رابطه بین پذیرش فن‌آوری با عملکرد شغلی معلمان دوره ابتدایی شهر اصفهان با درنظر گرفتن نقش میانجی فلات شغلی
محورهای موضوعی :الهام طاهری وشاره 1 , زهره آقاکثیری 2 , مجید عبدالهی 3
1 - گروه مدیریت آموزشی، دانشکده علوم تربیتی، روانشناسی و زبانهای خارجی، دانشگاه آزاد خوراسگان، اصفهان، ایران
2 - گروه علوم تربیتی، واحد یزد دانشگاه ازاد اسلامی، یزد، ایران
3 - هیئت علمی دانشگاه پیام نور شهر دلیجان
کلید واژه: پذیرش فن‌آوری, عملکرد شغلی, فلات شغلی,
چکیده مقاله :
هدف پژوهش حاضر بررسی رابطه بین پذیرش فن‌آوری با عملکرد شغلی معلمان دوره ابتدایی شهر اصفهان با درنظر گرفتن نقش میانجی فلات شغلی بوده است. لذا این پژوهش از لحاظ هدف کاربردی و از لحاظ روش شناسی، از نوع مطالعات همبستگی می باشد. جامعه آماری پژوهش حاضر را معلمان دوره ابتدایی ناحیه 5 شهر اصفهان در سال تحصیلی 02-1401 به تعداد 1152 نفر تشکیل داده‌اند. از این تعداد 186 نفر با روش نمونه گیری تصادفی ساده و بر اساس جدول مورگان به عنوان گروه نمونه انتخاب شدند. جهت گردآوری یافته¬های پژوهش از پرسش‌نامه¬های پذیرش فن‌آوری دیویس (1999)، پرسش‌نامه عملکرد شغلی براتی (1389) و پرسش‌نامه فلات شغلی میلیمن (۱۹۹۲) استفاده شده است. روایی صوری و محتوایی پرسش‌نامه¬ها از طریق خبرگان در این زمینه و هم‌چنین از روایی واگرا و همگرا استفاده شد و پایایی آن‌ها از طریق آزمون آلفای کرونباخ به ترتیب به میزان 89/0، 79/0 و 93/0 محاسبه شده است. در این پژوهش به منظور تجزیه و تحلیل داده¬های به دست آمده، براساس آمار توصیفی (میانگین و انحراف معیار) و در سطح آمار استنباطی از آزمون های رگرسیون در محیط نرم افزار SPSS26 و مدل‌سازی معادلات ساختار در SMARTPLS استفاده گردید. بر اساس یافته¬های پژوهش ضریب تأثیر پذیرش فن‌آوری بر عملکرد شغلی با نقش میانجی فلات شغلی معنی دار است (01/0>P). به علاوه نتایج نشان داد که بین پذیرش فن‌آوری با عملکرد شغلی رابطه مثبت و معنادار (432/0=β) ، بین پذیرش فن‌آوری با فلات شغلی رابطه معکوس (244/0=β) و بین فلات شغلی با عملکرد شغلی رابطه معکوس و معنادار (199/0=β) وجود دارد و در مجموع مدل پژوهش حاضر از برازش مطلوبی برخوردار بود؛ بنابراین نتیجه¬گیری می¬شود با ارائه آموزش¬های مناسب زمینه مناسب را برای پذیرش فن‌آوری در معلمان ایجاد کنند.
The purpose of the present study was to investigate the relationship between technology acceptance and the job performance of elementary school teachers in Isfahan city, taking into account the mediating role of career plateau. Therefore, this research is a correlational study in terms of applied purpose and in terms of methodology. The statistical population of the present study was made up of 1152 primary school teachers in district 5 of Isfahan city in the academic year of 1401-02. Of these, 186 people were selected as the sample group by simple random sampling based on Morgan's table. In order to collect the research findings, Davis technology acceptance questionnaires (1999), Brati job performance questionnaire (1389) and Milliman career plateau questionnaire (1992) were used. Form and content validity of the questionnaires were used through experts in this field, as well as divergent and convergent validity, and their reliability was calculated as 0.89, 0.79 and 0.93 respectively through Cronbach's alpha test. In this research, in order to analyze the obtained data, based on descriptive statistics (mean and standard deviation) and at the level of inferential statistics, regression tests were used in the SPSS26 software environment and structural equation modeling in SMARTPLS. Based on the findings of the research, the effect coefficient of technology adoption on job performance with the mediating role of career plateau is significant (P<0.01). In addition, the results showed that there is a positive and significant relationship between technology adoption and job performance (β=0.432), an inverse relationship between technology adoption and job plateau (β=0.244), and an inverse and significant relationship between job plateau and job performance. (β=0.199) exists, and overall, the current research model had a good fit. Therefore, it can be concluded that by providing appropriate training, teachers can create a suitable environment for accepting technology.
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