ﺑﺮرﺳﯽ راﺑﻄﻪ ﺳﺒﮏﻫﺎي ﻣﺪﯾﺮﯾﺖ ﺗﻌﺎرض ﻣﺪﯾﺮان ﻣﺪارس ﺑﺎ اﺧﻼق و ﻋﺪاﻟﺖ ﺳﺎزﻣﺎﻧﯽ ادراكﺷﺪه (ﻣﻮرد ﻣﻄﺎﻟﻌﻪ: دﺑﯿﺮان دوره دوم ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ اﺻﻔﻬﺎن)

Investigating the Relationship between School Principals' Conflict Management Styles and Perceived Organizational Ethics and Justice (Case Study: Secondary School Teachers in Isfahan city)

مقدمه و ﻫﺪف: اﺧﻼق و ﻋﺪاﻟﺖ ﺳﺎزﻣﺎ ﻧﯽ ادراك ﺷﺪه ﻣﻌﻠﻤﺎن ﻫﻤﻮ ار ه واﺑﺴﺘﻪ ﺑﻪ ﺑﻬﺮه ﮔﯿﺮي ﺳﺒﮏ ﻫﺎي ﻣﺪﯾﺮﯾﺖ ﺗﻌﺎرض ﺗﻮﺳﻂ ﻣﺪﯾﺮان اﺳﺖ. ﻫﺪف ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ، ﺗﻌﯿﯿﻦ راﺑﻄﻪ ﺳﺒﮏ ﻫﺎي ﻣﺪﯾﺮﯾﺖ ﺗﻌﺎرض ﻣﺪﯾﺮان ﻣﺪارس ﺑﺎ اﺧﻼق و ﻋﺪاﻟﺖ ﺳﺎزﻣﺎﻧﯽ ادراك ﺷﺪه ﺑﻮده اﺳﺖ. روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: ﺑﺮاي ﻣﻄﺎﻟﻌﻪ ﻣﺘﻐﯿﺮﻫﺎي ﻣﻮرد ﻧﻈﺮ ازروش ﺗﺤﻘﯿﻖ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ اﺳﺘﻔﺎده ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري را ﮐﻠﯿﻪ ﻣﻌﻠﻤﺎن دوره دوم ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ اﺻﻔﻬﺎن ﺑﻪ ﺗﻌﺪاد 3537ﻧﻔﺮ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1396 -97 ﺗﺸﮑﯿﻞ دادﻧﺪ. ﺷﯿﻮه ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي ﺑﻮده ﮐﻪ ﺑﺮ اﺳﺎس ﻓﺮﻣﻮل ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﮐﻮﮐﺮان و ﺑﻪﻃﻮر ﺗﺼﺎدﻓﯽ ﺗﻌﺪاد 347ﻧﻔﺮ ﺑﺮاي ﺗﺤﻘﯿﻖ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺗﺤﻘﯿﻖ ﺷﺎﻣﻞ ﭼﻬﺎر دﺳﺘﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﻮد: ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺒﮏ ﻫﺎي ﻣﺪﯾﺮﯾﺖ ﺗﻌﺎرض)راﺑﯿﻨﺰ،1389(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﻋﺪاﻟﺖ ﺳﺎزﻣﺎﻧﯽ ﻧﯿﻬﻮف و ﻣﻮرﻣﻦ)2003(، ﭘﺮﺳﺸﻨﺎﻣﻪ اﺧﻼق ﺣﺮﻓﻪ اي ﻣﺪﯾﺮان ﻣﺪارس)ﺣﺎج ﺧﺰﯾﻤﻪ ،1395( و ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد ﺗﻌﻠﻖ ﺳﺎزﻣﺎﻧﯽ)آﻧﺪرا ،2010(. ﺑﺮاي ﺗﺤﻠﯿﻞ داده ﻫﺎ از دو ﺳﻄﺢ آﻣﺎر ﺗﻮﺻﯿﻔﯽ)ﻓﺮاواﻧﯽ، درﺻﺪ،ﻣﯿﺎﻧﮕﯿﻦ( و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ)ﮐﻮﻟﻤﻮﮔﺮوف- اﺳﻤﯿﺮﻧﻮف، ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن، رﮔﺮﺳﯿﻮن ﮔﺎم ﺑﻪ ﮔﺎم و ﻣﺪل ﻣﻌﺎدﻟﻪ ﺳﺎﺧﺘﺎري( اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد، ﺑﯿﻦ ﺳﺒﮏ ﻫﺎي ﻣﺪﯾﺮﯾﺖ ﺗﻌﺎرض در اﺑﻌﺎد ﭘﻨﺠﮕﺎﻧﻪ)ﺗﺴﻠﻂ ﯾﺎ رﻗﺎﺑﺖ،ﺗﺸﺮﯾﮏ ﻣﺴﺎﻋﯽ،اﺟﺘﻨﺎب، ﻣﺪارا، ﻣﺼﺎﻟﺤﻪ( ﺑﺎ اﺧﻼق ﺣﺮﻓﻪ اي و ﻋﺪاﻟﺖ ﺳﺎزﻣﺎﻧﯽ ادراك ﺷﺪه در ﺳﻄﺢ 0/05> Pراﺑﻄﻪ ﻣﻌﻨﺎداري وﺟﻮد دارد. اﺣﺴﺎس ﺗﻌﻠﻖ ﺳﺎزﻣﺎﻧﯽ راﺑﻄﻪ ﺑﯿﻦ ﺳﺒﮏ ﻫﺎي ﻣﺪﯾﺮﯾﺖ ﺗﻌﺎرض در اﺑﻌﺎد ﭘﻨﺠﮕﺎﻧﻪ را ﺑﺎ اﺧﻼق ﺣﺮﻓﻪ اي و ﻋﺪاﻟﺖ ﺳﺎزﻣﺎﻧﯽ ادراك ﺷﺪه در ﺳﻄﺢ 0/05>P واﺳﻄﻪ ﮔﺮي ﻣﯽ ﮐﻨﺪ. ﻣﺪل ﺗﺠﺮﺑﯽ ﭘﯿﺸﻨﻬﺎدي از ﺑﺮازش ﻣﻨﺎﺳﺐ ﺑﺮﺧﻮردار اﺳﺖ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪﮔﯿﺮي : ﻣﯽ ﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﺑﺮاي ﺑﻬﺒﻮد اﺧﻼق و ﻋﺪاﻟﺖ ﺳﺎزﻣﺎﻧﯽ ادراك ﺷﺪه ﺗﻮﺳﻂ ﻣﻌﻠﻤﺎن، ﻣﺪﯾﺮان ﺑﺎﯾﺪ از ﺳﺒﮏ ﻣﺪﯾﺮﯾﺖ ﺗﻌﺎرض ﺗﺸﺮﯾﮏ ﻣﺴﺎﻋﯽ و ﻣﺼﺎﻟﺤﻪ اﺳﺘﻔﺎده ﮐﻨﻨﺪ و از ﻣﻘﺎوﻣﺖ و ﯾﺎ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﻧﻈﺮات ﻣﻌﻠﻤﺎن دوري ﻧﻤﺎيند

Introduction: Perceived organizational ethics and justice of teachers is always dependent on the use of conflict management styles by principals. The aim of this study was to determine the relationship between school principals' conflict management styles and perceived organizational ethics and justice. research methodology: A descriptive-correlational research method was used to study the variables. The statistical population consisted of all secondary school teachers in Isfahan city with 3537 people in the academic year 2017-2018. The sampling method was multi-stage cluster sampling based on the Cochran's sample size formula and 347 people were randomly selected for the study. The research tool consisted of four categories of questionnaires: Conflict Management Styles Questionnaire (Robbins, 2010), Niehoff and Moorman Organizational Justice Questionnaire (2003), School Principals Ethics Questionnaire (Haj Khazime, 2016) and Standard Organizational Belonging Questionnaire (Andre, 2010). Two levels of descriptive statistics (frequency, percentage, mean) and inferential statistics (Kalmogorov-Smirnov tests, Pearson correlation, stepwise multiple regression and structural equation modeling) were used to analyze the data. Findings: The results showed that there is a significant relationship between conflict management styles in five dimensions (dominance or competition, collaboration, avoidance, tolerance, compromise) with professional ethics and perceived organizational justice at the level of P <0.05. Sense of organizational belonging mediates the relationship between five-dimensional conflict management styles with perceived professional ethics and organizational justice at the P <0.05 level. The proposed experimental model has a suitable fit. Conclusion: it can be concluded that in order to improve organizational ethics and justice perceived by teachers, principals should use the conflict management style of cooperation and compromise and should avoid resisting or confronting teachers' opinions.