انگیزه شغلی معلم، شادکامی معلم و جو سازمانی: کاربرد مدل یابی دو سطحی معلم و مدرسه

نوع مقاله : علمی - پژوهشی

نویسندگان

دانشگاه تهران

چکیده

هدف:انگیزش شغلی، توانایی معلم را بالا می برد و نتیجه آن بهبود عملکرد دانش آموزان در سازمانی در قالب مدرسه خواهد بود. هدف پژوهش حاضر تعیین رابطه بین شادکامی و جو سازمانی با انگیزش شغلی معلمان می­باشد.روش:پژوهش حاضر به لحاظ هدف، کاربردی و از نظر روش، توصیفی از نوع همبستگی است. نمونه‌‌ پژوهش شامل 200 معلم (146 معلم زن و 54 معلم مرد) است که به روش نمونه‌گیری خوشه‌ای طبقه‌ای انتخاب شدند و سپس معلم­ها به مقیاس­های انگیزه شغلی معلم و شادکامی معلم پاسخ دادند. حجم نمونه در سطح دوم یا سطح مدرسه 20 می باشد به این ترتیب که پاسخ معلم­ها به مقیاس جو سازمانی برای هر مدرسه تجمیع و متغیر سطح مدرسه ساخته شد. برای بررسی داده­ها یک تحلیل غیر شرطی HLM(مدل آنوا یک راهه با اثرات تصادفی) اجرا شده است.یافته­ها: یافته­ها نشان داد  که انگیزه شغلی معلم در بین مدارس مختلف معنی­دار بوده، و 62 درصد از تغییرات انگیزه شغلی معلم ناشی از تفاوت بین مدارس بوده و 38 درصد برای عوامل سطح معلمان تبیین شده است. بدین معنی که فضای مدرسه و جو سازمانی حاکم بر مدارس مختلف بر میزان انگیزه معلمان تاثیرگذار می­باشد.نتیجه­گیری:اگر عواملی که منجر به جو سازمانی مطلوب و شادکامی معلمان  می­شوند، در مدرسه فراهم شوند، می­توان انگیزه معلمان را افزایش داده و عملکرد آنها را در فرایند یاددهی- یادگیری بهبود بخشید. 

کلیدواژه‌ها

عنوان مقاله [English]

Teacher's Mental Engagement, Teacher's Happiness, and Organizational Climate: Using Two-Level Teacher-School Modeling

نویسندگان [English]

  • Sogand Ghasemzadeh
  • Zahra Naghsh
  • Leila Afzali
University of Tehran
چکیده [English]

Aim: Job motivation increases the teacher's ability to improve the performance of students in an organization in the form of a school. The purpose of this study was to determine the relationship between happiness and organizational climate with teachers' job motivation.
Method: The present study is a descriptive-correlational one. The research sample consisted of 200 teachers (146 female teachers and 54 male teachers) who were selected by cluster sampling method, and then teachers responded to the teachers' motivation and teacher's happiness scales. The sample size is at the second level or at the school level of 20, so that teachers' responses are integrated into the organizational climate scale for each school and school-level variables. To analyze the data, an unconditional HLM analysis (ANOVA model with random effects) was implemented.
Results: The results showed that the teacher's job motivation was significant among different schools, and 62% of teacher's motivation changes were due to differences between schools and 38% for teachers level factors. This means that the school environment and the organizational climate of different schools affect the motivation of teachers.
Conclusion: If the factors leading to a favorable organizational climate and the happiness of teachers are provided at school, the teachers' motivation can be improved and their performance improved in the learning process-learning process.

کلیدواژه‌ها [English]

  • job motivation
  • happiness
  • organizational climate

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