پژوهش های روانشناختی در مدیریت

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

تأثیر ﺟﻮ ﺳﺎزﻣﺎﻧﯽ ﺑﺮ ﯾﺎدﮔﯿﺮی غیررسمی ﻣﺤﻞ ﮐﺎﺭ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ سرمایه روانشناختی معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه مدیریت دولتی، دانشگاه پیام نور،تهران، ایران

2 استادیار، گروه مشاوره، دانشکده علوم انسانی، دانشگاه حضرت معصومه(س)، قم، ایران

3 کارشناسی ارشد، گروه مدیریت دولتی، دانشگاه پیام نور،تهران، ایران

چکیده

در سال‌های اخیر، با افزایش توجه به سازوکار یادگیری غیررسمی، معلمان خواستار بهبود اثربخشی تدریس و یادگیری دانش‌آموزان شده‌اند. در این راستا یادگیری مؤثر معلم به عنوان ابزاری حیاتی برای دستیابی به این هدف معرفی شده است. برنامه‌های حرفه‌ای رسمی برای ارتقای یادگیری معلمان اغلب به دلیل فقدان درک علمی از نحوه یادگیری معلمان در محل کار، بی‌اثر هستند. هدف از پژوهش حاضر، بررسی تأثیر جو سازمانی بر یادگیری غیررسمی معلمان با میانجی‌گری سرمایه روانشناختی می‌باشد. پژوهش حاضر از نظر هدف، کاربردی و جزو پژوهش‌های توصیفی-پیمایشی می‌باشد. جامعه آماری تحقیق حاضر را معلمان شهرستان فریدون‌شهر به تعداد 686 نفر تشکیل می­دهند که برای نمونه با استفاده از جدول کرجسی و مورگان، تعداد نمونه 244 نفر برآورد گردید. ابزار پژوهش مشتمل بر سه پرسشنامه استاندارد می‌باشد. داده‌های گردآوری شده بر اساس معادلات ساختاری با نرم‌افزار پی ال اس تجزیه و تحلیل گردید. نتایج نشان داد که جو سازمانی بر یادگیری غیررسمی در محل کار با نقش میانجی سرمایه روانشناختی، تأثیر مثبت و معناداری داشته است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effect of organizational climate on informal workplace learning with the mediating role of teachers' psychological capital

نویسندگان [English]

  • Farshid Aslani 1
  • Marziyeh Malekiha 2
  • Atefeh Heshmat Zadeh 3

1 Assistant Professor, Department of Public Management, Payame Noor University, Tehran, Iran

2 Assistant Professor, counseling Department, Humanistic Faculty Hazrat-e Masoumeh University, Qom, Iran

3 M.A., Department of Public Management, Payame Noor University, Tehran, Iran

چکیده [English]

The purpose of this study is to investigate the effect of organizational climate on informal learning of teachers in Fereydunshahr city through the mediation of psychological capital. The present research is applied in terms of purpose and is one of the descriptive-survey researches. The statistical population of the present study consists of 686 teachers in Fereydunshahr city. For example, using Krejcie and Morgan table, the sample number was estimated to be 244 people. The research instrument consists of three standard questionnaires of informal learning of Hong et al. (2020) which has 18 questions, the atmosphere bar questionnaire of Johnson et al. (2007) which has 21 questions and the psychological capital questionnaire of Lutans et al. (2007) which has 24 questions. In the present study, two methods of face and content validity have been used and Cronbach's alpha of 0.88 has been used to evaluate the reliability. The collected data were analyzed based on structural equation path analysis with Smsrt PLS software and Sobel test. The results showed that the organizational climate had a positive and significant effect on informal learning in the workplace with the mediating role of psychological capital.

کلیدواژه‌ها [English]

  • Informal learning
  • Organizational climate
  • Psychological capital
  • School climate
  • Teachers
مراجع
  1. آسماندره، عبدالحمید؛ قاسم‌زاده، ابوالفضل و مهدیون، روح اله (1398). بررسی نقش جو آموزش سازمانی و فرهنگ سازمانی بر یادگیری غیررسمی معلمان شهر جاسک. مطالعات آموزش و آموزشگاهی، دوره 8، شماره 20، ص 263-283.
  2. آهسته، سعادت؛ قشقایی زاده، نصراله و افرازی، سید عبدالمجید (1396). رابطه‌ بین سرمایه روان‌شناختی با اشتیاق شغلی در معلمان. مطالعات روانشناسی صنعتی و سازمانی، دوره 4، شماره 2، ص 59-74.
  3. براتی احمدآبادی، هاجر؛ عریضی، حمیدرضا و نوری، ابوالقاسم (1389). رابطه بین جو سازمانی و وجدان کاری با عملکرد شغلی. روانشناسی کاربردی، دوره 4، شماره 2، ص 65-81.
  4. فرزین رحیم و برزگر، مجید (1397). بررسی رابطه سرمایه روانشناختی و ویژگی‌های شخصیتی با سرزندگی معلمان. رهیافتی نو در مدیریت آموزشی، دوره 9، شماره 36، ص 77-90.
  5. کارشکی، حسین (1388). نقش خودتنظیمی در یادگیری غیررسمی. مجموعه مقالات اولین همایش آموزش و یادگیری غیررسمی، دانشگاه علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد.
  6. نادی، محمد علی و سجادیان، ایلناز (1388). فعالیت‌ها، بازدارنده‌های محیطی و ویژگی‌های فردی مؤثر بر یادگیری غیررسمی معلمان شهر اصفهان. نوآوری‌های آموزشی، دوره 8، شماره 30، 185-156.
  7. واله، مونا؛ شکری، امید و اسدزاده، حسن (1400). اثربخشی برنامه آموزشی توانمندسازی روانی بر افزایش سرمایه روانشناختی و بهزیستی عاطفی مرتبط با شغل معلمان. علوم روانشناختی، دوره 20، شماره 100، ص 576- 596.
  8. Alarcon, G. M., Bowling, N. A., & Khazon, S. (2013). Great expectations: A metaanalytic examination of optimism and hope. Personality and Individual Differences, 54(7), 821-827
  9. Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548.
  10. Bell, S. J., Menguc, B., & Widing, R. E. (2010). Salesperson learning, organizational learning, and retail store performance. Journal of the Academy of Marketing Science, 38(2), 187-201.
  11. Benson, G. (1997). Informal training takes off. Training and Development, 51(5), 93-4.
  12. Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469.
  13. Berg, S. A., & Chyung, S. Y. (2008). Factors that influence informal learning in the workplace. Journal of Workplace Learning, 20(4), 229-244.
  14. Cable, D., Parsons, C. (2001). Socialization tactics and personorganization fit. Personnel Psychology, 54(1), 1-23.
  15. Cameron, S., Mulholland, J., & Branson, C. (2013). Professional learning in the lives of teachers: Towards a new framework for conceptualising teacher learning. Asia-Pacific Journal of Teacher Education, 41(4), 377-397.
  16. Tsai, C. L. (2014). The Organizational Climate and Employees’ Job Satisfaction in the Terminal Operation Context of Kaohsiung Port. The Asian journal of shipping and logestics, 30(3), 373-392.
  17. Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American educational research journal, 45(3), 597-630.
  18. Cheung, F., Tang, C. S. K., & Tang, S. (2011). Psychological capital as a moderator between emotional labour, burnout, and job satisfaction among school teachers in China. International Journal of Stress Management, 18(4), 348-371.
  19. Chirkina, T. A., & Khavenson, T. E. (2018). School climate: A history of the concept and approaches to defining and measuring it on PISA questionnaires. Russian Education & Society, 60(2), 133-160.
  20. Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and socialeemotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.
  21. Conlon, T.J. (2004). A review of informal learning literature, theory, and implications for practice in developing global professional competence. Journal of European Industrial Training, 28 (2-4), 283-95.
  22. Cseh, M. (1998). Managerial learning in the transition to a free market economy in Romanian private companies. Unpublished doctoral dissertation. The University of Georgia, Athens, GA,
  23. Edwards, R., Usher, R. (2001). Lifelong learning: a postmodern condition of education?. Adult Education Quarterly, 51(4), 273-87.
  24. Fisher, D., & Fraser, B. J. (1990). School climate: Assessing and improving school environments. SET. Research information for teacher's, 2, DOI: https://doi.org/10.18296/set.1073
  25. Goldsmith, S. C., Pokala, N., Shen, W., Fedorov, A. A., Matsudaira, P., & Almo, S. C. (1997). The structure of an actin-crosslinking domain from human fimbrin. Nature Structural & Molecular Biology, 4(9), 708-712.
  26. Huang, X., & Wang, C. (2021). Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teaching and Teacher Education, 103, 103363.
  27. Johnson, D. (1999). A learning model for learning organizations. Futurics, 23 (1/2), 74-75.
  28. Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and Psychological Measurement, 67(5), 833-844.
  29. Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions. American Educational Research Journal, 40(3), 581–617.
  30. Jurasaite-Harbison, E., & Rex, L. A. (2010). School cultures as contexts for informal teacher learning. Teaching and Teacher Education, 26(2), 267-277.
  31. Hobfoll, (2002). Social and Psychological Resources and Adaptation, Review of general psychology, 6(4),  307-324.
  32. Knowles, M. S. (1950). Informal Adult Education: A Guide for Administrators, Leaders, and Teachers. New York: Association Press.
  33. Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and teaching, 23(4), 387-405.
  34. Kraft, M. A., & Papay, J. P. (2014). Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. Educational Evaluation and Policy Analysis, 36(4), 476–500.
  35. Kraft, M. A. & Falken, G.T. (2020). Why School Climate Matters for Teachers and Students. State Education Standard, 20(2), 33.
  36. Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111-1150.
  37. Larson, B. (1991). Informal workplace learning and partner relationships among paramedics in the pre-hospital setting. unpublished doctoral dissertation. Teachers College, Columbia University, New York.
  38. Lohman, M.C. (2006). Factors influencing teachers’ engagement in informal learning activities.  Journal of Workplace Learning, 18(3), 141-56.
  39. Loukas, A., & Murphy, J. L. (2007). Middle school student perceptions of school climate: Examining protective functions on subsequent adjustment problems. Journal of School Psychology, 45(3), 293e309.
  40. Luthans, F., & Youssef, C. M. (2004). Human, Social and Now Positive Psychological Capital Management: Investing in People for Competitive Advantage. Organizational Dynamics, 33(2), 143-160.
  41. Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive Psychological capital: measurement and relationsihp with performance and satisfaction. Personnel Psychology, 60,541-572.
  42. Luthans, F., & Youssef, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339-366.
  43. Malinen, O. P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behaviour management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152.
  44. Magrath, A. (1997). The importance of unlearning. Across the Board, 34(2), 39-41.
  45. Mariotti, J. (1999). Change requires learning and unlearning.  Industry Week, 248(12), 248-259.
  46. Marsick, V., Watkins, K. (1990). Informal and Incidental Learning in the Workplace. Routledge and Kegan Paul, New York, NY,
  47. Messmann, G., Segers, M., & Dochy, F. (2018). Informal Learning at Work: Triggers, Antecedents, and Consequences. Routledge,978(1), 315-441.
  48. Johnson, S. M., Reinhorn, S., Charner-Laird, M., Kraft, M., Ng, M., & Papay, J. P. (2014). Ready to lead, but how? Teachers’ experiences in high-poverty urban schools. Teachers College Record, 116(10), 1-50.
  49. Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.
  50. Organization for Economic Co-operation and Development. (2019). About PIAAC. http://www.oecd.org/ skills/piaac/. Accessed 10 June.
  51. Papay, J. P., & Kraft, M. A. (2017). Developing Workplaces Where Teachers Stay, lmprove, and Succeed. In: Teaching in Context: How Social Aspects of School and School Systems Shape Teachers’ Development & Effectiveness. Cambridge: Harvard Education Press, 15-35.
  52. Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475-514.
  53. Sambrook, S. (2005). Factors influencing the context and process of work-re lated learning Synthesizing findings from two research projects. Human Resource Development International, 8(1), 101-119
  54. Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524.
  55. Smith, M. (2002). Mary Parker Follett and informal education. The Encyclopedia of Informal Education, Available at: www.infed.org/ thinkers/et-foll.htm.
  56. Svensson, L., Ellstrom, P. E., & Aberg, C. (2004). Integrating formal and informal learning at work. Journal of Workplace Leaming, 16(8), 479-491
  57. Kappagoda, S., Othman, P. Z. H., & Alwis, G. (2014). Psychological capital and job performance: The mediating role of work attitudes. Journal of Human Resource and Sustainability Studies, 2(2), 102-116.
  58. Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352.
  59. You, J. W. (2016). The relationship among college students’ psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49, 17-24.
  60. Yang, B. & Lu, D. R. (2001). Predicting academic performance in management education: An empirical investigation of MBA success. Journal of Education for Business, 77(1), 15-20.
  61. Youssef, C. M., & Luthans, F. (2007). Positive Organizational Behaviour in the Workplace: The Impact of Hope, Optimism and Resilience. Journal of Management, 33,774-800.

Zakariya, Y.F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education, 7, 1-12.

پژوهش های روانشناختی در مدیریت
دوره 9، شماره 1
فروردین 1402
صفحه 31-53
فایل ها
هم رسانی
ارجاع به این مقاله
آمار