بررسي نقش‌مؤلفه هاي كيفيت زندگي كاري، ‌جو آموزش، تعهدو فرهنگ سازماني برابعاد توانمندسازي روان شناختي (مورد مطالعه: دانشگاه فرهنگيان بوشهر)

Investigating the role of components of quality of work life, training atmosphere, commitment and organizational culture on the dimensions of psychological empowerment (Case study: Bushehr Farhangian University)

اﻣﺮوزه ﯾﮑﯽ ازدﻏﺪﻏﻪ ﻫﺎي اﺻﻠﯽ ﻧﻈﺎم آﻣﻮزش ﻋﺎﻟﯽ ﮐﺸﻮر، ﺗﻮاﻧﻤﻨﺪﺳـﺎزي ﺳـﺮﻣﺎﯾﻪ ﻫـﺎي اﻧ ﺴـﺎﻧﯽ ﺧـﻮد و ﺑﮑﺎرﮔﯿﺮي ﺑﻬﯿﻨﻪ آﻧﺎن ﺟﻬﺖ ﻣﺰﯾﺖ رﻗﺎﺑﺘﯽ، ﺗﻮﺳﻌﻪ ﭘﺎﯾﺪار، ارﺗﻘﺎي ﮐﻤﯽوﮐﯿﻔـﯽ ﻧﻈـﺎم ﯾـﺎددﻫﯽ ﯾـﺎدﮔﯿﺮي درداﻧﺸﮕﺎﻫﻬﺎ اﺳﺖ. ﻫﺪف از اﺟﺮاي اﯾﻦ ﭘﮋوﻫﺶ ﻣﻄﺎﻟﻌﻪ ﺑﺮرﺳﯽ ﻧﻘﺶ ﻣﺆﻟﻔﻪ ﻫﺎي ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ ﮐﺎري ﺟﻮ آﻣﻮزش، ﺗﻌﻬﺪو ﻓﺮﻫﻨﮓ ﺳﺎزﻣﺎﻧﯽ ﺑﺮاﺑﻌـﺎد ﺗﻮاﻧﻤﻨـﺪ ﺳـﺎزي روان ﺷـﻨﺎﺧﺘﯽ از دﯾـﺪ ﮔﺎه اﺳﺎﺗﯿﺪداﻧﺸـﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن ﺑﻮﺷﻬﺮ ﺑﻮد. روش ﭘﮋوﻫﺶ، ﺗﻮﺻﯿﻔﯽ- ﻫﻤﺒﺴﺘﮕﯽ ازﻧﻮع ﻣـﺪل ﯾـﺎﺑﯽ ﻣﻌـﺎدﻻت ﺳـﺎﺧﺘﺎري ﺑـﻮد ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ اﺳﺎﺗﯿﺪ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن ﺑﻮﺷﻬﺮ ﺑﻪ ﺗﻌﺪاد)638ﻧﻔﺮ(ﺑﻮده و ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺑﺮ اﺳﺎس ﻓﺮﻣﻮل ﮐﻮﮐﺮان ﺑﻪ ﺗﻌﺪاد250 آزﻣﻮدﻧﯽ ﺗﻌﯿﯿﻦ ﮔﺮدﯾﺪ ﺑﺮاي ﮔﺮدآوري داده ﻫﺎ از ﭘﻨﺞ ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽﮐﺎريواﻟﺘﻮن)1973(، ﺟﻮآﻣﻮزشﺳـﺎزﻣﺎﻧﯽ ﺗﺮﯾﺴـﯽ وﺗـﻮس )2005( ، ﺗﻌﻬـﺪ ﺳـﺎزﻣﺎﻧﯽ ﻣﯿـﺮ وآﻟــﻦ)1984(، ﻓﺮﻫﻨــﮓ ﺳــﺎزﻣﺎﻧﯽ دﻧﯿﺴــﻮن )2000( و ﺗﻮاﻧﻤﻨــﺪ ﺳــﺎزي روان ﺷــﻨﺎﺧﺘﯽ اﺳــﭙﺮﯾﺘﺰر-ﻣﯿﺸﺮا)1996(اﺳﺘﻔﺎده ﺷﺪ. ﺑﺮاي ﺗﻌﯿﯿﻦ رواﯾﯽ ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﻫﺎ از ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي و ﺟﻬـﺖ ﺳـﻨﺠﺶ ﻣﯿﺰان ﭘﺎﯾﺎﯾﯽ از ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ اﺳﺘﻔﺎده ﺷﺪ ﮐـﻪ ﺑـﻪ ﺗﺮﺗﯿـﺐ 78 ،83 ،79 ،78و83درﺻـﺪ ﺑـﺮآورد ﮔﺮدﯾﺪ. دادهﻫﺎ ﭘـﺲ از ﺟﻤـﻊ آوري ﺑـﺎ اﺳـﺘﻔﺎده از ﻧـﺮم اﻓﺰارﻫـﺎي آﻣـﺎري SPSS وLISREL ﺗﺤﻠﯿـﻞ ﺷﺪﻧﺪ.ﻧﺘﺎﯾﺞ ﺣﺎﮐﯽ از آن اﺳﺖ ﮐﻪ ﻗﺪرت راﺑﻄـﻪ ﻣﯿـﺎن ﻣ ﺆﻟﻔـﻪ ﻫـﺎي ﮐﯿﻔﯿـﺖ زﻧـﺪﮔﯽ ﮐـﺎري ﺑـﺎ ﺿـﺮﯾﺐ )82(درﺻﺪ، ﺟﻮ آﻣﻮزﺷﯽ)50( درﺻﺪ ، ﺗﻌﻬﺪ ﺳﺎزﻣﺎﻧﯽ)99(درﺻﺪ و ﻓﺮﻫﻨـﮓ ﺳـﺎزﻣﺎﻧﯽ )100( درﺻـﺪ ﺑـﺎ ﻣﺘﻐﯿﺮ ﺗﻮاﻧﻤﻨﺪﺳﺎزي رواﻧﺸﻨﺎﺧﺘﯽ اﺳﺎﺗﯿﺪ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن ﺑﻮﺷﻬﺮ ﻣﻮرد ﻗﺒﻮل اﺳﺖ. ﻃﺒﻖ ﺷﺎﺧﺺ ﻫـﺎي ﺑﺮازش ﻣﺪل آزﻣﻮن ﺷﺪه ، ﻣﺪل ﻧﻬﺎﯾﯽ از ﺑﺮازش ﻧﺴﺒﺘﺎٌ ﻣﻄﻠﻮﺑﯽ ﺑﺮﺧﻮردار اﺳﺖ.

Today, one of the main concerns of the country's higher education system is the empow­er­ment of its human resources and their optimal use for competitive advantage, sustainable devel­op­­ment, and the quantitative and qualitative impro­v­­ement of the teaching-learning sys­t­e­m­ in universities. The purpose of this study was to investigate the role of compon­e­n­ts­ of qua­l­it­y of work life, educ­a­t­ional conditions, commitment and organizational culture on the dimen­s­i­o­n­s of psychological empowerment of professors from the perspective of proffessors of Farhangian University of Bushehr. The research method was descriptive-correlation mode­lin­g of structural equations. The statistical popul­a­t­ion of the study includes all proffessors of Farhangian University of Bushehr(720people). The sample size was determined using Cochran's formula 250 and the questionnaire was distributed among them using simple random sampling method. Data collection tools: five questionnaires: Walton­­ (1973) Quality of Work Life Quality, Tracey & Tews Organiz­ati­on­al­Train­ing­climate(2005),MirAllen­Organizational­Commit­ment­(1984)­,Deni­s­o­n­­(2000)­­Or­g­­a­­niz­ational Culture, and Spr­it­zer-Mishra(1996)Were collected. Data ana­l­y­­sis was perf­or­m­ed using SPSS and LISREL software. The results showed that the compon­ents of quality of work life, training, comm­it­ment and organiz­ati­on­a­l­ culture have a positive­ and significant effect on the organizational psyc­ho­­logical empowerment of professors at Farhangian University of Bushehr. In order of prio­rity, the components of organizational culture, organizational comm­it­ment and quality of work life had the most­, and the comp­on­ents of conditions and organizational training space had the least effect on the psych­o­l­o­g­­ic­al empowerment of employees. According to the fit ind­i­ces of the tested model, the final model has a relatively good fit.