طراحی و اعتباریابی مقیاس رهبری فضیلت محور در آموزش عالی ایران

محورهای موضوعی : آموزش و پرورش

حمزه قطبدین ¹ (معاونت توسعه مدیریت و منابع، دانشگاه علوم پزشکی، بوشهر ، ایران)
جعفر جهانی ² (استادیار بخش مدیریت و برنامه ریزی آموزشی دانشگاه شیراز)
رحمت اله مرزوقی ³ (استاد بخش مدیریت و برنامه ریزی آموزشی دانشگاه شیراز)
مهدی محمدی ⁴ (دانشیار بخش مدیریت و برنامه ریزی آموزشی دانشگاه شیراز)
قاسم سلیمی ⁵ (استادیار بخش مدیریت و برنامه ریزی آموزشی دانشگاه شیراز)

تاریخ دریافت : 1398/11/16 تاریخ پذیرش : 1400/05/13 تاریخ انتشار : 1400/08/01

کلید واژه: آموزش عالی, رهبری فضیلت محور, طراحی مقیاس,

چکیده مقاله :

مقدمه و هدف: هدف از اجرای این پژوهش طراحی و اعتباریابی مقیاس رهبری فضیلت محور در آموزش عالی ایران بود. تا­کنون تلاش­های وسیعی در این رابطه انجام گرفته است، اما به نظر می­رسد تا امروز مقیاسی جامع و معتبر، که بتواند از اعتبار لازم برخوردار باشد، و از نظر عملی راهنمای مدیران و اعضای هیات علمی در فعالیت­های حرفه­ای باشد، ارائه نشده است.  روش شناسی: روش پژوهش، توصیفی - همبستگی با تاکید بر معادلات ساختاری بود. جامعه آماری پژوهش را همه اعضای هیات علمی شاغل در دانشگاه‌ شیراز، دانشگاه شهید چمران اهواز و دانشگاه خلیج فارس بوشهر تشکیل می‌دادند. تعداد نمونه‌ها با استفاده از روش نمونه‌گیری تصادفی نسبتی چند مرحله‌ای در مجموع 370 نمونه انتخاب گردید. جمع‌آوری داده‌ها براساس پرسشنامه محقق ساخته با مقیاس لیکرت صورت گرفت. این پرسشنامه بر اساس مطالعات نظری و پیشینه پژوهشی در قالب 53 گویه تدوین گردید. روایی صوری و محتوایی پرسشنامه مورد تایید صاحب نظران قرار گرفت. پایایی پرسشنامه نیز از طریق ضریب آلفای کرونباخ 92/0 به دست آمد. یافته ها: پس از تحلیل عامل، یافته ها بیانگر این بود که مولفه شخصیتی دارای بالاترین بار عاملی 892/0 و سپس  مولفه مهارتی 873/0 و  مولفه سازمانی 776/0 قرار گرفتند. با توجه به شاخصRMSEA   الگو از برازش مناسب برخوردار است.  نتیجه گیری: نتایج نشان داد که مولفه­های شخصیتی شامل عوامل اخلاقی، فکری، اجتماعی، عقلانی و عاطفی، مولفه­های مهارتی شامل فنی، انسانی و ادراکی، مولفه­های سازمانی شامل برنامه­ریزی، ساختار، تصمیم­گیری، ارتباطات و فرهنگ سازمانی برای رهبران فضیلت محور در آموزش عالی مورد تاکید است. مولفه های اخلاقی شناسایی شده می تواند در فرآیند انتخاب و انتصاب و ارزیابی عملکرد مدیران آموزش عالی کاربرد داشته باشد.

چکیده انگلیسی:

The purpose of this study was to design and validate a scale virtuous leadership in Iranian higher education. So far, extensive and wide Efforts have been made in this regard, however, to date, it seems there is no comprehensive and credible valid scale that can be used practically to guide faculty in professional practice. The research was descriptive-correlational study based on structural equations. The sample of the study consisted of faculty members of Shiraz University, Shahid Chamran University of Ahvaz and Persian Gulf University of Bushehr selected using multistage Random Sampling Method in a total of 370 samples. Data were collected using a Likert scale researcher-made questionnaire.This questionnaire was developed based on theoretical and research studies in 53 items with basic personal (personality, skill) and organizational factors. Cronbach's alpha coefficient of 92/0 Was obtained. Face and content validity of the questionnaire was confirmed by experts. Data were analyzed using SPSS and LISREL software. After factor analysis, the findings indicated that personality component had the highest factor load (0/892) and then skill  (0/873) and organizational (0/776) component. According to the RMSEA index the model is well-fitted. The results showed that personality components include ethical, intellectual, social, intellectual and emotional factors, skill components including technical, human and perceptual, organizational components including planning, structure, decision making, communication and organizational culture. Virtual leaders are emphasized in higher education. The identified ethical components can be used in the process of selecting, appointing and evaluating the performance of higher education managers.  

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