تاثیر رفتارهای رهبری هم‌افزا بر پنهان‌سازی دانش معلمان شهر کاشان: نقش میانجی اجتماع یادگیری حرفه‌ای و آوای سازمانی

نوع مقاله : مقاله پژوهشی با اصالت

نویسنده

گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

چکیده

پنهان‎سازی دانش یک پدیدۀ نسبتاً رایج در سازمان‎های آموزشی و مدارس است که آثار مخربی را بر جای می‌گذارد. 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. از این رو ضرورت دارد سازه‌های موثر بر کاهش پنهان‌سازی دانش در سازمان مورد بررسی قرار گیرد. لذا هدف پژوهش حاضر، بررسی نقش میانجی اجتماع یادگیری حرفه‌ای و آوای سازمانی در رابطه بین رفتارهای رهبری هم‌افزا با رفتارهای پنهان‌سازی دانش معلمان شهر کاشان بود. 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 شامل چهار پرسشنامه رهبری هم‌افزا، پنهان‌سازی دانش، رفتار آوایی و اجتماع یادگیری حرفه‌ای بود. پایایی پرسشنامه‌ها از طریق ضریب آلفای کرونباخ برای رهبری هم‌افزا 75/0، پنهان‌سازی دانش 81/0، آوای سازمانی 89/0 و اجتماع یادگیری 72/0 برآورد شد. به منظور تحلیل داد‌ه‌های پژوهش از نرم افزارهای آماری SPSS26 و Smart Pls در سطوح توصیفی و استنباطی استفاده شد. نتایج نشان داد 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 و نقش میانجی آوای سازمانی و اجتماع یادگیری، تایید شد.

کلیدواژه‌ها

موضوعات


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

نویسنده [English]

  • Razieh Aghababaei
Education Department, School of Humanity, University of Kashan, Kashan, Iran.
چکیده [English]

Hiding knowledge is a common phenomenon in educational organizations and schools, which leaves destructive effects. For various reasons, teachers may not share the knowledge related to their job with other colleagues and in some cases, hide the knowledge from them. Therefore, it is necessary to investigate the effective constructions on reducing knowledge hiding in the organization. The aim of this study was to investigate the mediating role of professional learning community and organizational voice in the relationship between synergistic leadership behaviors and knowledge hiding behaviors of in Kashan teachers. The type of study was descriptive-correlation and the statistical population included 3244 teachers in Kashan, the sample size was 358 using Cochran's formula and stratified random sampling. The research tool included four questionnaires of synergistic leadership, knowledge hiding, voice behavior and professional learning community. The reliability of the questionnaires was estimated through Cronbach's alpha coefficient for synergistic leadership 0.75, knowledge hiding 0.81, organizational voice 0.89 and learning community 0.72. In order to analyze the research data, statistical software such as SPSS26 and Smart Pls were used at the descriptive & inferential levels. The results showed that the mean of knowledge hiding variable was lower than the criterion score and the mean of synergistic leadership variables, organizational voice and professional learning community was higher than the criterion score. The synergistic leadership behaviors, teachers' organizational voice, and teachers' professional learning community had a negative & significant effect on knowledge hiding behaviors, and synergistic leadership behaviors had a positive & significant effect on the organizational voice and professional learning community of teachers and the mediating role of organizational voice and learning community was confirmed.

کلیدواژه‌ها [English]

  • Synergistic Leadership
  • Knowledge Hiding
  • Voice Behavior
  • Professional Learning Community
  • Teachers

Copyright ©, Razieh Aghababaei

License

Published by Imam Hossein University. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode

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دوره 7، شماره 3 - شماره پیاپی 26
شماره پیاپی26، فصلنامه پاییز
مهر 1403
  • تاریخ دریافت: 01 مرداد 1403
  • تاریخ بازنگری: 10 مرداد 1403
  • تاریخ پذیرش: 10 شهریور 1403