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عضویت و راهنمای پابلونز

نقش توانمندسازی روانشناختی در رابطه میان رهبری دوسو توان با رضایت و استرس شغلی معلمان در آموزش مجازی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران

2 گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، ایران

چکیده

پیشینه و اهداف: شیوع ویروس کرونا به‏عنوان بحران جدی برای سازمان­ها و مؤسسات تجاری و آموزشی باعث تعطیلی آن­ها شد. در مواجهه با چنین بحرانی، انتقال از آموزش حضوری به آموزش مجازی در دستور کار مؤسسات آموزشی به‌ویژه مدارس قرار گرفت و باعث شد تا به معلمان به عنوان یکی از پیشگامان خط مقدم فرایند یاددهی-یادگیری، فشار کاری مضاعفی وارد شود. در چنین شرایطی، رهبری مدارس می­تواند نقش بسیار مؤثری در افزایش کارایی افراد و کاهش فشارهای ناشی از تغییرات شتابان محیطی داشته باشد. یکی از سبک­های رهبری که می­تواند به رهبران مدارس در نیل به این مقصود کمک ­کند، به‌کارگیری سبک رهبری دوسو توان است. رهبری دوسوتوان نوع جدیدی از سبک رهبری است که از دو طیف متفاوت رفتارهای رهبری تشکیل‌شده و برای مقابله با تغییرات محیطی، رفتارهای رهبری باز و بسته را به‏طور متعادل و مکمل یکدیگر به‌کار می‏برد. دوسوتوانی به افزایش چابکی و عملکرد سازمانی مربوط می‏شود، و به معنای واقعی کلمه توانایی استفاده از هر دودست با توان یکسان است. رهبری دوسو توان می­تواند تأثیرات بسیاری بر خودکارآمدی، نگرش شغلی و... داشته باشد؛ لذا مطالعه اثر این سبک از رهبری در سالیان اخیر مورد توجه بسیاری از پژوهشگران قرار گرفته است. با توجه به کمبود پژوهش­های انجام شده در مورد این سبک از رهبری به ­خصوص در بسترهای آموزشی در کشور ما، ضرورت انجام چنین مطالعه­ای احساس می ­­شد. براین اساس، هدف اصلی پژوهش حاضر بررسی تأثیر رهبری دو سوتوان بر رضایت و استرس شغلی معلمان در آموزش مجازی با نقش میانجی توانمندسازی روانشناختی بود.
روش‌ها‌: برای نیل به این مقصود، از روش پژوهش همبستگی از نوع مدل‌یابی معادلات ساختاری استفاده شد. جامعه آماری پژوهش شامل تمامی معلمان مقطع ابتدایی شهر تاکستان بودند، که با توجه به نامشخص بودن تعداد معلمان، حداکثر حجم نمونه به تعداد 335 نفر با استفاده از نمونه ‏گیری تصادفی ساده درنظر گرفته شد. گردآوری اطلاعات با استفاده از پرسش‌نامه سبک رهبری دوسوتوان، توانمندسازی روانشناختی، رضایت شغلی و استرس شغلی انجام شد و برای تحلیل داده‏ها با روش آماری مدل‏یابی معادلات ساختاری (تحلیل مسیر تأییدی) و آزمون همبستگی پیرسون از نرم ‏افزارهای آماری SPSS و AMOS استفاده شد.
یافته‌ها: یافته‏ها حاکی از تأثیر معنادار و مثبت رهبری باز بر توانمندسازی (637/0)، تأثیر معنادار و مثبت رهبری بسته بر توانمندسازی (365/0)، تأثیر معنادار و منفی توانمندسازی بر استرس شغلی (313/0-)، تأثیر معنادار و منفی رهبری بسته بر استرس شغلی (314/0-)، تأثیر معنادار و منفی رهبری باز بر استرس شغلی (449/0-)، تأثیر معنادار و مثبت توانمندسازی بر رضایت شغلی (224/0)، تأثیر معنادار و مثبت رهبری بسته بر رضایت شغلی (350/0)، تأثیر معنادار و مثبت رهبری باز بر رضایت شغلی (235/0)، تأثیر معنادار و منفی استرس شغلی بر رضایت شغلی (327/0-) بود. همچنین یافته‏ها حاکی از تاثیر غیرمستقیم و معنادار رهبری بسته و رهبری باز بر استرس شغلی و رضایت شغلی از طریق توانمندسازی و تأثیر غیرمستقیم توانمندسازی بر رضایت شغلی از طریق استرس شغلی بود. علاوه بر این، شاخص‏های اندازه‏گیری و برازش مدل نیز حکایت از مطلوب بودن مدل داشتند.
نتیجه‌گیری: در مجموع یافته ­های پژوهش نشان داد که با بهره ‏گیری از رهبری دوسوتوان و توانمندسازی می‏توان علاوه بر کاهش استرس شغلی معلمان، رضایت شغلی آن­ها را نیز افزایش داد؛ بنابراین می­توان از این سبک از رهبری به­عنوان یک ابزار مفید برای رهبری اثربخش در مدارس استفاده کرد. 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The role of psychological empowerment in the relationship between ambidextrous leadership, teachers' job satisfaction, and stress in virtual education

نویسندگان [English]

  • S. Norollahee 1
  • M. Nazarzadeh Zare 2
  • M Mousavi 1

1 Department of Educational Sciences, Faculty of Literature and Humanities, Bu Ali Sina University, Hamedan, Iran

2 Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran

چکیده [English]

Background and Objectives: The outbreak of the Coronavirus posed a serious crisis to commercial and educational organizations and institutions. In the face of such a crisis, the transition from face-to-face to virtual education was one of the strategies of educational institutions, especially schools, and this caused increased additional work pressure on teachers as one of the pioneers of the teaching-learning process. Thus, in the face of such a situation, school leadership plays a very effective role in increasing the efficiency of individuals and reducing the tensions caused by rapid environmental changes. One of the leadership styles that can help school leaders achieve this is to use of an ambidextrous leadership style. Ambidextrous leadership is a new type of leadership style that consists of two different spectrums of leadership behaviors and uses open and closed leadership behaviors in a balanced and complementary way to deal with environmental changes. Ambidextrous leadership is related to increasing organizational agility and performance and means the ability to use both hands with the same power. Ambidextrous leadership can have many effects on self-efficacy, job attitude, etc.; so, the research on the effect of this style of leadership has been considered by many researchers in recent years. Given the lack of research on this style of leadership, especially in educational settings in Iran, the need for doing such a study was felt. Accordingly, the main purpose of this study was to investigate the effect of ambidextrous leadership on teachers' job satisfaction and stress in virtual education with the mediating role of psychological empowerment.
Methods: To achieve this aim, the researchers used the correlational research method by structural equation modeling. The statistical population of the study included all primary school teachers in Takestan city. Considering the uncertainty of the actual number of teachers, we selected the maximum sample size (335 teachers) by using simple random sampling. Data collection was performed by using the ambidextrous leadership style questionnaire, the psychological empowerment questionnaire, the job satisfaction questionnaire, and the job stress questionnaire. Data analysis was performed by the statistical technique of structural equation modeling (confirmation path analysis) and Pearson correlation test in two statistical software SPSS and AMOS.
Findings: The findings of the study indicated the open leadership style on empowerment (0.637) had a significant and positive effect, the closed leadership style on empowerment(0.365) had a significant and positive effect, the empowerment variable on job stress (0.313) had a significant and negative effect, the closed leadership style on job stress (0.314) had a significant and negative effect, the open leadership style on job stress (0.449) had a significant and negative effect, the empowerment variable on job satisfaction (0.224)had a significant and positive, the closed leadership style on job satisfaction(0.350) had a significant and positive, the open leadership style on job satisfaction (0.235) had a significant and positive, also the job stress on job satisfaction (-0.327) had a significant and negative effect. Findings also revealed that the closed and open leadership style had an indirect and significant effect on job stress and job satisfaction through the empowerment variable, and the empowerment variable had an indirect and significant on job satisfaction through the job stress variable. In addition, the measurement and fit indices of the model also indicated the desirability of the model.
Conclusion: Overall, the results of the study showed that by using both ambidextrous leadership and empowerment in schools, we can reduce teachers' job stress and subsequently increase their job satisfaction. Therefore, this style of leadership can be used as a useful tool for effective leadership in schools.

کلیدواژه‌ها [English]

  • Ambidextrous leadership
  • Job satisfaction
  • Job stress
  • Psychological Empowerment
  • Teachers

COPYRIGHTS 
©2022 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. 

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فناوری آموزش
دوره 16، شماره 3 - شماره پیاپی 63
تیر 1401
صفحه 511-524
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  • تاریخ دریافت: 05 اسفند 1400
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  • تاریخ پذیرش: 26 تیر 1401
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