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تاثیر رفتارهای رهبری هم‌افزا بر پنهان‌سازی دانش معلمان شهر کاشان: نقش میانجی اجتماع یادگیری حرفه‌ای و آوای سازمانی | ||
| مدیریت راهبردی دانش سازمانی | ||
| مقاله 1، دوره 7، شماره 3 - شماره پیاپی 26، مهر 1403، صفحه 11-28 اصل مقاله (2.32 M) | ||
| نوع مقاله: مقاله پژوهشی با اصالت | ||
| شناسه دیجیتال (DOI): 10.47176/smok.2024.1788 | ||
| نویسنده | ||
| راضیه آقابابایی* | ||
| استادیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران | ||
| تاریخ دریافت: 01 مرداد 1403، تاریخ بازنگری: 10 مرداد 1403، تاریخ پذیرش: 10 شهریور 1403 | ||
| چکیده | ||
| هدف: پنهان‌سازی دانش یک پدیدۀ نسبتاً رایج در سازمانهای آموزشی است که آثار مخربی دارد. معلمان ممکن است به دلایل مختلفی، دانش مربوط به شغلشان را با دیگر همکاران به اشتراک نگذارند و در بعضی از موارد، دانش را از آنها پنهان کنند. ازاین‌رو ضرورت دارد سازه‌های مؤثر بر کاهش پنهان‌سازی دانش مورد بررسی قرار گیرد؛ لذا هدف پژوهش، بررسی نقش میانجی اجتماع یادگیری و آوای سازمانی در رابطه بین رفتارهای رهبری هم‌افزا با رفتارهای پنهان‌سازی دانش معلمان بود. روش پژوهش: نوع مطالعه، توصیفی - همبستگی و جامعه آماری، شامل معلمان شهر کاشان به تعداد 3244 نفر بود که حجم نمونه با استفاده از فرمول کوکران، 358 نفر بدست آمد. ابزار پژوهش، چهار پرسشنامه رهبری هم‌افزا، پنهان‌سازی دانش، آوای سازمانی و اجتماع یادگیری بود. پایایی پرسشنامه‌ها از طریق آلفای کرونباخ برای رهبری هم‌افزا 75/0، پنهان‌سازی دانش 81/0، آوای سازمانی 89/0 و اجتماع یادگیری 72/0 برآورد شد. یافته‌ها: میانگین متغیر پنهان‌سازی دانش، پایین‌تر از نمره ملاک و میانگین متغیرهای رهبری هم‌افزا، آوای سازمانی و اجتماع یادگیری حرفه‌ای بالاتر از نمره ملاک بود. رفتارهای رهبری هم‌افزا، آوای سازمانی معلمان و اجتماع یادگیری حرفه‌ای معلمان روی رفتارهای پنهان‌سازی دانش، تأثیر منفی و معنادار و رفتارهای رهبری هم‌افزا روی آوای سازمانی و اجتماع یادگیری حرفه‌ای معلمان تأثیر مثبت و معنادار دارد. نتیجه‌گیری: نتایج حاصل از این فرضیه را می‌توان این‌گونه تبیین نمود هنگامی که مدیر مدرسه‌ای که به کاربست مؤلفه‌های رویکرد هم‌افزا در رهبری برای سازمان خود پایبند باشد، همکاری و هم‌افزایی حاصل از آن را در صدر اولویت‌های خود قرار می‌دهد، از مکانیزم‌های مختلف استفاده می‌نماید تا معلمان را برانگیخته کرده و تمایل به همکاری را در آنها بیدار نماید. رﻫﺒﺮان هم‌افزا می‌توانند از ﻃﺮﻳﻖ ﺑﺮﻗﺮاری ارﺗﺒﺎط دو ﺳﻮﻳﻪ ﺑﺎ معلمان و اﻳﺠﺎد انگیزه در آنان و قراردادن پاداش و امتیازاتی ﺑﺮای معلمان در اﻧﺠﺎم وﻇﺎﻳﻒ و فعالیت‌های ﺳﺎزﻣﺎﻧﻲ، از ظرفیت‌ها و توانایی‌های ﺑﺎﻟﻘﻮه ﻣﻮﺟﻮد در آنﻫﺎ در ﺟﻬﺖ رﺳﻴﺪن ﺑﻪ اﻫﺪاف ﺳﺎزﻣﺎﻧﻲ اﺳﺘﻔﺎده ﻛﻨﻨﺪ و از اﻳﻦ ﻃﺮﻳﻖ ﻣﻮﺟﺐ ﻛﺎرﺑﺮد داﻧﺶ و ﺗﺴﻬﻴﻢ آن در ﻣﻴﺎن اعضا شوند. اصالت/ارزش: ضروری است که مدیران آموزش و پرورش از طریق برنامه های آموزشی سازمانی، به مدیران مدارس القا کنند که آنها نباید صرفاً در نقش مدیریت باقی بمانند. در عوض، آنها باید به سمت نقش های رهبری مانند رهبری هم افزایی حرکت کنند و با افزایش جوامع یادگیری و گوش دادن به صدای سازمانی معلمان، سطح همکاری معلمان را افزایش داده و زمینه را برای اشتراک دانش فراهم کنند. | ||
| کلیدواژه‌ها | ||
| رهبری هم‌افزا؛ پنهان‌سازی دانش؛ رفتار آوایی؛ اجتماع یادگیری حرفه‌ای؛ معلمان | ||
| عنوان مقاله [English] | ||
| The effect of synergistic leadership behaviors on the knowledge hiding of kashan teachers: the mediating role of professional learning community and organizational voice | ||
| نویسندگان [English] | ||
| Razieh Aghababaei | ||
| Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Kashan University, Kashan, Iran | ||
| چکیده [English] | ||
| Purpose: Knowledge hiding is a relatively common phenomenon in educational organizations with destructive effects. Teachers may not share their job-related knowledge with colleagues for various reasons and sometimes hide their understanding. Therefore, it is necessary to examine the effective constructs for reducing knowledge hiding; thus, the study aimed to investigate the mediating role of the learning community and organizational voice in the relationship between synergistic leadership behaviors and teachers' knowledge-hiding behaviors. Methodology: The study type was descriptive-correlational, and the statistical population included 3244 teachers in Kashan, with a sample size of 358 people using the Cochran formula. The research tools were four questionnaires: synergistic leadership, knowledge concealment, organizational voice, and learning community. The reliability of the questionnaires was estimated through Cronbach's alpha as 0.75 for synergistic leadership, 0.81 for knowledge concealment, 0.89 for organizational voice, and 0.72 for learning community. Findings: The mean of the knowledge-hiding variable was lower than the criterion score, and the mean of the synergistic leadership, organizational voice, and professional learning community variables was higher than the criterion score. Synergistic leadership behaviors, teachers' organizational voice, and teachers' professional learning community have a negative and significant effect on knowledge-hiding behaviors, and synergistic leadership behaviors have a positive and significant impact on teachers' organizational voice and professional learning community. The results of this hypothesis can be explained as follows: When a school principal who adheres to the application of the components of the synergistic approach in leadership for his organization places cooperation and the resulting synergy at the top of his priorities, he uses various mechanisms to motivate teachers and awaken their desire to cooperate. By establishing two-way communication with teachers, encouraging them, and providing rewards and privileges for teachers in carrying out organizational tasks and activities, synergistic leaders can utilize their potential capacities and abilities to achieve organizational goals, thereby facilitating the application of knowledge and its sharing among members. Research limitations: This study's limitations included using self-report questionnaires to assess variables, limiting the research sample to teachers in Kashan, and conducting a cross-sectional study and collecting data. Originality/value: It is essential that education managers, through organizational training programs, instill in school administrators that they should not remain in a mere management role; instead, they should move towards leadership roles such as synergistic leadership and, by increasing learning communities and listening to teachers' organizational voices, enhance the level of teacher cooperation and provide the basis for knowledge sharing. | ||
| کلیدواژه‌ها [English] | ||
| Synergistic Leadership, Knowledge Hiding, Voice Behavior, Professional Learning Community, Teachers | ||
| مراجع | ||
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