نقش واسطه اي کمال گرايي معلمان در رابطه بين نظام جامع مدیریتی مدارس پویا و ارتقاي مهارت هاي حرفه اي آنان
محورهای موضوعی : آموزش و پرورش
1 - گروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد نورآباد ممسنی، نورآباد ممسنی، ایران.
کلید واژه: نظام جامع مدیریتی مدارس پویا, کمال‌گرايي, ارتقاي مهارت هاي حرفه‌اي معلمان,
چکیده مقاله :
مقدمه و هدف: هدف از این مطالعه، رابطه بين نظام جامع مدیریتی مدارس پویا و ارتقاي مهارت هاي حرفه اي معلمان با نقش واسطه اي کمال گرايي معلمان مقطع ابتدايي ناحيه 3 شيراز بود. روش شناسی پژوهش: این پژوهش بر حسب هدف، کاربردی و از نظر ماهیت و روش، توصیفی- همبستگی بوده و به صورت پیمایشی اجرا گردیده است. جامعه آماری این پژوهش شامل کلیه معلمان مقطع ابتدايي ناحيه 3 شيراز به تعداد 1350 نفر و با توجه به جدول مورگان، 330 نفر به عنوان نمونه انتخاب و روش نمونه گیری، تصادفی خوشه ای بود. در این پژوهش از سه پرسشنامه استاندارد الگوی جامع مدیریتی پویایی مدارس ابتدایی (Rezaeyan & et al, 2023)، و مهارت های حرفه ای معلمان(Hajizade, 2012) ، و پرسشنامه استاندارد کمال گرایی (Shourt & et al, 2009)، استفاده شد. روایی محتوایی هر سه پرسشنامه توسط صاحبنظران تأیید گردید و پایایی آن پس از اجرای آزمایشی بین 30 نفر از کارکنان به وسیله محاسبه آلفای کرونباخ برای سه پرسشنامه به ترتیب 76/0، 89/0 و 91/0 تعیین گردید. برای تحلیل فرضیه های پژوهش از نرم افزارهای SPSS و AMOS و آزمون های استنباطی همبستگی پیرسون و معادلات ساختاری استفاده شده است. یافته¬ها: نتایج آزمون همبستگی پیرسون در سطح معناداری 99 درصد نشان داده که بين نظام جامع مدیریتی مدارس پویا، کمال‌گرايي و ارتقاي مهارت هاي حرفه‌اي معلمان رابطه معناداری دارند. در نهایت، نتایج آزمون تحلیل مسیر نشان داد که کمال‌گرايي معلمان در رابطه بين نظام جامع مدیریتی مدارس پویا و ارتقاي مهارت هاي حرفه‌اي معلمان، نقش واسطه‌اي دارد. بحث و نتیجه¬گیری: توجه به قابلیت های پویایی در مدارس، یکی از اجزای کلیدی سیستم مدیریت منابع انسانی است که عملکرد آن نقش موثری در شکل گیری و تنظیم برنامه های فعالیت های حرفه ای معلمان و در نتیجه رسیدن به اهداف، بهبود صلاحیت های نیروی کار و متعاقباً بهره وری کل نظام تعلیم و تربیت متعالی، خواهد داشت.
Introduction: The purpose of this study was the relationship between the comprehensive management system of dynamic schools and the improvement of teachers' professional skills with the mediating role of perfectionism of primary school teachers in district 3 of Shiraz. research methodology: This research is applied in terms of its purpose and descriptive-correlation in terms of its nature and method and has been carried out as a survey. The statistical population of this research included all the primary school teachers of district 3 of Shiraz in the number of 1350 people and according to Morgan's table, 330 people were selected as a sample and the sampling method was cluster random. In this research, three standard questionnaires of the comprehensive management model of the dynamics of primary schools (Rezaeyan & et al, 2023), and professional skills of teachers (Hajizade, 2012), and the standard questionnaire of perfectionism (Shourt & et al, 2009) were used. . The content validity of all three questionnaires was confirmed by the experts, and its reliability was determined after a trial run among 30 employees by calculating Cronbach's alpha for the three questionnaires, respectively 0.76, 0.89 and 0.91. SPSS and AMOS software and Pearson correlation inferential tests and structural equations have been used to analyze the research hypotheses. Findings: The results of Pearson's correlation test at a significance level of 99% have shown that there is a significant relationship between the comprehensive management system of dynamic schools, perfectionism and the improvement of teachers' professional skills. Finally, the results of the path analysis test showed that teachers' perfectionism plays a mediating role in the relationship between the comprehensive management system of dynamic schools and the improvement of teachers' professional skills. Conclusion: Paying attention to the dynamic capabilities in schools is one of the key components of the human resources management system, whose performance plays an effective role in the formation and adjustment of teachers' professional activity plans and, as a result, achieving the goals, improving the qualifications of the workforce and, subsequently, productivity.
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