پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 49 |
| تعداد شمارهها | 1,308 |
| تعداد مقالات | 11,245 |
| تعداد مشاهده مقاله | 23,474,591 |
| تعداد دریافت فایل اصل مقاله | 15,804,538 |
تحلیل عوامل موثردر جابجایی شغلی درون سازمانی معلمان تربیت بدنی ( مورد مطالعه: معلمان تربیت بدنی شهرکرد ) | ||
| فصلنامه علمی پژوهشهای کاربردی در مدیریت ورزشی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 23 تیر 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/arsm.2026.76626.4022 | ||
| نویسندگان | ||
| مسعود نادریان* 1؛ لیلا قادری قهفرخی2؛ ابوالفضل فراهانی3 | ||
| 1هیات علمی/ دانشگاه اصفهان | ||
| 2دانشجوی دکتری مدیریت ورزشی دانشگاه اصفهان | ||
| 3گروه مدیریت ورزشی ،دانشگاه پیام نور ، تهران ، ایران | ||
| چکیده | ||
| چکیده هدف پژوهش تحلیل عوامل موثردر جابجایی شغلی درون سازمانی معلمان تربیت بدنی شهرستان شهرکرد بود. پژوهش کاربردی و به روش آمیخته (کیفی - کمی) انجام شد. عوامل موثردر جابجایی شغلی از ادبیات و تحقیقات پیشینه انتخاب شدند. به منظور شناسایی آن دسته از عواملی که در منطقه شهرکرد رایج است با ۲۳ نفر از معلمان تربیت بدنی شاغل که جابجایی شغلی درون سازمانی را تجربه کرده اند، انتخاب شدند. اطلاعات لازم از طریق مصاحبه نیمه ساختارمند جمع آوری و تا اشباع نظری ادامه یافت و با استفاده از کدگذاری باز و محوری و گزینشی مورد تحلیل قرار گرفتند. در بخش کمی از روش معادلات ساختاری استفاده و جامعه آماری این بخش معلمان تربیت بدنی و کارشناسان تربیت بدنی بودند که ۲84 نفربه صورت دردسترس انتخاب و پرسشنامه بین آنها توزیع شد. دادهها با استفاده از نرم افزارهای اس.پی.اس.اس و پی.ال.اس تحلیل شد. نتایج پژوهش نشان داد که عوامل شغلی، ویژگیهای فردی، محیطی و سازمانی به عنوان عواملی علی و عوامل عدالت سازمانی، امکانات و تجهیزات و شفافیت را تحت عنوان عوامل مداخلهگر و عوامل نگرش دانشآموزان، نگرش اولیا و نگرش مدیران مدارس را جز عوامل زمینهای موثر بر جابجایی شغلی معلمان تربیت بدنی احصا شد. راهبردهای مشخص شده شامل راهبرهای شغلی، اجرایی و محیطی میباشد و پیامد شامل پیامدهای فردی، شغلی و سازمانی میباشد. لذا به نظرمیرسد توجه به شرایط علی، مداخلهگر و زمینهای ذکر شده جهت کاهش جابجایی شغلی درون سازمانی معلمان تربیت بدنی امری الزامی است. | ||
| کلیدواژهها | ||
| جابجایی شغلی درون سازمانی؛ معلمان تربیت بدنی؛ رضایت شغلی؛ شهرکرد | ||
| عنوان مقاله [English] | ||
| Analysis of Factors Affecting Intra-Organizational Job Rotation of Physical Education Teachers (Case Study: Physical Education Teachers in Shahrekord) | ||
| نویسندگان [English] | ||
| masoud naderian1؛ leila Ghaderi Ghahfarrokhi2؛ Abolfazl Farahani,3 | ||
| 1university of isfahan | ||
| 2Ph.D. Student in Sport Management ,Faculty of Sport Sciences ,University of Isfahan | ||
| 3.Department of Sport Management , Payame Noor University , Tehran ,Iran | ||
| چکیده [English] | ||
| EXTENDED A B S T R A C T Introduction Teaching is one of the most renowned professions in society, as it not only shapes students but also molds human behavior, community, and the nation. Therefore, a teacher is described as the builder of humanity, the architect of the nation, and the creator of history. Physical education teachers also hold a special place in educational departments and institutions because they prepare students not only through theoretical methods but also physically and mentally. Employee motivation and job satisfaction are issues that have received extensive attention in recent decades. Job satisfaction is defined as a pleasant emotional state resulting from the evaluation of one’s job or job experiences. According to Herzberg’s two-factor theory, hygiene factors such as salary, working conditions, and organizational relationships, when not adequately met, lead to dissatisfaction; in contrast, motivational factors such as career advancement, recognition, and responsibility directly lead to satisfaction and intrinsic motivation. The consequences of job dissatisfaction may include underperformance, absenteeism, aggression, illness, resignation, and internal job turnover within the organization. Today, Iran’s education system faces numerous challenges in retaining and attracting teachers, especially in the field of physical education, such as internal job transfers. Internal job transfer among physical education teachers refers to their departure from the field of physical education and sports to continue working in other unrelated positions such as health instructor, school principal, vice principal, or administrative expert, and so on. The job transfer of physical education teachers can have negative consequences for the education system, including a decline in the quality of physical education instruction, reduced efficiency and productivity, a shortage of workforce in the field of physical education, increased teacher absenteeism and lack of motivation, the employment of unqualified personnel to teach physical education classes, and in some cases, the absence of a teacher for these classes altogether. It may also create a need to hire and retrain newly recruited personnel. Many physical education teachers, due to dissatisfaction with working conditions, lack of opportunities for advancement, and communication problems with administrators, tend to change jobs or transfer to other departments within the Ministry of Education. Several factors may contribute to the emergence of internal job mobility among physical education teachers. Many suffer from heavy workloads and a shortage of sports facilities and equipment in schools, and given the large number of students and the lack of resources, it is unrealistic to expect them to perform their duties properly .In many schools, administrators do not pay attention to their opinions and suggestions and exclude them from decision-making processes. Furthermore, there are limited opportunities for career advancement for physical education teachers within the education system. In addition, there is little balance between their workload and responsibilities and the salaries they receive. The objective of the present research is to comprehensively investigate the dimensions and components of internal job mobility among physical education teachers in Iran, and it endeavors to identify and examine the conditions and factors that can lead to the increased occurrence of these phenomena. Mothodology The research design is mixed (qualitative and quantitative), which addresses the internal job mobility of physical education teachers using the Grounded Theory approach. The statistical sample for the qualitative section consisted of 23 currently employed physical education teachers in the city of Shahrekord. who had experienced job mobility. The necessary information was collected through semi-structured interviews, and concurrently with the collection of qualitative data, the interview texts were analyzed using open and axial coding. Theoretical saturation was achieved with 21 interviews. Data analysis was performed after the first interview based on the method proposed by Strauss & Corbin (Strauss & Corbin, 2011), which led to the generation of concepts and the creation of new questions, consequently resulting in the acquisition of further information. The qualitative data were analyzed in three stages: open coding, axial coding, and selective coding. The analysis of qualitative data, using axial coding, established connections between categories at the level of characteristics and dimensions by comparatively examining related categories and concepts. The validation process was examined to verify the data’s credibility, and continuous monitoring and observation were used during data collection. After extracting the initial results, the data were presented to the participants for review and confirmation. To increase the scientific validity of the data, the peer debriefing method was used in the analysis stages. Fingdings In this study, confirmatory factor analysis techniques were used for inferential analysis of the data, followed by structural equation modeling. Table 1. HTMT Results for Assessing Discriminant Validity C1 C2 C3 C4 C5 Causal Conditions Contextual Conditions 0/528 Intervening Conditions 0/592 0/619 Strategy 0/615 0/510 0/839 Consequence 0/591 0/555 0/502 0/553 Based on Table 1, and since the obtained value is less than 0.9, the HTMT discriminant validity is therefore acceptable. In this section, based on the results obtained from Partial Least Squares (PLS) calculations using both Factor-Based and Bootstrapping methods, the research hypotheses have been tested. Testing Research Hypotheses Based on the results obtained from the calculation of Partial Least Squares (PLS) based on factor loading and bootstrapping, the research hypotheses have been examined: Based on the results obtained from the structural equation model, the path coefficient for the hypothesis on the effect of causal conditions on the main category was 0.409, for the hypothesis on the effect of the main category on strategies was 0.553, for the hypothesis on the effect of strategies on outcomes was 0. 461, for the hypothesis on the effect of intervening conditions on strategies was 0.315, and for the hypothesis on the effect of contextual conditions on strategies was 0.343. In all hypotheses, the coefficient obtained was higher than 0.30.30.3. Furthermore, the significance level in all hypotheses was less than 0.05 (0.0000). Therefore, with 0/95 confidence, it can be stated that all hypotheses are supported. The objective of this research was to investigate the causes of internal job mobility among Physical Education teachers using the Grounded Theory method. The results showed that internal job mobility is influenced by several factors, which can be explained in the form of a paradigmatic model comprising causal conditions, contextual conditions, intervening conditions, strategies, and outcomes. Discussion and Conclusion The results of the study showed that job factors, individual, environmental, and organizational characteristics were identified as causal factors, organizational justice factors, facilities and equipment, and transparency were identified as interfering factors, and student attitudes, parents' attitudes, and school principals' attitudes were identified as contextual factors affecting job turnover of physical education teachers. The identified strategies include career, executive, and environmental drivers, and the outcomes include individual, career, and organizational outcomes. The first factor was job dissatisfaction, which is directly related to teachers' perceptions of various aspects of their jobs; as one of the main factors, in situations where teachers feel that their salaries and wages do not match their level of effort, education, work experience, and responsibilities, they feel unfair and discriminated against. This feeling can severely demotivate them and make them feel that their work is not valued. Also, when physical education teachers feel that they are not being adequately compensated for the effort they put in, this causes their sense of belonging and dependence on the organization to decrease; this issue, especially in unfavorable economic conditions, can severely reduce their motivation and job satisfaction and make them tend to move within the organization. Another causal condition affecting the formation of job turnover among physical education teachers is environmental factors, which refer to external and environmental conditions. Inadequate facilities and equipment in schools is one of the most important of these factors, as the lack of appropriate sports facilities and equipment can severely affect the quality of teaching of physical education teachers and cause dissatisfaction among them. Also, the unfavorable weather conditions prevailing in the school yard and the lack of standard sports space in schools can make the working conditions of physical education teachers more difficult and increase their tendency to move jobs within the organization. The research showed that another causal condition affecting the formation of intra-organizational job rotation is the organizational factor, which refers to the policies, procedures, and organizational structure of education; also, organizational conflict in goals and missions is one of the most important of these factors. Organizational conflict in goals and missions is also one of the most important of these factors. When physical education teachers feel that their goals and missions conflict with the goals and missions of the organization, they are likely to feel that they have no place in the organization and are more likely to move jobs. Research shows that applying the proposed model can lead to increased organizational commitment and achieving numerous positive outcomes. In particular, when physical education teachers feel supported and appreciated and their working conditions improve, their motivation and professional commitment will increase significantly. On the other hand, increasing job satisfaction is associated with reducing absenteeism and tardiness among physical education teachers. Improving working conditions and increasing job satisfaction reduce the tendency to move jobs within the organization and quit among these teachers. It is suggested that future research focus on aspects such as examining the impact of various interventions, including educational and empowerment programs for physical education teachers, supportive and counseling programs to reduce occupational stress, programs to improve working conditions and increase job motivation, and investigating the role of individual and organizational factor. | ||
| کلیدواژهها [English] | ||
| Intra-Organizational Job Transfer, Physical Education Teachers, Job Satisfaction, Shahrekord | ||
|
آمار تعداد مشاهده مقاله: 29 |
||