تأثیر مدیریت کیفیت نرم بر تعهد معلمان به تغییر با نقش میانجی هویت سازمانی (مطالعه موردی: معلمان مقطع متوسطه اول شهر خرمآباد) | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 6، دوره 18، شماره 2 - شماره پیاپی 35، مهر 1404، صفحه 145-174 اصل مقاله (1.38 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2026.240845.1619 | ||
| نویسندگان | ||
| ایرج نیک پی* 1؛ احسان گرایی1؛ مسعود هاشمی2 | ||
| 1دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران | ||
| 2دانشجوی دکتری رشته مدیریت اموزشی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران | ||
| چکیده | ||
| هدف: در جهان پرتلاطم کنونی، نظامهای آموزشی برای بقا و پویایی، ناگزیر از بازنگری در ساختارها و رویکردهای مدیریتی خود هستند. در این میان، یکی از مؤلفههای بنیادین که میتواند موفقیت تغییرات آموزشی را تضمین نماید، «تعهد معلمان به تغییر» است. تعهدی که نه صرفاً ناشی از اطاعت یا اجبار، بلکه برخاسته از درک، پذیرش و همراهی درونی معلمان با اهداف تحولی نظام آموزشی است. یکی از عواملی که میتواند در تقویت این تعهد نقشی کلیدی ایفا نماید، استفاده از رویکردهای نوین مدیریتی مانند «مدیریت کیفیت نرم» است؛ رویکردی که با تأکید بر جنبههای انسانی، ارتباطات اثربخش و توسعه فرهنگسازمانی، میتواند ظرفیت روانی-سازمانی لازم برای پذیرش تغییرات را در میان کارکنان فراهم سازد. افزون بر این، هویتسازمانی معلمان نیز بهعنوان یک سازه روانشناختیِ تأثیرگذار، میتواند درک افراد از تعلق، یگانگی و تعهد آنها به سازمان را شکل داده و نقش میانجی مؤثری میان شیوههای مدیریتی و تعهد به تغییر ایفا نماید. بر این اساس، پژوهش حاضر با هدف بررسی تأثیر مدیریت کیفیت نرم بر تعهد معلمان به تغییر با نقش میانجی هویتسازمانی در مدارس متوسطه شهر خرمآباد انجام پذیرفته است. روششناسی پژوهش: این مطالعه ازنظر هدف، کاربردی و از حیث روش، توصیفی-همبستگی و مبتنی بر مدلیابی معادلات ساختاری بود. جامعه آماری شامل ۱۴۵۴ نفر از معلمان دوره متوسطه اول در نواحی ۱ و ۲ آموزشوپرورش شهر خرمآباد در سال تحصیلی 1404-1403 بود. حجم نمونه با استفاده از جدول کرجسی و مورگان ۳۰۴ نفر برآورد شد که با روش نمونهگیری طبقهای نسبی برحسب جنسیت و ناحیه آموزشی انتخاب شدند. ابزار گردآوری دادهها سه پرسشنامه استاندارد تعهد به تغییر (هرسکویچ و مایر، 2002)، مدیریت کیفیت نرم (زنگ و همکاران،2015) و هویت سازمانی (بذری،1396) بودند. روایی ابزارها با استفاده از شاخصهای (AVE) و پایایی آنها با آلفای کرونباخ و پایایی ترکیبی (CR) تأیید شد. تحلیل دادهها با استفاده از نرمافزارهای SPSS26 و SmartPLS3 انجام گرفت. یافتهها: تحلیل اطلاعات جمعیتشناختی نشان داد که 4/57 درصد (157 نفر) پاسخدهندگان زن و 6/42 درصد (130 نفر) مرد بودند. همچنین، بیشترین فراوانی از نظر مدرک تحصیلی مربوط به معلمان دارای مدرک کارشناسی ارشد (8/52 درصد) بود. میانگین نمرات متغیرهای مدیریت کیفیت نرم، هویت سازمانی و تعهد به تغییر به ترتیب ۸۰/۳، ۹۴/۳ و ۶۴/۳ به دست آمد که بیانگر سطح نسبتاً مطلوب آنها در بین پاسخگویان است. در تحلیل استنباطی، نتایج مدلیابی معادلات ساختاری نشان داد که مدیریت کیفیت نرم تأثیر مثبت و معناداری بر تعهد معلمان به تغییر دارد (β=0/514) و مدیریت کیفیت نرم تأثیر مثبت و معناداری بر هویت سازمانی دارد.(β=0/719) متغیر هویت سازمانی نیز تأثیر مثبت و معناداری بر تعهد معلمان به تغییر دارد.(β=0/386) همچنین یافتهها نشان داد که متغیر مدیریت کیفیت نرم از طریق هویتسازمانی نیز بهطور غیرمستقیم بر تعهد به تغییر اثرگذار است (β=0/277) و اثر کل آن نیز بر این متغیر برابر با 791/0 محاسبه شد. نتایج بهدستآمده از اثرات غیرمستقیم آزمون سوبل با مقدار (Z=6/444)، نیز نقش میانجیگری هویت سازمانی را تأیید نمود. همچنین شاخص GOF معادل 618/0 نشاندهنده برازش مطلوب مدل مفهومی پژوهش بود. بحث و نتیجهگیری: یافتههای پژوهش نشان داد که مدیریت کیفیت نرم با تمرکز بر ارتباط مؤثر، توانمندسازی، تصمیمگیری مشارکتی و فرهنگ حمایتی میتواند هویت سازمانی و تعلق روانشناختی معلمان به سازمان را تقویت نموده و در نتیجه، تعهد آنها به ایجاد تغییرات مثبت در مدارس را ارتقاء بخشد. این یافتهها با نتایج پژوهشهای پیشین و نیز نظریههای هویت اجتماعی، مدیریت تحول و خودتعیینگری همراستا بوده و حاکی از اهمیت مداخلات انسانی در رویکردهای مدیریتی سازمانهای آموزشی است. همچنان که تقویت سازوکارهای انگیزشی، افزایش اختیارات حرفهای معلمان و ترویج فرهنگ یادگیری سازمانی میتواند تعهد آنها به تغییر را تعمیق بخشد و مسیر تحول پایدار در نظام آموزشی را هموار سازد. براساس این نتایج، پیشنهاد میشود سیاستگذاران آموزشی، با سرمایهگذاری در ارتقاء مهارتهای نرم مدیران و طراحی مدلهای تحولگرا با مرکزیت معلمان و تأکید بر مؤلفههای رفتاری و فرهنگی بهجای تمرکز صرف بر دستورالعملهای ساختاری، میتوانند بستر لازم برای پذیرش تغییرات و تحول پایدار در نظام آموزشوپرورش را فراهم آورند. مدیران مدارس نیز میتوانند با نهادینهسازی رویکردهای کیفیتمدار انسانی، طراحی برنامههای توسعه حرفهای، ایجاد ساختارهای مشارکتی، برگزاری کارگاههای بازتاب حرفهای، توسعه نظامهای بازخورد مؤثر و تقویت جو سازمانی مثبت، مقدمات بروز تعهد سازمانی و تعهد فعال معلمان به تغییرات بنیادین را فراهم سازند. | ||
| کلیدواژهها | ||
| تعهد به تغییر؛ مدیریت کیفیت نرم؛ معلمان؛ هویتسازمانی | ||
| عنوان مقاله [English] | ||
| The Impact of Soft Quality Management on Teachers’ Commitment to Change: The Mediating Role of Organizational Identity (Case Study of Junior High School Teachers in Khorramabad, Iran) | ||
| نویسندگان [English] | ||
| Iraj Nikpay1؛ Ehsan Geraei1؛ Masoud Hashemi2 | ||
| 1Associate Professor, Department of Educational Sciences, Faculty of Literature and Humanities, University of Lorestan, Khorramabad, Iran | ||
| 2Ph.D. Student, Department of Educational Sciences, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| چکیده [English] | ||
| Objectives: In the rapidly evolving landscape of contemporary education, systems face the imperative of reevaluating their structures and managerial approaches to ensure sustainability and dynamism. Central to the success of educational reforms is teachers’ commitment to change—a form of dedication not rooted in mere compliance or obligation, but in the deep internalization and acceptance of transformative goals within the educational system. Among the factors that can significantly bolster this commitment is the adoption of innovative managerial paradigms, such as Soft Total Quality Management (Soft TQM). This approach prioritizes humanistic elements, fostering effective communication, nurturing organizational culture, and cultivating the psychological and organizational readiness essential for embracing change. Furthermore, organizational identity, as a pivotal psychological construct, shapes teachers’ perceptions of belonging, unity, and loyalty to their institution, serving as a critical mediator between managerial strategies and commitment to change. By fostering a sense of collective identity, Soft TQM can enhance teachers’ emotional and professional alignment with reform initiatives. Accordingly, this study aims to investigate the impact of Soft TQM on teachers’ commitment to change, with organizational identity as a mediating variable, among junior high school teachers in Khorramabad, Iran, to provide insights into fostering sustainable educational transformations. Methods and Materials: This applied research adopted a descriptive-correlational design, utilizing structural equation modeling (SEM) to test the hypothesized relationships. The study population comprised 1,454 junior high school teachers in Districts 1 and 2 of Khorramabad’s education department during the 2024–2025 academic year. Using Krejcie and Morgan’s table, a sample of 304 teachers was selected through proportional stratified random sampling, stratified by gender and school district to ensure representativeness. Data were collected using three standardized questionnaires: Commitment to Change (Herscovitch & Meyer, 2002), Soft TQM (Zeng et al. 2015), and Organizational Identity (Bezri, 2017). The instruments’ validity was established through Average Variance Extracted (AVE) indices, ensuring that the constructs adequately captured the intended variables. Reliability was confirmed using Cronbach’s alpha and Composite Reliability (CR), demonstrating high internal consistency. Data analysis was performed using SPSS 26 for descriptive statistics and SmartPLS 3 for SEM, enabling robust testing of direct and indirect effects within the proposed model. Discussion and Conclusion: Demographic analysis revealed that 57.4% of respondents (n = 157) were female, and 42.6% (n = 130) were male, with 52.8% holding a master’s degree, reflecting a relatively educated sample. The mean scores for Soft TQM (M = 3.80), organizational identity (M = 3.94), and commitment to change (M = 3.64) indicated moderately high levels, suggesting a positive disposition among respondents toward these constructs. Inferential analysis using SEM demonstrated that Soft TQM exerted a significant positive effect on teachers’ commitment to change (β = 0.514) and organizational identity (β = 0.719). Additionally, organizational identity significantly predicted commitment to change (β = 0.386), underscoring its role as a key determinant. The indirect effect of Soft TQM on commitment to change through organizational identity was also significant (β = 0.277), contributing to a total effect of 0.791. The Sobel test further corroborated the mediating role of organizational identity (Z = 6.444). The model’s goodness-of-fit index (GOF = 0.618) confirmed a strong fit, indicating that the proposed relationships were well-supported by the data. The findings indicate that Soft TQM, through its emphasis on effective communication, empowerment, participative decision-making, and a supportive organizational culture, significantly enhances teachers’ organizational identity and psychological attachment, thereby fostering their commitment to meaningful change in schools. These results align with established theoretical frameworks, including social identity theory, transformational leadership, and self-determination theory, which emphasize the importance of human-centered approaches in organizational management. By strengthening motivational mechanisms, promoting professional autonomy, and cultivating a culture of organizational learning, Soft TQM can deepen teachers’ commitment to change, paving the way for sustainable educational reform. The study highlights the critical role of organizational identity as a mediator, channeling the effects of managerial strategies into tangible outcomes for teacher engagement. Based on these findings, it is recommended that educational policymakers prioritize the development of school leaders’ soft skills, moving away from purely bureaucratic mandates toward teacher-centered, culturally responsive change models. School principals should institutionalize human-centered quality approaches by implementing professional development programs, creating participatory governance structures, facilitating reflective practice workshops, establishing robust feedback mechanisms, and fostering a positive organizational climate. These strategies can strengthen organizational identity and promote proactive commitment to transformative change among teachers, ultimately contributing to the resilience and adaptability of educational systems. | ||
| کلیدواژهها [English] | ||
| Commitment to Change, Organizational Identity, Soft Total Quality Management, Teachers | ||
| مراجع | ||
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