رابطه كانون كنترل و مسئوليت‌پذيري اجتماعي با ميانجي‌گري اخلاق حرفه‌اي در بين معلمان ابتدايي شهرري

The relationship between the Locus of control and social responsibility with the mediation of professional ethics among elementary school teachers in Shahr-e-Rey

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎﻫﺪف ﺑﺮرﺳﯽ راﺑﻄﻪ ﮐﺎﻧﻮن ﮐﻨﺘﺮل و ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ ﺑﺎ ﻣﯿﺎﻧﺠﯽﮔــﺮي اﺧــﻼق ﺣﺮﻓﻪاي اﻧﺠﺎمﺷﺪه اﺳﺖ. روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ- ﻫﻤﺒﺴﺘﮕﯽ و از ﻧﻮع ﻣﺪلﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑﻮده اﺳﺖ. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﻌﻠﻤﺎن اﺑﺘﺪاﯾﯽ ﻧﺎﺣﯿﻪ ﯾﮏ و دو ﺷﻬﺮري )1160 ﻧﻔﺮ( ﺑﻮده اﺳﺖ. ﺣﺠﻢ ﻧﻤﻮﻧﻪ از ﻃﺮﯾﻖ ﻓﺮﻣﻮل ﮐﻮﮐﺮان، 218 ﻧﻔﺮ ﺗﻌﯿﯿﻦ ﺷﺪ. روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻃﺒﻘﻪاي ﻣﺘﻨﺎﺳﺐ ﻣﯽﺑﺎﺷﺪ. ﺑــﺮاي ﺟﻤﻊآوري دادهﻫﺎ از ﭘﺮﺳﺶﻧﺎﻣﻪ ﮐﺎﻧﻮن ﮐﻨﺘﺮل ﺑﺎ ﭘﺎﯾﺎﯾﯽ )0/84=α(، اﺧﻼق ﺣﺮﻓﻪاي ﺑﺎ ﭘﺎﯾﺎﯾﯽ)0/96=α( و ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ)0/91=α( اﺳــﺘﻔﺎده ﺷــﺪ ﮐــﻪ رواﯾــﯽ ﻣﺤﺘــﻮاﯾﯽ آﻧﻬــﺎ ﺑــﺎ اﺳــﺘﻔﺎده از ﻧﻈــﺮات ﻣﺘﺨﺼﺼﺎن ﺑﺮرﺳﯽ و ﺗﺎﯾﯿﺪ ﮔﺮدﯾﺪ. ﻫﻤﭽﻨﯿﻦ رواﯾﯽ ﺳﺎزه ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎ ﻧﯿﺰ ﺑــﺎ اﺳــﺘﻔﺎده از ﺗﺤﻠﯿــﻞ ﻋــﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي ﺑﺮرﺳﯽ و ﺗﺄﯾﯿﺪ ﮔﺮدﯾﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد، از ﻣﯿﺎن ﻣﺆﻟﻔﻪﻫﺎي اﺧــﻼق ﺣﺮﻓــﻪاي، ﻣﻮﻟﻔــﻪ ﻋــ ﺪاﻟﺖ و ﻣﻮﻟﻔﻪ ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي ﻗﺎﺑﻠﯿﺖ ﭘﯿﺶﺑﯿﻨﯽ ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ را داﺷﺘﻪ اﺳﺖ. ﻣــﺪلﯾﺎﺑﯽ ﻣﻌــﺎدﻻت ﺳــﺎﺧﺘﺎري ﻧﯿــﺰ ﺣــﺎﮐﯽ از ﺗــﺄﺛﯿﺮ ﮐــﺎﻧﻮن ﮐﻨﺘــﺮل ﺑــﺮ اﺧــﻼق ﺣﺮﻓــﻪاي)0/50=γ( و ﻣﺴــﺌﻮﻟﯿﺖﭘﺬﯾﺮي اﺟﺘﻤــﺎﻋﯽ)0 /14=β( ﺑــﻮده اﺳــﺖ. ﻫﻢﭼﻨــﯿﻦ اﺧــﻼق ﺣﺮﻓــﻪاي ﺑــﻪﻃﻮر ﻣﺴــﺘﻘﯿﻢ ﺑــﺮ ﻣﺴــﺌﻮﻟﯿﺖﭘــﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ)0/54=β( ﺗﺄﺛﯿﺮﮔﺬار ﺑﻮده اﺳﺖ. ﻧﻬﺎﯾﺘــﺎً، ﮐــﺎﻧﻮن ﮐﻨﺘــﺮل، ﺑــﺎ ﻣﯿــﺎﻧﺠﯽﮔﺮي اﺧــﻼق ﺣﺮﻓــﻪاي ﺑــﺮ ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ)0/06=γ( ﺗﺄﺛﯿﺮﮔﺬار ﺑﻮده اﺳﺖ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد، ﻣﺴــﺌﻮﻟﯿﺖﭘــﺬﯾﺮي اﺟﺘﻤــﺎﻋﯽ ﻣﻌﻠﻤﺎن رﯾﺸﻪ در ﺣﺎﮐﻤﯿﺖ اﺧﻼق ﺣﺮﻓﻪاي ﺑﺮ ﺑﯿﻨﺶ، ﻣﻨﺶ و ﮐــﻨﺶ آﻧــﺎن ﮐــﻪ ﺧــﻮد ﻧﺎﺷــﯽ از وﺿــﻌﯿﺖ ﮐﺎﻧﻮن ﮐﻨﺘﺮل )دروﻧﯽ ﯾﺎ ﺑﯿﺮوﻧﯽ( اﻓﺮاد دارد. ﺑﻨﺎﺑﺮاﯾﻦ اﮔــﺮ ﻣﻌﻠﻤــﺎن ﻣﺴــﺌﻮﻟﯿﺖ اﻋﻤــﺎل ﺧــﻮد را ﺑﭙﺬﯾﺮﻧــﺪ و ﻣﻮﻓﻘﯿﺖﻫﺎ و ﺷﮑﺴﺖﻫﺎ را ﺑﻪ ﻋﻮاﻣﻞ دروﻧﯽ ﻧﺴﺒﺖ دﻫﻨﺪ، در ﻣﺴﯿﺮ اﺧﻼق ﺣﺮﻓﻪاي ﺣﺮﮐﺖ ﮐﺮده و ﻧﻪ ﺗﻨﻬﺎ ﻣﻠﺒﺲ ﺑﻪ اﺧﻼق در ﺑﻌﺪ اﻟﻬﯽ و ﻓﺮدي ﺧﻮاﻫﻨﺪ ﺑﻮد، ﺑﻠﮑﻪ ﻧﺴﺒﺖ ﺑﻪ دﯾﮕﺮان و ﻣﺤﯿﻂ ﭘﯿﺮاﻣﻮن ﺧﻮد اﺣﺴﺎس ﻣﺴﺌﻮﻟﯿﺖ ﺧﻮاﻫﻨﺪ ﮐﺮد.

The present study aims to investigate the relationship between the locus of control and social responsibility with the mediation of professional ethics among elementary school teachers in Shahr-e-Rey. The research method was descriptive-correlation and structural equation modeling. The research population included all elementary school teachers of the first and second districts of Shahr-e-Rey (1160 people). The sample size was determined by Cochran's formula, 218 people. The stratified sampling method is proportional. To collect data, the control locus questionnaire with reliability (α = 0.84), professional ethics with reliability (α = 0.96) and social responsibility (α = 0.91) was used, whose content validity was checked using experts' opinions. an‎d it was confirmed. Also, the construct validity of the questionnaires was checked and verified using confirmatory factor analysis. The findings showed that among the components of professional ethics, the component of justice and the component of responsibility had the ability to predict social responsibility. Structural equation modeling has also indicated the effect of locus of control on professional ethics (γ=0.50) and social responsibility (β=0.14). Also, professional ethics have directly influenced social responsibility (β=0.54). Finally, locus of control has been influential on social responsibility (γ=0.06) through the mediation of professional ethics. The results showed that the social responsibility of teachers is rooted in the rule of professional ethics on their vision, behavior and action, which itself is caused by the situation of the locus of control (internal or external) of people. Therefore, if teachers accept responsibility for their actions and attribute successes and failures to internal factors, they will move in the direction of professional ethics and will not only be clothed with ethics in the divine and personal dimension, but also towards others and They will feel responsible for their surroundings.