ساخت مقیاس سنجش رهبری همافزا برای دانشگاهها و اعتباریابی آن در دانشگاه اصفهان | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 3، دوره 13، شماره 2 - شماره پیاپی 25، 1399، صفحه 81-120 اصل مقاله (1.57 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/mpes.13.2.81 | ||
| نویسندگان | ||
| راضیه یوسف بروجردی1؛ سید علی سیادت* 2؛ سعید رجائی پور3؛ احمد عابدی4 | ||
| 1دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 2استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 3دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 4دانشیار گروه روانشناسی کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| چکیده | ||
| هدف: پژوهش حاضر با هدف ساخت مقیاس سنجش رهبری همافزا برای دانشگاهها و اعتباریابی آن در دانشگاه اصفهان انجام شده است. مواد و روشها: این پژوهش از منظر روش، پژوهشی آمیخته با رویکرد اکتشافی متوالی است. جهت جمعآوری اطلاعات در بخش کیفی با استفاده از روش نمونهگیری هدفمند با 14 نفر از اعضای هیأت علمی با سابقه اجرایی و مدیریت و صاحبنظر در دانش مدیریت و رهبری در دانشگاههای کشور مصاحبه نیمه ساختاریافته انجام شد و با حصول اشباع نظری مصاحبه متوقف شد. که البته یک مصاحبه به دلیل نداشتن اطلاعات مؤثر حذف گردید. در بخش کمی، جامعه آماری، اعضای هیأت علمی دانشگاه اصفهان، به تعداد 650 نفر بود که تعداد نمونه طبق جدول کرجسی و مورگان 242 نفر تعیین گردید و نمونهگیری با روش طبقهای متناسب با حجم انجام شد و پرسش نامه طراحی شده مبتنی بر یافتههای بخش کیفی میان آنان توزیع شد. برای تعیین روایی در بخش کیفی، از مطالعه مجدد توسط همتا و پژوهشگر استفاده شد و پایایی این بخش با اشباع نظری در مرحله جمع آوری دادهها و پایایی بازآزمون معادل90 درصد مورد تأیید قرار گرفت و برای تعیین روایی پرسش نامه محقق ساخته از روایی محتوایی، روایی واگرا و روایی سازه، برای تعیین پایایی پرسش نامه از آلفای کرونباخ (951/0) بهره گرفته شد. بحث و نتیجهگیری: تحلیل بخش کیفی مبتنی بر رویکرد داده بنیاد و تحلیل براساس کدگذاری باز، محوری و انتخابی انجام شد. جهت آزمون اعتبار پرسش نامه با بهرهگیری از تحلیل عاملی اکتشافی و تحلیل عاملی تائیدی روایی (سازه، همگرا، واگرا) و پایایی (ضریب آلفای کرونباخ، پایایی ترکیبی) ابزار مورد بررسی قرار گرفت. نتایج تحلیل عاملی نشان از برازش مطلوب هریک از گویهها با عوامل داشت و نشان داد هریک از عوامل دارای بار عاملی مناسبی جهت پیشبینی ابعاد اصلی پرسشنامه هستند و در نتیجه ابزار طراحی شده از اعتبار و روایی بالایی برخوردار است و توان اندازهگیری رهبری هم افزادر دانشگاهها را دارد. در نهایت بهعنوان نتیجه، فرم نهایی پرسشنامه بدین صورت تنظیم گردید: عوامل علی از طریق 11 گویه، پدیده محوری یا مؤلفههای رهبری همافزا از طریق 8 گویه، عامل بستر و زمینه مناسب جهت اجرای رهبری همافزا از طریق 12 گویه، عوامل مداخلهگر و بازدارنده از طریق 7 گویه، عامل راهبردهای اجرای رهبری همافزا از طریق 13 گویه، و عامل پیامدهای اجرای رهبری همافزا از طریق 12 گویه سنجیده شدند. دادههای بخش کمی با استفاده از آمار توصیفی و استنباطی و نرم افزار SPSS و Smart PLS مورد تحلیل قرار گرفت با توجه به نبود ابزار اندازهگیری بومی برای رهبری همافزا، به نظر میرسد پرسشنامه طراحی شده بتواند این خلأ را برطرف نماید، بنابراین در پژوهشهایی که از این پس پیرامون رهبری همافزا، مطالعه و بررسی آن در دانشگاهها انجام بشود میتوان از این پرسشنامه استفاده نمود. در انتها نیز پژوهشگر، شش عامل الگوی پارادایمی رهبری همافزا را با کدهای محوری آن ها تبیین نموده و پیشنهاداتی کاربردی جهت تحقق رهبری هم افزا در دانشگاهها ارائه نموده است. | ||
| کلیدواژهها | ||
| آموزش عالی؛ پرسشنامه رهبری همافزا؛ دانشگاهها؛ روش پژوهش آمیخته؛ رویکرد نوین رهبری | ||
| عنوان مقاله [English] | ||
| Construction of Synergistic Leadership Scale for Universities and its Validation in University of Isfahan | ||
| نویسندگان [English] | ||
| Raziyeh Yousof Boroujerdi1؛ Seyed Ali Siadat2؛ Saeed Rajaeepour3؛ Ahmad Abedi4 | ||
| 1Ph.D. Student in Educational Management, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran | ||
| 2Professor of Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran | ||
| 3Associate Professor of Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran | ||
| 4Associate Professor of Department of Psychology of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran | ||
| چکیده [English] | ||
| Objective: This study aimed to construct the synergistic leadership scale in Iranian universities and validate it in Isfahan's University. Materials and Methods: From a methodological point of view, this research is a sequential exploratory mixed study. A purposeful sampling method was used to collect information in the qualitative part. A semi-structured interview was conducted with 14 faculty members with executive experience and expert in management and leadership knowledge in the country's universities. However, an interview was deleted due to a lack of effective information. The interviews stopped with theoretical saturation. In the quantitative section, the statistical population was 650 faculty members of the University of Isfahan. The sample size was determined according to Krejcie and Morgan's table; it was done by stratified random sampling and the designed questionnaire based on the findings of the qualitative section was distributed among them. To determine the validity of the qualitative section, a re-study was used by peers and researchers and the reliability of this section was confirmed by theoretical saturation in the data collection stage and with retest reliability, which becomes 90%. And to determine the validity of the researcher-made questionnaire, content validity, divergent validity, and construct validity were used. Cronbach's alpha (0.951) was used to determine the questionnaire's reliability. Result and Discussion: The analysis of the qualitative section was based on the grounded theory approach and the analysis was based on open, axial and selective coding. To test the validity of the questionnaire, exploratory factor analysis and confirmatory factor analysis, including construct validity, convergent validity, and divergent validity, were used, and for reliability, Cronbach's alpha coefficient and combined reliability were used. The results of factor analysis showed the optimal fit of each of the items with the factors. They showed that each of the load-bearing factors is a suitable factor to predict the questionnaire's main dimensions. As a result, the designed scale has high validity and reliability and can measure the realization of synergistic leadership in universities. Finally, as a result, the final form of the questionnaire was set as follows: causal factors through 11 items, coherent phenomena or synergistic leadership components through 8 items, context factor which appropriate for executing synergistic leadership through 12 items, Intervening factors through 7 items, strategies for executing synergistic leadership through 13 items, and The Consequences of implementation of synergistic leadership were measured through 12 items. Quantitative data were analyzed by descriptive and inferential statistics using SPSS and Smart PLS software. Due to the lack of native measurement tools for synergistic leadership, the designed questionnaire seems to be able to address this gap, Therefore, this questionnaire can be used in future researches on synergistic leadership in universities. Finally, the researcher explained the six factors of the paradigmatic pattern of synergistic leadership with their axial codes and provided practical suggestions for the realization of synergistic leadership in universities. | ||
| کلیدواژهها [English] | ||
| Higher education, Synergistic leadership questionnaire, Universities, Mixed method research, New leadership approach | ||
| مراجع | ||
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