Razi Journal of Medical Sciences

fa تبیین توانمندسازی فرهنگی روانشناختی دبیران دوره اول متوسطه شهر تهران Explaining Cultural and Psychological Empowerment of First Year High School Teachers in Tehran پزشکی اجتماعی Community Medicine پژوهشي Research زمینه و هدف: توانمندسازی معلمان یکی از موارد مهمی است که ارتباط مستقیم و تنگاتنگی با یادگیری فراگیران دارد. لذا مطالعه حاضر با هدف تبیین توانمندسازی فرهنگی روانشناختی دبیران دوره اول متوسطه شهر تهران انجام شد. روش کار: روش تحقیق از نظر گردآوری اطلاعات جزء پژوهشهای آمیخته بود. جامعه آماری در بخش کیفی شامل خبرگان دانشگاهی شامل مدیران و کارشنایان ارشد آموزش و پرورش و در بخش کمّی شامل کلیه دبیران دوره اول متوسطه شهر تهران در سال تحصیلی 1401-1400 بود. حجم نمونه در بخش کیفی با اشباع نظری (10 نفر) و در بخش کمّی بر اساس جدول مورگان 300 نفر برآورد شده که برای انتخاب نمونه در بخش کیفی از نمونه‌گیری هدفمند و در بخش کمّی از نمونه‌گیری تصادفی طبقهای استفاده گردید. ابزار گردآوری داده‌ها، در بخش کیفی، مصاحبه و در بخش کمّی، پرسشنامه محقق‌ساخته 144 سوال و 17 مؤلفه بر مبنای مقیاس 5 گزینه‌ای بود. پایایی پرسشنامه از طریق آلفای کرونباخ برای کل پرسشنامه 86/0 به دست آمد. برای تجزیه و تحلیل دادهها از تحلیل عاملی تاییدی با استفاده از نرم افزار smartpls3 استفاده شد. یافته‌ها: نتایج نشان داد که توانمندسازی فرهنگی روانشناختی شامل فرهنگ سازمانی، ساختار سازمانی، نظام پایش سازمانی، نظام پاداش سازمانی، نظام های مدیریتی سازمان بود و پیامدهای آن شامل ارتقای توانمندی بین فردی، توانمندی مدیریت و رهبری و توانایی خلق رویداد میباشد. نتیجه گیری: به طور کلی میتوان بیان داشت که مؤلفه‌های تأثیرپذیر از توانمندسازی فرهنگی-روانشناختی در بین دبیران شامل، ارتقای توانمندی بین فردی، توانمندی مدیریت و رهبری و توانایی خلق رویداد میباشند.   <div style="text-align: justify;">Background & Aims: Today, organizations are facing a competitive environment that is accompanied by amazing developments in which changes are constantly taking place, and markets do not have a fixed situation, and the political and legal frameworks often change and go along with these management developments. Organizations are faced with complexity, the speed of communication has increased, and organizations are required to examine and respond to customer requirements. In the meantime, large organizations with traditional structures do not have the necessary strength and flexibility to align with these changes, and for their survival, they are forced to change their structure or equip themselves with tools that can face and align with global developments. To obtain in this framework, education is one of the most basic necessities of a society in order to harmonize with these changes. Because education is an important part of individual and social activities. As UNESCO has announced in its global report, almost one out of every five people living today is a teacher or serves as a teacher in the formal education system and is in charge of educating the new generation. In this connection, many thinkers have identified a solution to this problem in the preparation of human resources. Therefore, efficient human resources can be considered the most important capital of an organization. Therefore, any process that improves the capability of human resources according to the type of work and activity is a capital-increasing process, the result of which is directly reflected in the quality and quantity of the system, which with the help of empowering human resources it is obtained. It can be said that the main capital in the education system of any country is its human resources, which become effective in the development of the society through knowledge, restraints and specialized motivations of their jobs. Teachers play an important role. Therefore, today, schools that equip their educational system with such precious capital, show more competitive advantage among their peers, because the excellence of schools in a close competition depends on skill, creativity, and independence. Knowledge and ability of teachers are dependent. In this connection, the present research was conducted with the aim of explaining the cultural and psychological empowerment of the first year secondary school teachers in Tehran.</div> Methods: The research method was part of mixed research in terms of data collection. In the qualitative part, the statistical population included university experts, including managers and senior experts in education, and in the quantitative part, it included all the teachers of the first year of high school in Tehran in the academic year 2021-2022. The sample size in the qualitative part with theoretical saturation (10 people) and in the quantitative part is estimated to be 300 people based on Morgan's table, and for the selection of the sample in the qualitative part, purposive sampling was used and in the quantitative part, stratified random sampling was used. The data collection tool was an interview in the qualitative part and a researcher-made questionnaire with 144 questions and 17 components based on a 5-option scale in the quantitative part. The reliability of the questionnaire was obtained through Cronbach's alpha for the whole questionnaire at 0.86. Confirmatory factor analysis using smartpls3 software was used to analyze the data. <div style="text-align: justify;">Results: The results showed that psychological cultural empowerment included organizational culture, organizational structure, organizational monitoring system, organizational reward system, organizational management systems, and its consequences include improving interpersonal ability, management and leadership ability, and the ability to create events.</div> <div style="text-align: justify;">Conclusion: In the current research, two dimensions of psychological and cultural empowerment of secondary school teachers were pointed out and it was stated that today's teachers need more cultural and psychological empowerment because they are responsible for educating a generation that is supposed to be the future builder of the country. For this purpose, they must first have such ability so that they can transfer it to the students. In this research, it was found that when it comes to the psychological and cultural empowerment of teachers. It means mental and emotional empowerment, knowledge, and overall empowerment. Ensuring the health and mental health of teachers through the implementation of personality, mental and emotional tests and planning to prevent them from developing mental disorders are ways to ensure their mental health. Also, special attention should be paid to the intrinsic and psychological characteristics of teachers and their behavior, sense of acceptance of responsibility, appropriate social behavior and ability to adapt to the educational environment should be evaluated. It is in this way that one can have confidence in the ability of teachers and know that they are suitable options for educating students. In addition, teachers should be empowered in terms of knowledge and have an understanding of the logical relationships of phenomena and the interpretation of information, and be familiar with philosophical and scientific schools and their views, as well as a detailed understanding of tasks, tasks and educational phenomena of the school or the educational system of the society to better understand the work environment. Perceptual ability is also one of the other factors of psychological and cultural ability. It is imperative for teachers to have the power of analysis to diagnose problems correctly and to have the ability to make correct judgments about behaviors and the cause of those behaviors, as well as the ability to integrate different ideas and methods to achieve goals. In the current research, various factors affecting the psychological and cultural ability of teachers were also pointed out and it was determined that the organizational culture governing the education system and schools determines the degree of flexibility, adaptability, participation, and independence of teachers. A favorable organizational culture based on participation guarantees the psychological and cultural ability of teachers. In addition, the flexible organizational structure, decentralization, and the degree of risk-taking of the educational institution affect the ability of teachers. Of course, one should not neglect the rules and regulations, supervision and control of communication skills and mutual relations, value creation and wealth creation, welfare facilities, the number of salaries and wages, rewards and appreciation, and attention to satisfaction and respect. These cases determine the cultural and psychological ability of teachers. In general, it can be said that the practical components of cultural-psychological empowerment among teachers include the promotion of interpersonal competence, management, and leadership competence, and the ability to create events.</div> توانمندسازی, فرهنگی, روانشناختی, دبیران Empowerment, Cultural, Psychological, Teachers 188 197 http://rjms.iums.ac.ir/browse.php?a_code=A-10-6977-1&slc_lang=fa&sid=1 Elahe Shokrale Babaei الهه شکراله بابایی 3900319475328460072383 3900319475328460072383 No PhD student of Cultural Planning Management, School of Economics and Management, Research Sciences Unit, Islamic Azad University, Tehran, Iran دانشجوی دکتری مدیریت برنامه‌ریزی فرهنگی دانشکده اقتصاد و مدیریت، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران Ataullah Abtahi عطاءالله ابطحی aoa.sepehr4@gmail.com 3900319475328460072382 3900319475328460072382 Yes Assistant Professor and Member of The Academic Staff of The Cultural Management Department, Faculty of Economics And Management, Research Sciences Unit, Islamic Azad University, Tehran, Iran استادیار و عضو هیات علمی گروه مدیریت فرهنگی، دانشکده اقتصاد و مدیریت، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران Ghodsi Ahghar قدسی احقر 3900319475328460072384 3900319475328460072384 No Head of the Educational Research and Planning Organization, Education Research Institute, Tehran, Iran استاد، سازمان پژوهش و برنامه‌ریزی آموزشی، پژوهشگاه مطالعات آموزش و پرورش، تهران، ایران Abbasali Qayyomi عباسعلی قیومی 3900319475328460072385 3900319475328460072385 No Associate Professor and Member of the Faculty of Cultural Planning Management Department, North Tehran Branch, Islamic Azad University, Tehran, Iran دانشیار وعضو هیات علمی گروه مدیریت برنامه‌ریزی فرهنگی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران Ali Akbar Rezaei علی اکبر رضایی 3900319475328460072386 3900319475328460072386 No Assistant Professor and Member of the Academic Staff of the Department of Cultural Management, School of Economics and Management, Research Sciences Unit, Islamic Azad University, Tehran, Iran استادیار و عضو هیات علمی گروه مدیریت فرهنگی، دانشکده اقتصاد و مدیریت، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران