تبیین نقش خودکارآمدی در رابطه بین فرسودگی شغلی و توانمندسازی روان‌شناختی

پژوهش نامه مدیریت تحول

مقاله 8، دوره 10، پائیز و زمستان1397 - شماره پیاپی 20، اسفند 1397، صفحه 179-202   

نوع مقاله: مقالات

شناسه دیجیتال (DOI): 10.22067/pmt.v10i2.65710

نویسندگان

ملیحه آبی حسن پور¹؛ سمیرا پور^{* 2}؛ سید مرتضی غیور باغبانی³

¹موسسه آموزش عالی سناباد گلبهار

²دانشگاه بیرجند

³دانشگاه بین المللی امام رضا(ع)

چکیده

هدف از این پژوهش، بررسی تأثیر خودکارآمدی و توانمندسازی روان‌شناختی معلمان زن در مقطع ابتدایی بر روی فرسودگی شغلی آنان بوده است. خودکارآمدی معلمان، نقش اساسی در تربیت و آموزش دانش آموزان دارد. هدف اصلی از توانمندسازی این است که مدیران مغزهای کارکنان را همانند بازوانشان به کار بیندازند. یک شغل رضایت‌بخش می‌تواند به منبع نارضایتی تبدیل شود و فرسودگی شغلی را به دنبال داشته باشد. روش پژوهش حاضر، توصیفی و از نوع همبستگی و به‌طور مشخص مبتنی بر معادلات ساختاری بوده است؛ بدین منظور نمونه‌ای به حجم  325 آزمودنی از بین معلمان زن مدارس ابتدایی منطقه تبادکان شهر مشهد در سال تحصیلی 96-1395 که تعداد 2100 نفر گزارش شده است، با استفاده از روش نمونه‌گیری تصادفی ساده انتخاب شد. جهت جمع‌آوری اطلاعات از پرسش­نامه استفاده گردید که به روش انفرادی توسط آزمودنی­ها تکمیل و پایایی و روایی پرسش‌نامه‌ها بررسی شد. به‌منظور برازش مدل مفهومی و نیز آزمون فرضیات از نرم‌افزار لیزرل استفاده گردید. نتایج نشان داد بین توانمندسازی روان‌شناختی و خودکارآمدی، رابطه مثبت و معناداری وجود دارد؛ همچنین بین توانمندسازی روان‌شناختی و فرسودگی شغلی رابطه منفی و معنادار و بین خودکارآمدی و فرسودگی شغلی نیز رابطه منفی و معناداری وجود دارد. ازاین­رو پیشنهاد می­شود سازمان‌های آموزش‌وپرورش با روش‌های مختلف ایجاد و تقویت توانمندسازی روان‌شناختی و بالابردن سطح خودکارآمدی نیروی انسانی خود بکوشند تا بتوانند فرسودگی را در بین نیروی انسانی کاهش دهند.

کلیدواژه‌ها

توانمندسازی روان شناختی؛ فرسودگی شغلی؛ خودکارآمدی

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