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نقش واسطه ای تسهیم دانش در تاثیر جو نوآورانه بر رفتارهای نوآورانه (نمونه پژوهش: معلمان شهر کاشان) | ||
مدیریت راهبردی دانش سازمانی | ||
مقاله 7، دوره 6، شماره 2 - شماره پیاپی 21، تیر 1402، صفحه 243-269 اصل مقاله (782.01 K) | ||
نوع مقاله: مطالعه موردی | ||
شناسه دیجیتال (DOI): 10.47176/smok.2023.1584 | ||
نویسندگان | ||
راضیه آقابابایی* 1؛ حمید رحیمی2 | ||
1نویسنده مسئول: استادیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران. | ||
2دانشیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران. | ||
تاریخ دریافت: 02 اسفند 1401، تاریخ بازنگری: 26 فروردین 1402، تاریخ پذیرش: 05 اردیبهشت 1402 | ||
چکیده | ||
درک اهمیت رفتار نوآورانه و خلاقانه معلمان در مدرسه، موضوع حیاتی و چالش برانگیزی برای مسئولان آموزش و پژوهشگران می باشد، زیرا مدارس به عنوان اجتماعات یادگیری حرفه ای وظیفه دارند حامی رفتارهای نوآورانه باشند. در واقع، از آنجایی که از مدارس و معلمان انتظار می رود دانش آموزانی را تربیت نمایند که در آینده، نیروی کاری خلاق و نوآور باشند، اهمیت رفتار نوآورانه معلمان به عنوان عاملان تغییر و الگوی دانش آموزان در این مسیر، امری مبرهن است. لذا هدف پژوهش، بررسی تاثیر جو نوآورانه بر رفتارهای نوآورانه معلمان با نقش واسطه ای تسهیم دانش بود. پژوهش حاضر از نظر هدف، کاربردی و از نظر اجرا، توصیفی-همبستگی بود. جامعه آماری، شامل معلمان شهر کاشان به تعداد 3252 نفر بود که با استفاده از فرمول کوکران و به روش نمونه گیری تصادفی طبقه ای 351 نفر به عنوان نمونه انتخاب شدند. جهت گردآوری داده ها از سه پرسشنامه جو سازمانی نوآورانه سیگل و کایمر (1978)، تسهیم دانش واندن هوف و دریدر (2004) و رفتار نوآورانه کانتر (1988) استفاده شد. روایی پرسشنامه ها به صورت صوری و سازه (تحلیل عاملی تاییدی) انجام شد. از طریق ضریب آلفای کرونباخ، پایایی پرسشنامه جو نوآورانه 88/0، رفتار نوآورانه 90/0 و تسهیم دانش 77/0 بدست آمد. تحلیل داده های پژوهش با استفاده از نرم افزارهای آماری SPSS و اسمارت در دو سطح توصیفی و استنباطی انجام گردید. نتایج نشان داد میانگین جو نوآورانه (96/2) کمی پایین تر از حد متوسط (3)، میانگین رفتار نوآورانه (95/3) بالاتر از حد متوسط (3) و میانگین تسهیم دانش (11/4) بالاتر از حد متوسط (5/2) بود. ضرایب مسیر نشان داد جو نوآورانه با (425/0=Beta، 001/0=P) روی رفتار نوآورانه، تسهیم دانش با (15/0=Beta، 002/0=P) روی رفتار نوآورانه و جو نوآورانه با (40/0=Beta، 001/0=P) روی تسهیم دانش معلمان، تاثیر مثبت و معنادار دارد و نقش میانجی تسهیم دانش، در تاثیر جو نوآورانه روی رفتار نوآورانه معلمان تایید شد. در واقع، هنگامی که معلمان جو سازمان را جوی حمایتی و حامی نوآوری ادراک می کنند، تمایل بیشتری به تسهیم دانش و تبدیل دانش ضمنی به دانش آشکار خواهند داشت و در حقیقت، بستری مناسب برای توزیع دانش بین معلمان فراهم می شود، تبادل اطلاعات صورت می گیرد و همین مسئله، زمینه ساز و پتانسیل بالقوه ای است برای بروز رفتار نوآورانه. | ||
کلیدواژهها | ||
جو نوآورانه؛ رفتارهای نوآورانه؛ تسهیم دانش؛ معلمان؛ آموزش و پرورش | ||
عنوان مقاله [English] | ||
The mediating role of knowledge sharing in effect of innovative climate on teachers' innovative behaviors: (study case: teachers of Kashan city) | ||
نویسندگان [English] | ||
Razieh Aghababaei1؛ Hamid Rahimi2 | ||
1Corresponding author: Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Kashan University, Kashan, Iran. | ||
2Associate Professor, Department of Educational Sciences, Faculty of Humanities, Kashan University, Kashan, Iran. | ||
چکیده [English] | ||
Understanding the importance of innovative and creative behavior of teachers in school is a vital and challenging issue for education officials and researchers, because schools, as professional learning communities, have the duty to support innovative behaviors. In fact, since schools and teachers are expected to train students who will be a creative and innovative workforce in the future, the importance of innovative behavior of teachers as agents of change and role models for students in this way is obvious. Therefore, the aim of the present study was to investigate the effect of the innovative climate on the innovative behaviors of teachers with the mediating role of knowledge sharing. The current research was applied in terms of purpose and descriptive-correlation in terms of execution. The statistical population included 3252 teachers of Kashan citythat by using Cochran's formula and stratified random sampling method 351 people were selected as a sample. In order to collect data’s, three questionnaires of innovative organizational climate (Cigel and Kaumer, 1987), knowledge sharing (Van den Hooff & De Ridder, 2004) and innovative behavior (Kanter, 1988) were used. The validity of the questionnaires was done in face and structure (confirmatory factor analysis). Through Cronbach's alpha coefficient, the reliability of the innovative climate questionnaire 0.88, innovative behavior 0.90, and knowledge sharing 0.77 estimated. Data’s analysis of the research was done using SPSS and Smart statistical software at two descriptive and inferential levels. The results showed that the mean of the innovative atmosphere (2.96) was slightly lower than the average (3), the mean of innovative behavior (3.95) was higher than the average (3) and the mean of knowledge sharing (4.11) was higher than the average (2/5). Path coefficients showed that innovative climate with (Beta=0.425, P=0.001) on innovative behavior, knowledge sharing with (Beta=0.15, P=0.002) on innovative behavior and innovative climate with (Beta=0.40, P=0.001) has a positive and significant effect on teachers' knowledge sharing, and the mediating role of knowledge sharing was confirmed in the effect of innovative climate on teachers' innovative behavior. In fact, when teachers perceive the climate of the organization as supportive of innovation, they will be more willing to share knowledge and transform tacit knowledge into explicit knowledge, and in fact, a suitable platform is provided for knowledge distribution among teachers, the exchange of information takes, and this issue is the basis and potential for the occurrence of innovative behavior. | ||
کلیدواژهها [English] | ||
Innovative Climate, Innovative Behaviors, Knowledge Sharing, Teachers, Education | ||
مراجع | ||
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