نقش واسطه‌ای هوش هیجانی در رابطه بین ساختار توانمندساز مدارس و عملکرد معلمان ابتدایی شهرستان ممسنی

نویسندگان
پروین دارابی
نیما شهیدی
دانشگاه آزاد، واحد نورآباد ممسنی
چکیده
هدف از این مقاله، بررسی نقش واسطه‌ای هوش هیجانی در رابطه بین ساختار توانمندساز مدارس و عملکرد معلمان ابتدایی شهرستان ممسنی بود. پژوهش حاضر، به لحاظ هدف، کاربردی و از حیث روش انجام آن، در زمره ‌پژوهش‌های پیمایشی بود. همچنین ازلحاظ زمانی، مقطعی و یک تحقیق توصیفی بوده، که از روش همبستگی استفاده شد. جامعه آماری موردنظر در این مطالعه معلمان ابتدایی شهرستان ممسنی (650 نفر) و با توجه به جدول مورگان، 242 نفر به‌عنوان نمونه در نظر گرفته شد. روش نمونه‌گیری، تصادفی طبقه‌ای بود. گردآوری اطلاعات آماری از سه پرسشنامه استاندارد عملکرد شغلی معلمان (هرسی و گلداسمیت،1981)، هوش هیجانی (گلمن، 2001) و ساختار توانمندساز مدارس (هوی و سویتلند، 2001) استفاده شد. روایی محتوایی هر سه پرسشنامه توسط صاحب‌نظران تائید گردید است و پایایی آن پس از اجرای آزمایشی بین 30 نفر از جامعه آماری به‌وسیله محاسبه آلفای کرونباخ برای سه پرسشنامه به ترتیب 927/0، 791/0 و 750/0 تعیین گردید. از آزمون ضریب همبستگی پیرسون، آزمون t مستقل و تحلیل مسیر برای آزمون فرضیات پژوهش استفاده شد. نتایج آزمون همبستگی پیرسون در این مطالعه نشان داد که بین ساختار توانمندساز مدارس، هوش هیجانی و عملکرد معلمان رابطه مثبت و معناداری وجود داشته است (01/0>P). عملکرد شغلی معلمان زن و مرد در مدارس ابتدایی شهرستان ممسنی تفاوت معناداری دارند (05/0>P). همچنین، نتایج آزمون تحلیل مسیر نشان داد که هوش هیجانی در رابطه بین ساختار توانمندساز مدارس و عملکرد معلمان ابتدایی شهرستان ممسنی، نقش واسطه‌ای دارد (01/0>P). هرچقدر آموزش‌وپرورش در توسعه توانمندسازی مدارس در حوزه‌های مختلف نرم‌افزاری و سخت‌افزاری بیشتر باشد، معلمان قدرت بیشتری در کنترل و درک احساسات خود و دیگران (هوش هیجانی) خواهند داشت و درنتیجه با رضایت خاطر و آرامش بالاتری اقدام به انجام وظایف خواهند نمود و درنتیجه عملکرد شغلی آن‌ها بهبود می‌یابد.
کلیدواژه‌ها
هوش هیجانی
ساختار توانمندساز مدارس
عملکرد معلمان

عنوان مقاله English

Study the mediating role of emotional intelligence in the relationship between the empowering structure of schools and the performance of elementary teachers in Mamsani city

چکیده English

The purpose of this article was to study the mediating role of emotional intelligence in the relationship between the empowering structure of schools and the performance of elementary teachers in Mamsani city. The current research was applied in terms of its purpose and in terms of its method, it was among survey researches. Also, in terms of time, it was cross-sectional and a descriptive research, which used the correlation method. The target statistical population in this study was elementary teachers of Mamsani city (650 people) and according to Morgan's table, 242 people were considered as samples. The sampling method was stratified random. Collecting statistical information from three standard questionnaires of teachers' job performance (Hersey and Goldsmith, 1981), emotional intelligence (Golman, 2001) and empowering structure of schools (Hoy and Sweetland, 2001) were used. The content validity of all three questionnaires has been confirmed by the experts, and its reliability was determined after testing among 30 people from the statistical population by calculating Cronbach's alpha for the three questionnaires, respectively 0.927, 0.791 and 0.750. Pearson's correlation coefficient test, independent t test and path analysis were used to test the research hypotheses. The results of Pearson's correlation test in this study showed that there is a positive and significant relationship between the empowering structure of schools, emotional intelligence and teachers' performance (P<0.01). There is a significant difference in the job performance of male and female teachers in Mamsani primary schools (P<0.05). Also, the results of the path analysis test showed that emotional intelligence plays a mediating role in the relationship between the empowering structure of schools and the performance of elementary teachers in Mamsani city (P<0.01). The more education and training in the development of schools' empowerment in various software and hardware areas, the more teachers will have more power in controlling and understanding their own and others' emotions (emotional intelligence) and as a result, they will carry out their tasks with greater satisfaction and calmness, and as a result, their job performance they improve.

کلیدواژه‌ها English

Emotional Intelligence
School empowerment structure
Teacher performance
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