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The Effect of Principals' distributed leadership on Job engagement and Self- efficacy of teachers With Mediation of organizational-based self-esteem | ||
| School Administration | ||
| مقاله 19، دوره 8، شماره 4، اسفند 2020، صفحه 425-404 اصل مقاله (1.12 M) | ||
| نوع مقاله: Quantitative Research Paper | ||
| نویسندگان | ||
| سعید فرح‌بخش1؛ مسلم قبادیان2؛ سمانه رسولی* 3 | ||
| 1دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، لرستان، ایران | ||
| 2استادیار گروه علوم تربیتی، دانشگاه علامه طباطبایی فرهنگیان، لرستان، ایران | ||
| 3دانش‌آموختۀ کارشناسی ارشد مدیریت آموزشی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، لرستان، ایران | ||
| چکیده | ||
| Introduction: One of the main concerns of educational system officials, For the most important human resources employed in it, ie teachers; How to create suitable substrates for Engage in their profession with a sense of responsibility, self-efficacy, and Job engagement. Self-efficacy is teacher's belief about mastery of his work, and Career success in the field of teaching methods, classroom management and student guidance. Job engagement also refers to the degree of career enthusiasm and involvement; and the physical, mental and emotional ability to playing the role of teacher. In this regard, strengthening self-esteem in teachers can be effective both for self-actualization and self-efficacy, as well as for increasing their energy and career enthusiasm. Organizational-based self-esteem is one of the specific aspects of self-esteem that reflects the assessment of individuals of their competence and value in the workplace and organization. One of the success factors of any organization is the concept of leadership and the consequences of it, especially on the employees of the organization. distributed leadership that means sharing power and doing more of the affairs by the staff and teachers of schools; Through the granting of power, and the participation of teachers in decision making and the fate of schools, it can valuable and useful feel, and in one word, organizational's-based self-esteem fertilize in order to became more prominent in their Job engagement and self-efficacy in schools. About the research background, (Ariyanfar, Navidi nekoo & Farahinejad, 2012), (Yasini et. al, 2012) and (Mac Beath, 2005) found In their researches, applying a distributed leadership approach has a positive effect on improving teachers' self-efficacy. No other research has been done about other variables; and only the same issues have been mentioned. Therefore, in the present study is tried In addition to investigate the direct effects of distributed leadership on job engagement and teachers' self-efficacy; examine indirect effects of it with the mediation of organizational-based self-esteem. To achieve the main goal of the research, and in order to predict the probable existence of the relationship between the variables of the research according to theoretical and empirical background, the conceptual model of the research is design, and the following hypotheses have been investigated: 1. Distributed leadership affects on the organizational-based self-esteem of teachers. 2. Distributed leadership affects on the Job engagement of teachers. 3. Distributed leadership affects on the self-efficacy of teachers. 4. Organizational-based self-esteem affects on the Job engagement of teachers. 5. Organizational-based self-esteem affects on the self-efficacy of teachers. 6. Organizational-based self-esteem plays the role of mediation in the effect of distributed leadership on the job engagement of teachers. 7. Organizational-based self-esteem plays the role of mediation in the effect of distributed leadership on teacher self-efficacy. Research Method: The current study is a descriptive-correlational research with Structural equation modeling approach. The population of the study consisted of all elementary schools female teachers in Khorramabad city to number 850, the sample volume 233 people using Krejci and Morgan table; and with a view to a maximum of free parameters in assumed routes structural equations models study; was chosen by relative class sampling method. Data were collected through questionnaires Elmore distributed leadership, Pierce et al. organizational-based self-esteem, Schaufeli et al. Job engagement, and Tschannen-Moran & Woolfolk Self- efficacy; that construct validity and reliability using Cronbach's alpha was confirmed. The data were analyzed using the software spss 23 and amos 23. Findings: In this research, to study the research hypotheses by path analysis in structural equations; Each dimension of the variables of distributed leadership, job engagement and self-efficacy, as observed variables; and organizational-based self-esteem variable, because of the lack of dimension as an observed variable; and Finally, the variables of distributed leadership, job engagement and self-efficacy were considered as the latent variables. According to reported values of fitness indicators, the structural model of the research has good fit with the data from the field. The path analysis results showed that Distributed leadership has a positive and significant effect on organizational-based self-esteem the amount of (0.53) percent, on job engagement the amount of (0.65) percent, and on self-efficacy the amount of (0.53) percent. Then, organizational-based self-esteem also had a positive and significant effect on self-efficacy the amount of (0.42) percent. Thus the first to fourth hypotheses were confirmed. Regarding the path of organizational-based self-esteem to job engagement, because of the lack of significance of its path coefficient that's more than 0.05, and its t value (1.52) that's less than (1.96); the fourth hypothesis wasn't confirmed. This means that organizational-based self-esteem did not have a direct and significant effect on the job engagement of teachers. Regarding the lack of significance of the path coefficient of the effect of distributed leadership on job engagement with the mediation of organizational-based self-esteem (0.058), that its significant level (0.20) is more than (0.05); and With regard to the lower limit and the upper limit of the confidence interval of this path that includes zero, the sixth hypothesis of the research is rejected. However, the results indicate that the indirect path of distributed leadership on self-efficacy with the mediation of organizational-based self-esteem is significance, and since the zero is outside the lower limit and the upper limit the confidence intervals of the paths, the seventh hypothesis of the research is confirmed. So that the distributed leadership variable, in addition to direct effect on teachers' self-efficacy, through the mediating variable of organizational-based self-esteem, 0.22 percent had indirect effect; and According to teachers self-efficacy Coefficient of explanation, 71% of teachers' self-efficacy variance changes is explained by distributed leadership variable and with the mediation role of organizational-based self-esteem. In fact, distributing leadership by creating job motivations and raising self-esteem sense towards school, makes teachers to more adapt and compromise to school, and more effort and the measures with better quality for self-efficacy in teaching field and Classroom Management. Therefore, if educational management creates the necessary motivation and attractiveness (Delegation of authority and power to teachers and counseling them in decision making) in the educational work environment, Many desperate and indifferent teachers come to the head of enthusiasm, and offered a prosperous work | ||
| کلیدواژه‌ها | ||
| distributed leadership؛ Job Engagement؛ Self- efficacy؛ organizational-based self-esteem | ||
| مراجع | ||
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