بررسی رابطه مؤلفه‌های مدارس یادگیرنده با نوآوری شغلی معلمان و کیفیت فعالیت‌های آموزشی و پرورشی

نوع مقاله : علمی - پژوهشی

نویسنده

عضو هیأت علمی دانشگاه بوعلی سینا همدان

چکیده

هدف از این پژوهش، بررسی رابطه بین مؤلفه‌های مدارس یادگیرنده با نوآوری شغلی معلمان و کیفیت فعالیت‌های آموزشی و پرورشی بود. روش پژوهش توصیفی-همبستگی می‌باشد. جامعه آماری شامل کلیه معلمان مدارس ابتدایی استان همدان (6346) بوده و حجم نمونه براساس فرمول کوکران به تعداد 362 آزمودنی تعیین گردید. نمونه‌گیری با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای نسبی انجام شد. جهت جمع‌آوری داده‌ها از سه پرسشنامه شامل مدارس یادگیرنده پارک (2006)، نوآوری شغلی اتلای و اکیف (1982) و کیفیت فعالیت‌های آموزشی و پرورشی مدارس سنجری و همکاران (1385) استفاده گردید. برای سنجش میزان پایایی پرسشنامه‌ها از ضریب آلفای کرونباخ استفاده شد، و به ترتیب 92/0 ، 78/0 و 84/0 برآورد گردید. یافته‌ها نشان داد که وضعیت مؤلفه‌های مدارس یادگیرنده، نوآوری شغلی معلمان و کیفیت فعالیت‌های آموزشی و پرورشی بالاتر از سطح متوسط بود. به‌علاوه، بین مؤلفه‌های مدارس یادگیرنده با نوآوری شغلی معلمان و کیفیت فعالیت‌های آموزشی و پرورشی رابطه مثبت و معناداری مشاهده شد. نتایج تحلیل رگرسیون بیانگر آن بود که مؤلفه‌ی سرآمدی شخصی در پیش‌بینی نوآوری شغلی معلمان مؤثر است، و ابعاد سرآمدی شخصی، الگوهای ذهنی، چشم‌انداز مشترک و یادگیری تیمی بیشترین تأثیر را در پیش‌بینی کیفیت فعالیت‌های آموزشی و پرورشی دارند.

کلیدواژه‌ها

عنوان مقاله [English]

The Relationship between Learning Schools Components Teachers Job Innovation and Quality of Educational Activities

نویسنده [English]

  • Sirous Ghanbari
Faculty member of Bu Ali Sina University of Hamadan
چکیده [English]

The purpose of this research was to investigate the relationship between dimensions of learning schools with teachers’ job innovation and quality of educational activities. The research method is descriptive - correlational. Statistical population included all teachers of elementary schools in Hamedan province comprised of 6346 people, and the sample size of 362 subjects was determined based on the Cochran formula. The sampling method used was proportional stratified random sampling. Data collected using three questionnaires including Park’s learning schools (2006), Ettlie & O’Keefe’s innovation (1982) and Sanjari et al’s quality improvement of schools (1385). For appointment reliability, used Cronbach's Alpha coefficient, and estimated .92, .78 and .89 respectively. Results showed that level of learning schools components, teachers’ job innovation, and quality of educational activities was above the average one. In addition, there is a significant positive correlation between learning schools components with teachers’ job innovation, and quality of educational activities. The results of regression analysis indicated that the dimension of personal mastery is effective in prediction teachers’ job innovation; and components of personal mastery, mental models, shared vision, and team learning have the highest impact on predicting the quality of educational activities.

کلیدواژه‌ها [English]

  • Quality of Educational Activities
  • Learning Schools
  • Teachers’ Job Innovation

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