نوآوری آموزشی،یادگیری و ارزشیابی

نوآوری آموزشی،یادگیری و ارزشیابی

بررسی رابطه رهبری تحول‌آفرین بر فرسودگی عاطفی رهبران سازمان‌های آموزشی با تاکید بر نقش هوش هیجانی و ایفای نقش

نوع مقاله : مقاله پژوهشی

نویسنده
مدیریت استراتژیک، واحد کیش، دانشگاه آزاد اسلامی، کیش، ایران
چکیده
این پژوهش در جستجوی بررسی رابطه سبک رهبری تحول‌آفرین بر فرسودگی عاطفی رهبران آموزشی با تاکید بر هوش هیجانی و ایفای نقش است. این پژوهش از نظر هدف کاربردی و از نظر روش توصیفی پیمایشی است. نمونه مورد مطالعه شامل 460 رهبر و کارمند موسسات و سازمان‌های آموزشی مختلف در ایران بود که از طریق نمونه‌گیری گلوله برفی انتخاب شده بودند. داده‌ها با استفاده از پرسشنامه‌های رفتار رهبری تحول‌آفرین (Avolio et al., 1999)، ایفای نقش (Diefendorff et al., 2005)، فرسودگی عاطفی (Maslach & Jackson, 1981)، و هوش هیجانی (Wong & law, 2002) گردآوری شد و سپس از طریق تحلیل عاملی تاییدی مورد تجزیه و تحلیل قرار گرفت. نتایج تحلیل رگرسیون نشان داد که رابطه بین رهبری تحول‌آفرین و فرسودگی عاطفی رهبران توسط عامل ایفای نقش تعدیل می‌گردد. همچنین مشخص شد که هوش هیجانی این رابطه را تعدیل می‌نماید. هرچه هوش هیجانی رهبران بالاتر باشد میزان استفاده آنان از ایفای نقش و در نتیجه، فرسودگی ناشی از آن کاهش می‌یابد. یافته‌ها تاثیر معنادار هوش هیجانی بر بهزیستی رهبران آموزشی را ‌نشان می‌دهد. بر اساس نتایج بدست آمده، پیشنهاد می‌گردد تا سازمان‌های آموزشی به طراحی برنامه‌هایی در جهت آشنا نمودن رهبران خود با راهبردهای تنظیم عواطف و هیجانات همت گمارند.
کلیدواژه‌ها
موضوعات

 
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