for the effect of team personality as well as the psychological security as an intervening factor. Moreover, it was confirmed that shared leadership has significant effects on knowledge sharing, empowerment, collective psychological capital, creativity, and organizational citizenship behavior. Considering the factors that affect the power of shared leadership in teachers, we can enhance them and use the results and consequences of this type of leadership among teachers. | ||
| کلیدواژه‌ها [English] | ||
| shared leadership, participation, group, trust, teachers | ||
| مراجع | ||
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رسولی، سمانه؛ ایرج نیک‌پی؛ سمیه فرح‌بخش (1395). «تأثیر رهبری توزیعی مدیران بر تعهد سازمانی معلمان با میانجیگری عزت‌نفس سازمانی در مدارس مقطع ابتدایی شهر خرم‌آباد»، مدیریت و برنامهریزی در نظام‌های آموزشی، د 10، ش 1، صص 102 ـ 132.
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ناستی‌زاده، ناصر؛ ملیحه کاشانیان؛ زهرا قاینی‌نژاد (1396). «رابطة سبک رهبری توزیعی با عملکرد شغلی و خوش‌بینی تحصیلی دبیران»، مشاورة شغلی و سازمانی، د 9، ش 31، صص 107 ـ 132.
یاسینی، علی؛ عبدالحسین عباسیان؛ طاهره یاسینی (1392). «نقش سبک رهبری توزیعی مدیران بر عملکرد شغلی معلمان مدارس متوسطة شهر مهران: ارائة یک مدل»، رهیافتی نو در مدیریت آموزشی، س 4، ش 1، صص 32 ـ 50.
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