راﺑﻄﻪ ﻣﯿﺎن ادراك ﻟﯿﺎﻗﺖ، اﺣﺴﺎس اﻧﺴﺠﺎم و ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي ﺑﺎ ﺧﻼﻗﯿﺖ ﺷﻐﻠﯽ دﺑﯿﺮان دﺑﯿﺮﺳﺘﺎنﻫﺎي دوﻟﺘﯽ دﺧﺘﺮاﻧﻪ ﺗﻨﮑﺎﺑﻦ

The Relationship between Perception of Competence, Sense of Cohesion and Responsibility with Job Creativity of Tonekabon Girls' Public High School Teachers

ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ راﺑﻄﻪ ﺑﯿﻦ ادراك ﻟﯿﺎﻗﺖ، اﺣﺴﺎس اﻧﺴﺠﺎم و ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي ﺑﺎ ﺧﻼﻗﯿﺖ ﺷﻐﻠﯽ دﺑﯿﺮان دﺑﯿﺮﺳﺘﺎنﻫﺎي دوﻟﺘﯽ دﺧﺘﺮاﻧﻪ ﺗﻨﮑﺎﺑﻦ اﻧﺠﺎم ﺷﺪ. روش ﭘـﮋوﻫﺶ ﺗﻮﺻـﯿﻔﯽ- ﻫﻤﺒﺴـﺘﮕﯽ ﺑـﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﺗﺤﻘﯿﻖ، ﺷﺎﻣﻞ دﺑﯿﺮان دﺑﯿﺮﺳﺘﺎنﻫﺎي دﺧﺘﺮاﻧﻪ ﺗﻨﮑﺎﺑﻦ ﺑﻮدﻧﺪ. ﻧﻤﻮﻧﻪ آﻣﺎري ﺷﺎﻣﻞ 182 ﻧﻔﺮ از دﺑﯿﺮان ﺑﻮدﻧﺪ ﮐﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺟﻤـﻊآوري دادهﻫـﺎ ﺷـﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺣـﺲ اﻧﺴـﺠﺎم آﻧﺘﻮﻧﻮوﺳـﮑﯽ )1993(، ﭘﺮﺳﺸـﻨﺎﻣﻪ ﻣﺴـﺌﻮﻟﯿﺖﭘﺬﯾﺮي ﮐـﺎرول )1991(، ﭘﺮﺳﺸـﻨﺎﻣﻪ ﺧﻼﻗﯿﺖ ﺷﻐﻠﯽ ﺟﺰﻧﯽ )2003( و ﭘﺮﺳﺸـﻨﺎﻣﻪ ادراك ﻟﯿﺎﻗـﺖ ﻫـﺎرﺗﺮ )1985( ﺑـﻮد. ﺗﺠﺰﯾـﻪوﺗﺤﻠﯿﻞ دادهﻫـﺎ ﺑـﺎ اﺳﺘﻔﺎده از آزﻣﻮن رﮔﺮﺳﯿﻮن ﮔﺎمﺑﻪﮔﺎم ﻧﺸﺎن داد ﻣﯿﺎن ادراك ﻟﯿﺎﻗﺖ، اﺣﺴﺎس اﻧﺴﺠﺎم و ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي ﺑﺎ ﺧﻼﻗﯿﺖ ﺷﻐﻠﯽ دﺑﯿﺮان دﺑﯿﺮﺳﺘﺎنﻫﺎي دوﻟﺘﯽ دﺧﺘﺮاﻧﻪ ﺗﻨﮑـﺎﺑﻦ راﺑﻄـﻪ ﻣﻌﻨـﺎداري وﺟـﻮد دارد )0/05 < P( و ﻣﺘﻐﯿﺮ ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي و ادراك ﻟﯿﺎﻗﺖ ﺑﻬﺘﺮﯾﻦ ﭘﯿﺶﺑﯿﻨﯽ ﮐﻨﻨﺪه ﺑﺮاي ﺧﻼﻗﯿﺖ ﺷﻐﻠﯽ ﻣﯽﺑﺎﺷﻨﺪ.

The aim of this study was to determine the relationship between perception of merit, sense of cohesion and responsibility with job creativity of Tonekabon girls' public high school teachers. The research method was descriptive-correlation. The statistical population of this study included the teachers of Tonekabon girls' high schools. The statistical sample consisted of 182 teachers who were selected by stratified random sampling. Data collection tools included Antonowski (1993) Sense of Cohesion Questionnaire, Carroll Responsibility Questionnaire (1991), Jazni Job Creativity Questionnaire (2003) and Harter Competence Questionnaire (1985). Data analysis using stepwise regression test showed that there is a significant relationship between competency perception, sense of cohesion and responsibility with job creativity of Tonekabon girls' public high school teachers (P <0.05) and the variable responsibility and competency perception is the most predictable predictor. .