دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات13
تعداد شماره‌ها200
تعداد مقالات2,008
تعداد مشاهده مقاله2,679,641
تعداد دریافت فایل اصل مقاله1,936,954
نورالهی, سعید, نظرزاده زارع, محسن, موسوی, سید میثم. (1401). نقش توانمندسازی روانشناختی در رابطه میان رهبری دوسو توان با رضایت و استرس شغلی معلمان در آموزش مجازی. فناوری آموزش, 16(3), 511-524. doi: 10.22061/tej.2022.8606.2694
سعید نورالهی; محسن نظرزاده زارع; سید میثم موسوی. "نقش توانمندسازی روانشناختی در رابطه میان رهبری دوسو توان با رضایت و استرس شغلی معلمان در آموزش مجازی". فناوری آموزش, 16, 3, 1401, 511-524. doi: 10.22061/tej.2022.8606.2694
نورالهی, سعید, نظرزاده زارع, محسن, موسوی, سید میثم. (1401). 'نقش توانمندسازی روانشناختی در رابطه میان رهبری دوسو توان با رضایت و استرس شغلی معلمان در آموزش مجازی', فناوری آموزش, 16(3), pp. 511-524. doi: 10.22061/tej.2022.8606.2694
نورالهی, سعید, نظرزاده زارع, محسن, موسوی, سید میثم. نقش توانمندسازی روانشناختی در رابطه میان رهبری دوسو توان با رضایت و استرس شغلی معلمان در آموزش مجازی. فناوری آموزش, 1401; 16(3): 511-524. doi: 10.22061/tej.2022.8606.2694

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

فناوری آموزش
مقاله 6، دوره 16، شماره 3 - شماره پیاپی 63، تیر 1401، صفحه 511-524    اصل مقاله (1.1 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.8606.2694
نویسندگان
سعید نورالهی1؛ محسن نظرزاده زارع* 2؛ سید میثم موسوی1
1گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
2گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، ایران
تاریخ دریافت: 05 اسفند 1400،  تاریخ بازنگری: 24 خرداد 1401،  تاریخ پذیرش: 26 تیر 1401 
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
رهبری دو سوتوان؛ رضایت شغلی؛ استرس شغلی؛ توانمندسازی روانشناختی؛ معلمان
موضوعات
آموزش الکترونیکی- مجازی
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. Norollahee1؛ M. Nazarzadeh Zare2؛ M Mousavi1
1Department of Educational Sciences, Faculty of Literature and Humanities, Bu Ali Sina University, Hamedan, Iran
2Department 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
مراجع
[1] Alghamdi F. Ambidextrous leadership, ambidextrous employee, and the interaction between ambidextrous leadership and employee innovative performance. Journal of Innovation and Entrepreneurship. 2018; 7(1): 1-14.

[2] Atiku S.U. Ambidextrous Leadership for SMEs in the COVID-19 Era. In Handbook of Research on Sustaining SMEs and Entrepreneurial Innovation in the Post-COVID-19 Era, Neeta Baporikar. Namibia University of Science and Technology, Namibia & University of Pune, India.2021.

[3] Fernandez A A, Shaw G.P. Academic leadership in a time of crisis: The coronavirus and COVID‐19. Journal of Leadership Studies.2020; 14(1): 1-7.

[4] Harris A, Jones M.  COVID 19 – school leadership in disruptive times. School Leadership & Management. 2020; 40(4): 243-247.

[5] Siddiquei MI, Kathpal S. Challenges of online teaching during Covid-19: An exploratory factor analysis. Hum Behav & Emerg Tech. 2021; 1: 1-12.

[6] Ahsan Z, Haider S.A, Kayani U.N, Nawaz S. Impact of ambidextrous leadership on project success with the mediating Role of innovation and moderating role of self-efficacy. Abasyn Journal of Social Sciences. 2020; 13(1):335-347.

[7] Hongdan Z, Wei J. How does ambidextrous leadership relate to followers’ career success? A moderated mediation model [J]. Foreign Economics & Management.2018; 40(1): 93–106.

[8] Vrontis D, Thrassou A, Santoro G, Papa A. Ambidexterity, external knowledge and performance in knowledge-intensive firms. The Journal of Technology Transfer.2017; 42(2): 374-388.

[9] Rosing K, Frese M, Bausch A. Explaining the heterogeneity of the leadership innovation relationship: ambidextrous leadership. The Leadership Quarterly. 2011; 22 (5): 956–974.

[10] AlKhawaldeh A. S. The ambidextrous leadership and its impact on organizational performance in the Jordanian government schools from the viewpoint of teachers. British Journal of Education. 2020; 8(2): 63-73.

[11] Petrou P, Demerouti E, Peeters M.C, Schaufeli W.B, Hetland J. Crafting a job on a daily basis: contextual correlates and the link to work engagement. J. Organ. Behav. 2012; 33 (8): 1120–1141.

[12] Zacher H, Rosing K. Ambidextrous leadership and team innovation. Leadership & Organization Development Journal. 2015; 36(1): 54–68.

[13] Wikhamn W, Wikhamn B, Fasth J. Employee participation and job satisfaction in SMEs: investigating strategic exploitation and exploration as moderators. The International Journal of Human Resource Management. 2021; 5: 546.

[14] Wang G, Liu X, Liu Y. Role overload, knowledge acquisition and job satisfaction: an ambidexterity perspective on boundary-spanning activities of IT employees. The International Journal of Human Resource Management.2019; 30 (4): 728-757.

[15] Yazdanshenas M. [Effect of ambidextrous leadership on work attitudes; moderating role of social capital and self-efficacy]. Social Capital Management. 2017; 4(4): 527-545. Persian.

[16] ssen M. F. Empowering leadership and contextual ambidexterity – The mediating role of committed leadership for continuous improvement. European Management Journal. 2020; 38(3): 435-449.

[17] Garcia F, Guidice R, Mero N. The interactive effect of person and situation on explorative and exploitative behavior. Journal of Management & Organization. 2019; 1:1-21.

[18] Tung FC. Does transformational, ambidextrous, transactional leadership promote employee creativity? Mediating effects of empowerment and promotion focus. International Journal of Manpower. 2016; 37 (8): 1250-1263.

[19] Estanesti S. The survey of the relationship between employee's empowerment with organization`s agility. International Journal of Academic Research in Business and Social Sciences. 2015. 5.8 (2015): 79-89.

[20] Kustanto H, Hamidah E, Mumpuni JH, Gunawan DR. The moderation role of psychological empowerment on innovative work behavior. Sys Rev Pharm.2020;11(8):254-264.

[21] Harish KA, Prabha JB. An investigation on the empowerment of employees and its impact on employee productivity and effectiveness. International Journal of Innovative Technology and Exploring Engineering (IJITEE). 2019; 8, 7 (2): 249-252.

[22] Muduli A, Pandya G. M. Psychological empowerment and workforce agility. Psychological Studies.2018; 63(21):1-10.

[23] Grošelj M, Černe M, Penger S, Grah B. Authentic and transformational leadership and innovative work behavior: the moderating role of psychological empowerment. European Journal of Innovation Management. 2020; 24(3):677-706.

[24] Zhou H, Chen J. How does psychological empowerment prevent emotional exhaustion? psychological safety and organizational embeddedness as mediators. Front. Psychol. 2021;12(54):66-87.

[25] Tian X, Liu C, Zou G, Li G, Kong L, Li P. Positive resources for combating job burnout among Chinese telephone operators: resilience and psychological empowerment. Psychiatry Res. 2015; 228: 411–415.

[26] Suriadnyana IG. The effect of employee empowerment and work stress on employee organizational commitment mediated by job satisfaction (Case study of financial services cooperatives in denpasar). Journal Ekonomi dan Bisnis Jagaditha. 2020; 7(2): 92-103.

[27] Vermeeren B, Kuipers B, Steijn B. Does leadership style make a difference? linking HRM, job satisfaction, and organizational performance. Review of Public Personnel Administration.2014; 34 (2): 174–195.

[28] Aziri B. Job satisfaction: A literature review. Management Research and Practice. 2011; 3(4): 77-86.

[29] Al-maaitah DA, Majali T, Alsoud M, Almaaitah T. The role of leadership styles on staffs’ job satisfaction in public organizations. Journal of Contemporary Issues in Business and Government. 2021; 27(1): 772-783.

[30] Hsu YY, Bai Ch, Yang Ch, Huang Y, Lin T, Lin H. Long hours’ effects on work-Life balance and satisfaction. Biomed Research International.2019; 1: 1-8.

[31] Ismail A, Abdul Ghani AB, Subhan M, Raihan Joarder MH, Ridzuan AA. The relationship between stress and job satisfaction: An evidence from Malaysian peacekeeping mission. Mediterranean Journal of Social Sciences, MCSER Publishing. Rome-Italy. 2015; 6(4): 647-655.

[32] Kim J, Henly JR, Golden LM, Lambert SJ. Workplace  flexibility and worker well-being by gender. Journal of Marriage and Family. 2019; 82(3): 890-910.

[33] Brough P, Muller W, Westman M. Work, stress, and relationships: The crossover process model. Australian Journal of Psychology. 2018; 70(4): 341-349.

[34] Jacobs CM. Ineffective-leader-induced occupational stress. SAGE Open.2019; 9 (2): 1-15.

[35] Soteriades ES, Psalta L, Leka S, Spanoudis G. Occupational stress and musculoskeletal symptoms in firefighters. International Journal of Occupational Medicine and Environmental Health.2019; 32(3): 341-352.

[36] Devonish D. Effort-reward imbalance at work: The role of job satisfaction. Personnel Review. 2018; 47(2): 319-333.

[37] Orthodoxia PE, Kourtesopoulou A, Kriemadis A. The relationship between leadership behaviors and job satisfaction: The case of Athens municipal sector. Business & Entrepreneurship Journal. 2019; 8(1): 49-62.

[38] Tehrani M, Alipour F, Shafeie L. Investigating the effect of ambidextrous leadership on employees’ silence mediated by psychological empowerment and social capital. Transformation Management Journal. 2021; 12(2): 21-48.

[39] Irawanto DW, Novianti KR, Roz K. Work from home: measuring satisfaction between work–life balance and work stress during the COVID-19 pandemic in Indonesia. Economies.2021; 9 (3): 96, 1-13.

[40] Nagori P, Singh R. Study of relationship between job stress and job satisfaction in print media. Proceedings of 10th International Conference on Digital Strategies for Organizational Success: 2019.

[41] Liu J, Zhu B, Wu J, Mao Y. Job satisfaction, work stress, and turnover intentions among rural health workers: a cross-sectional study in 11 western provinces of China. BMC Fam Pract. 2019; 1: 9-20.

[42] Chao M, Jou R, Liao C, Kuo Ch. Workplace stress, job satisfaction, job performance, and turnover intention of health care workers in rural Taiwan. Research Article Find in PubMed. 2015; 27: 1-20.

[43] Diebig M. Leadership and Work Stress: A Three Study Investigation on Stress-Related Antecedents and Consequences of Full-Range Leadership Behaviors, Dissertation Submitted to the Faculty of Business, Economics and Social Sciences TU Dortmund University Dortmund.2016.

[44] Marta IA, Supartha IG, Dewi IM, Wibawa IA. Job enrichment, empowerment, and organizational commitment: The mediating role of work motivation and job satisfaction. The Journal of Asian Finance, Economics and Business. 2021; 8(1): 1031–1040.

[45] Al-Hussein RY. The relation between psychological empowerment and job satisfaction among nurses. Medico-legal Update. 2020; 20(1): 1353-1359.

[46] Rana S, Singh V. Employee empowerment and job satisfaction: An empirical study in IT industry. International Journal of Humanities and Social Science. 2016; 21(10- 12):23-29.

[47] Oluwaseun IS. The effect of employee empowerment and job satisfaction on intention to stay in Nigeria banking industry: A case study of guaranty trust bank [ master’s degree]. Gazimağusa, North Cyprus: Eastern Mediterranean University; 2016.

[48] Ebrahimi Shahroudi Z, Dehani N, Khamenejad S, Shadvand M. Investigating the impact of psychological empowerment on teachers' job satisfaction (Case study of teachers in Zahedan). Fifth National Conference on New Approaches in Education and Research: Mahmoudabad, Iran: 2020.

[49] Guo J, Chen J, Fu J, Ge X, Chen M, Liu Y. Structural empowerment, job stress and burnout of nurses in China. Applied Nursing Research.2016; 31: 41-45.

[50] Li I, Chen Y, Kuo H. The relationship between work empowerment and work stress perceived by nurses at long-term care facilities in Taipei city. Journal of Clinical Nursing. 2008; 17(22):3050-3058.

[51] Li H, Liu Q, Ma M. How the COVID-19 pandemic affects job stress of rural teachers. IZA – Institute of Labor Economics, IZA DP No. 14366. 2021.

[52] Amri A, Abidli Z, Elhamzaoui M, Bouzaboul M, Rabea Z, Touhami Ahami A.O. Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: case of the Kenitra. Pan Africa Medical Journal. 2020; 35(2): 85-92.

[53] Collie RJ. COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: examining the role of principal leadership and workplace Buoyancy. AERA Open.2021; 7(1): 1-15.

[54] Mansoori H. Assessing teachers' job stress status and its relationship with some personal characteristics in coronary crisis situations. The First National Conference on Applied Studies in Education Processes: 2021 September 16: Bandar Abbas, Iran.

[55] Schriesheim Ch, Tsui A S. Development and validation of a short satisfaction instrument for use in survey feedback interventions. Western Academy of Management Meeting.1980; 1(1):115–17.

[56] Tsui A. S, Egan T, O’Reilly C. Being different: relational demography and organizational attachment. Academy of Management Proceedings.1991; 1: 183–187.

[57] Cohen A. Personal and organizational responses to work network interface as related to organizational commitment. Journal of Applied Social Psychology.1997; 27(12): 1085-1114.

[58] Lait J, Wallace J. E. (2002). Stress at work: A study of organizational-professional conflict and unmet expectations. Relations Industrials.2002; 57: 463–90.

[59] Uysal H. T. The mediation role of toxic leadership in the effect of job stress on job satisfaction. International Journal of Business. 2019; 24(1): 55-73.

[60] Harshana S. Work related stress: A literature review. Ann Soc Sci Manage Stud. 2018; 2(3):59-65.

آمار
تعداد مشاهده مقاله: 1,277
تعداد دریافت فایل اصل مقاله: 529


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب