شناسایی ابعاد اساسی بی‌تفاوتی سازمانی معلمان: پژوهشی ترکیبی

نوع مقاله : مقاله پژوهشی

نویسندگان

• سهیلا جلیلیان ¹
• احسان عظیم پور ²
• وجیهه نجاتی ³
• آذر شهری ⁴

¹ دانش‌ آموخته کارشناسی ارشد تحقیقات آموزشی، دانشگاه شهیدچمران اهواز، اهواز، ایران.

² دانش آموخته دکتری برنامه ریزی درسی، دانشگاه تبریز، تبریز، ایران.

³ دانش آموخته کارشناسی ارشد تحقیقات آموزشی، دانشگاه شهیدچمران اهواز، اهواز، ایران.

⁴ دانش آموخته دکتری مدیریت آموزشی، دانشگاه کردستان، کردستان، ایران.

10.30495/jedu.2022.24424.4898

چکیده

مقدمه و هدف: پژوهش حاضر با هدفِ شناسایی و رتبه‌بندی ابعاد اساسی بی­تفاوتی سازمانی در بین معلمان مدارس مقطع ابتدایی شهرستان فردیس انجام شده است.
 روش شناسی پژوهش: رویکرد پژوهش آمیخته و با طرح اکتشافی بود. در بخش کیفی این پژوهش از روش نظریه برخاسته از داده­ها و در بخش کمی از روش توصیفی از نوع پیمایشی استفاده شد. روش نمونه­گیری در بخش کیفی هدفمند و در بخش کمی تصادفی طبقه­ای بود. نمونه آماری در بخش کیفی با در نظر گرفتن قانون اشباع نظری، تعداد 14 نفر و در بخش کمی، براساس فرمول کوکران تعداد 320 نفر بود. ابزار گردآوری داده­ها در بخش کیفی مصاحبه نیمه ساختاریافته و در بخش کمی، پرسشنامه محقق ساخته با 32 سؤال بود. در بخش کیفی برای دستیابی به روایی از چک کردن به وسیله شرکت‌کنندگان و برای تعیین پایایی از راهبرد تائید همکاران پژوهشی استفاده شد. در بخش کمی به‌منظور بررسی روایی پرسشنامه ازنظرات خبرگان استفاده شد، نتیجه آزمون آلفای کرونباخ 84/0 به دست آمد که نشان‌دهنده پایایی بالای پرسشنامه بود. روش تحلیل داده­ها در بخش کیفی، تحلیل محتوایی استقرایی با بهره­گیری از کدگذاری در سه سطح باز، محوری و انتخابی بود که 32 نشانگر و 9 بُعد (بی­تفاوتی ناشی از حوادث، بی­تفاوتی ناشی از علل مادی، بی­تفاوتی ناشی از عوامل روحی و روانی، بی­تفاوتی ناشی از علل مدیریتی، بی­تفاوتی ناشی از عدم مشارکت همکاران، بی­تفاوتی ناشی از اظهارنظر افراد غیرمتخصص، بی­تفاوتی ناشی از محیط کار، بی­تفاوتی ناشی از سازمان و بی­تفاوتی ناشی از حضور ارباب‌رجوع) شناسایی شد. در بخش کمی، از نرم‌افزار SPSS برای تحلیل عاملی اکتشافی و آزمون فریدمن و از نرم‌افزار AMOS برای تحلیل عاملی تائیدی، معادله­ های ساختاری، تحلیل مسیر و برازش مدل بهره گرفته شد.
یافته ­ها: نتایج تحلیل عاملی اکتشافی نشان داد که؛ با توجه به بار عاملی بالای هر یک از گویه­ ها، ابعاد بی­تفاوتی سازمانی معلمان تائید شد. براساس نتایج تحلیل عاملی تأییدی، مدل پژوهش مدلی روا می‌باشد و چهارچوب مناسبی را جهت بررسی ابعاد بی‌تفاوتی سازمانی معلمان ارائه می‌دهد. همچنین نتایج نشان داد که؛ بی­تفاوتی ناشی از اظهارنظر افراد غیرمتخصص مهم‌ترین بُعد بی­تفاوتی در بین معلمان می­باشد و سایر ابعاد در جایگاه­های بعدی قرار دارند.

کلیدواژه‌ها

• بی‌تفاوتی سازمانی
• رتبه‌بندی
• معلمان ابتدایی
• آموزش‌وپرورش

20.1001.1.20086369.1401.13.1.3.6

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عنوان مقاله [English]

Identify the basic dimensions Of Organizational In Difference In Teachers: A Mixed Research

نویسندگان [English]

• soheila jalilian ¹
• ehsan azimpour ²
• vajihe nejati ³
• azar shahri ⁴

¹ MA in Educational Research, Shahid Chamran University of Ahwaz, Iran

² PhD in Curriculum, University of Tabriz,Iran

³ MA in Educational Research, Shahid Chamran University of Ahwaz, Iran

⁴ PhD in Educational Management, University of Kordestan,Iran.

چکیده [English]

Introduction: The present study aimed at recognition and classifying the basic dimensions of Organizational indifference among teachers of elementary schools in Fardis.
research methodology: The research approach was mixed method with exploratory desigen. In qualitative part of the research, the Grounded Theory method and in quantitative part a descriptive survey type was used. Sampling method in qualitative part was purposive and in quantitative part was Random stratified. The statistical sample in qualitative part was 14 people, according to theoretical saturation law, and in quantitative part was 302 people according to the Cochran formula. The data collection tool in qualitative part was semi-structured interview and in quantitative part was researcher-made questionnaire with 32 questions. In qualitative part for achieving the validity from checking by contributors and to determine the reliability, approval strategy of research colleagues was used. In quantitative part expert's opinions were used to assess the validity and the result of Cronbach's alpha test was 0.84, which indicates a high reliability. The data analysis method In qualitative part was an inductive content analysis with using coding at three levels of open, axial, and selective. That 32 dependent variables and 9 dimension variables were listed (indifference due to accident, financial factors, emotional and mental affairs, management factors, Non-participation of colleagues, non-expert Comment, workplace, organization, and presence of the clients).In quantitative part, exploratory factor analysis was performed by spss software and verifiable factor analysis  and Friedman test, structural equations and path analysis by AMOS software .
Findings: The results of exploratory factor analysis showed that Due to the high factor load of each item, the effective of all dimensions on the organizational indifference of teachers was confirmed. Based on the results of confirmatory factor analysis, the research model is a valid model and provides a suitable framework for investigating the dimensions of organizational indifference of teachers. The results also showed that; Indifference due to the comments of non-experts is the most important dimension of indifference among teachers and other dimensions are in the next positions.
 

کلیدواژه‌ها [English]

• Organizational
• Indifference
• classifying
• Elementaryteachers
• Education

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