ﻃﺮاﺣﯽ و اﻋﺘﺒﺎرﯾﺎﺑﯽ ﻣﻘﯿﺎس رﻫﺒﺮي ﻓﻀﯿﻠﺖ ﻣﺤﻮر در آﻣﻮزش ﻋﺎﻟﯽ اﯾﺮان

Designing and Validating of the Scale Virtuousness-Oriented Leadership in the Higher Education of Iran

ﻫﺪف از اﺟﺮاي اﯾﻦ ﭘﮋوﻫﺶ ﻃﺮاﺣﯽ و اﻋﺘﺒﺎرﯾﺎﺑﯽ ﻣﻘﯿﺎس رﻫﺒﺮي ﻓﻀﯿﻠﺖ ﻣﺤﻮر در آﻣﻮزش ﻋﺎﻟﯽ اﯾﺮان ﺑﻮد. ﺗﺎﮐﻨﻮن ﺗﻼشﻫﺎي وﺳﯿﻌﯽ در اﯾﻦ راﺑﻄﻪ اﻧﺠﺎم ﮔﺮﻓﺘﻪ اﺳﺖ، اﻣﺎ ﺑﻪ ﻧﻈﺮ ﻣﯽرﺳﺪ ﺗﺎ اﻣﺮوز ﻣﻘﯿﺎﺳﯽ ﺟﺎﻣﻊ و ﻣﻌﺘﺒﺮ، ﮐﻪ ﺑﺘﻮاﻧﺪ از اﻋﺘﺒﺎر ﻻزم ﺑﺮﺧﻮردار ﺑﺎﺷﺪ، و از ﻧﻈﺮ ﻋﻤﻠﯽ راﻫﻨﻤﺎي ﻣﺪﯾﺮان و اﻋﻀﺎي ﻫﯿﺎت ﻋﻠﻤﯽ در ﻓﻌﺎﻟﯿﺖﻫﺎي ﺣﺮﻓﻪاي ﺑﺎﺷﺪ، اراﺋﻪ ﻧﺸﺪه اﺳﺖ. روش ﺷﻨﺎﺳﯽ: روش ﭘﮋوﻫﺶ، ﺗﻮﺻﯿﻔﯽ - ﻫﻤﺒﺴﺘﮕﯽ ﺑﺎ ﺗﺎﮐﯿﺪ ﺑﺮ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ را ﻫﻤﻪ اﻋﻀﺎي ﻫﯿﺎت ﻋﻠﻤﯽ ﺷﺎﻏﻞ در داﻧﺸﮕﺎه ﺷﯿﺮاز، داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﭼﻤﺮان اﻫﻮاز و داﻧﺸﮕﺎه ﺧﻠﯿﺞ ﻓﺎرس ﺑﻮﺷﻬﺮ ﺗﺸﮑﯿﻞ ﻣﯽدادﻧﺪ. ﺗﻌﺪاد ﻧﻤﻮﻧﻪﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻧﺴﺒﺘﯽ ﭼﻨﺪ ﻣﺮﺣﻠﻪاي در ﻣﺠﻤﻮع 370 ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﮔﺮدﯾﺪ. ﺟﻤﻊآوري دادهﻫﺎ ﺑﺮاﺳﺎس ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺑﺎ ﻣﻘﯿﺎس ﻟﯿﮑﺮت ﺻﻮرت ﮔﺮﻓﺖ. اﯾﻦ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺮ اﺳﺎس ﻣﻄﺎﻟﻌﺎت ﻧﻈﺮي و ﭘﯿﺸﯿﻨﻪ ﭘﮋوﻫﺸﯽ در ﻗﺎﻟﺐ 53 ﮔﻮﯾﻪ ﺗﺪوﯾﻦ ﮔﺮدﯾﺪ. رواﯾﯽ ﺻﻮري و ﻣﺤﺘﻮاﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻮرد ﺗﺎﯾﯿﺪ ﺻﺎﺣﺐ ﻧﻈﺮان ﻗﺮار ﮔﺮﻓﺖ. ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻧﯿﺰ از ﻃﺮﯾﻖ ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ 0/92 ﺑﻪ دﺳﺖ آﻣﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﭘﺲ از ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ، ﯾﺎﻓﺘﻪ ﻫﺎ ﺑﯿﺎﻧﮕﺮ اﯾﻦ ﺑﻮد ﮐﻪ ﻣﻮﻟﻔﻪ ﺷﺨﺼﯿﺘﯽ داراي ﺑﺎﻻﺗﺮﯾﻦ ﺑﺎر ﻋﺎﻣﻠﯽ 0/892 و ﺳﭙﺲ ﻣﻮﻟﻔﻪ ﻣﻬﺎرﺗﯽ 0/873 و ﻣﻮﻟﻔﻪ ﺳﺎزﻣﺎﻧﯽ 0/776 ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷﺎﺧﺺ RMSEA اﻟﮕﻮ از ﺑﺮازش ﻣﻨﺎﺳﺐ ﺑﺮﺧﻮردار اﺳﺖ. ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻣﻮﻟﻔﻪﻫﺎي ﺷﺨﺼﯿﺘﯽ ﺷﺎﻣﻞ ﻋﻮاﻣﻞ اﺧﻼﻗﯽ، ﻓﮑﺮي، اﺟﺘﻤﺎﻋﯽ، ﻋﻘﻼﻧﯽ و ﻋﺎﻃﻔﯽ، ﻣﻮﻟﻔﻪﻫﺎي ﻣﻬﺎرﺗﯽ ﺷﺎﻣﻞ ﻓﻨﯽ، اﻧﺴﺎﻧﯽ و ادراﮐﯽ، ﻣﻮﻟﻔﻪﻫﺎي ﺳﺎزﻣﺎﻧﯽ ﺷﺎﻣﻞ ﺑﺮﻧﺎﻣﻪرﯾﺰي، ﺳﺎﺧﺘﺎر، ﺗﺼﻤﯿﻢﮔﯿﺮي، ارﺗﺒﺎﻃﺎت و ﻓﺮﻫﻨﮓ ﺳﺎزﻣﺎﻧﯽ ﺑﺮاي رﻫﺒﺮان ﻓﻀﯿﻠﺖ ﻣﺤﻮر در آﻣﻮزش ﻋﺎﻟﯽ ﻣﻮرد ﺗﺎﮐﯿﺪ اﺳﺖ. ﻣﻮﻟﻔﻪ ﻫﺎي اﺧﻼﻗﯽ ﺷﻨﺎﺳﺎﯾﯽ ﺷﺪه ﻣﯽ ﺗﻮاﻧﺪ در ﻓﺮآﯾﻨﺪ اﻧﺘﺨﺎب و اﻧﺘﺼﺎب و ارزﯾﺎﺑﯽ ﻋﻤﻠﮑﺮد ﻣﺪﯾﺮان آﻣﻮزش ﻋﺎﻟﯽ ﮐﺎرﺑﺮد داﺷﺘﻪ ﺑﺎﺷﺪ.

The purpose of this study was to design and validate a scale virtuous leadership in Iranian higher education. So far, extensive and wide Efforts have been made in this regard, however, to date, it seems there is no comprehensive and credible valid scale that can be used practically to guide faculty in professional practice. The research was descriptive-correlational study based on structural equations. The sample of the study consisted of faculty members of Shiraz University, Shahid Chamran University of Ahvaz and Persian Gulf University of Bushehr selected using multistage Random Sampling Method in a total of 370 samples. Data were collected using a Likert scale researcher-made questionnaire.This questionnaire was developed based on theoretical and research studies in 53 items with basic personal (personality, skill) and organizational factors. Cronbach's alpha coefficient of 92/0 Was obtained. Face and content validity of the questionnaire was confirmed by experts. Data were analyzed using SPSS and LISREL software. After factor analysis, the findings indicated that personality component had the highest factor load (0/892) and then skill (0/873) and organizational (0/776) component. According to the RMSEA index the model is well-fitted. The results showed that personality components include ethical, intellectual, social, intellectual and emotional factors, skill components including technical, human and perceptual, organizational components including planning, structure, decision making, communication and organizational culture. Virtual leaders are emphasized in higher education. The identified ethical components can be used in the process of selecting, appointing and evaluating the performance of higher education managers.