نویسندگان:

¹کارشناسی ارشد مدیریت آموزشی، گروه مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد شهرضا، شهرضا، ایران.

²استادیار گروه مدیریت، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد خوراسگان، اصفهان، ایران.

چکیده فارسی: داشتن مهارت های کوانتومی همچون به‌کارگیری شیوه‌های خلاقانه و توانایی ارتباط با دیگران می‌تواند محیطی حمایتگر ایجاد نماید که منجر به خروجی‌هایی مانند بهبود اثربخشی گردد و نشان می‌دهد که موقعیت فرد در فضای اجتماعی کجاست. هدف از این پژوهش، بررسی نقش تعدیل‌کنندگی منزلت اجتماعی ادراک‌شده در رابطۀ بین مهارت‌های کوانتومی و اشتیاق شغلی معلمان مدارس مقطع ابتدایی شهر شهرضا است. روش پژوهش، توصیفی_ همبستگی بوده است. جامعۀ آماری این پژوهش تمامی معلمان مقطع ابتدایی شهر شهرضا می‌باشد و اطلاعات مورد نیاز از نمونه‌ای 218 نفری مبتنی بر فرمول کوکران به روش نمونه‌گیری تصادفی ساده جمع‌آوری ‌شده است. ابزار گردآوری داده‌ها،‌ پرسشنامه‌های استاندارد اشتیاق شغلی سالوناوا و شوفلی (2001)، منزلت اجتماعی عمرانی و یقوبی (۱۳۹۶)، مهارت‌های کوانتومی عظیمی و رضوی (1393) بوده است که روایی و پایایی آنها از طریق روایی محتوا و سازه، پایایی ترکیبی و آلفای کرونباخ مورد تأیید قرارگرفت. در این پژوهش از تحلیل‌های توصیفی (درصد، میانگین و انحراف معیار) و تحلیل‌های استنباطی (مدل معادلات ساختاری) استفاده‌ گردید. نتایج حاصل از آزمون فرضیه‌های پژوهش، نشان داد که مهارت‌های کوانتومی نقش مؤثری در افزایش اشتیاق شغلی معلمان ایفا می‌کنند. ضریب تأثیر مثبت و معنادار 673/0 نشان‌دهنده آن است که هرچه سطح مهارت‌های کوانتومی معلمان بالاتر باشد، میزان اشتیاق آنها نسبت به شغل خود نیز افزایش می‌یابد. از سوی دیگر، نقش تعدیل‌کنندۀ منزلت اجتماعی ادراک‌شده نیز در رابطۀ بین مهارت‌های کوانتومی و اشتیاق شغلی تأیید شد. ضریب تعدیل 406/0 بیانگر آن است که ادراک معلمان از جایگاه اجتماعی خود می‌تواند شدت و کیفیت تأثیر مهارت‌های کوانتومی بر اشتیاق شغلی آنها را تحت‌تأثیر قرار دهد.

The Moderating Role of Perceived Social Status in the Relationship between Quantum Skills and Work Engagement of Teachers

English Abstract: The present study aimed to investigate the moderating role of perceived social status in the relationship between quantum skills and work engagement of elementary school teachers in Shahreza city, Iran. The research method was descriptive-correlational. The statistical population of this study comprises all elementary school teachers in Shahreza city. The required data was collected from a sample of 218 people based on the Cochran’s formula using simple random sampling. The data collection tools were the standard questionnaires of Work Engagement Scale by Schaufeli et al. (2001), Social Status Scale by Omrany and Yagoobi (2017), and Quantum Management Skill Questionnaire by Azimi Sanavi and Razavi (2014), whose validity and reliability were confirmed through content and construct validity, composite reliability, and Cronbach's alpha. In this study, descriptive statistics of percentage, mean, and standard deviation and inferential statistics of structural equation model were used. Findings: The results of the research hypothesis test showed that quantum skills have a significant effect on teachers' work engagement with a coefficient of 0.673. Perceived social status moderates the effect of quantum skills on teachers' work engagement with a coefficient of 0.406. Considering these findings, two research hypotheses were confirmed. Introduction Teachers with high work engagement have a better understanding of the educational vision and their duties, and support their managers with their perseverance. Enthusiastic and motivated workers create a happy and dynamic environment which achieves its operational goals more quickly and at a lower cost. But what is important is to address the factors that affect this enthusiasm in teachers; factors that make sense in a specific worldview and perspective. Quantum perspective defines the world as a dynamic, self-constructing and unpredictable system. It metaphorically uses the laws, concepts and principles of quantum theory to develop guidelines to resolve problems and explain phenomena. In this paradigm, skills must be different from their traditional type. These seven skills include quantum vision, quantum thinking, quantum feeling, quantum cognition, quantum action, quantum trust and quantum life. Using these skills, teachers can test their mental models and improve their learning capacity. In addition, they provide teachers with a context for consultation, synergy, and the presentation of new ideas. Therefore, given the importance of the subject, the present study was conducted to investigate the moderating role of perceived social status in the relationship between quantum skills and teachers' work engagement. Methodology This applied descriptive correlational research intends to examine the current situation and the effect of an independent variable on a dependent variable and the moderating role through correlation analysis. The statistical population of this research comprises all elementary school teachers in Shahreza city, Iran in the academic year 2021-2022, approximately 502 people (including 238 men and 264 women). The sample size was determined as 218 individuals according to the ratio P = 0.5 and then using the Cochran’s formula and a confidence level of 95 percent and a standard error of estimation of d = 0.05. In this study, simple random sampling method was used and 240 questionnaires were distributed among elementary school teachers in Shahreza city through physical, online and social networks. Finally, 218 complete questionnaires were used to examine the research hypotheses. The data collection tools were the standard questionnaires of Work Engagement Scale by Schaufeli et al. (2001), Social Status Scale by Omrany and Yagoobi (2017), and Quantum Management Skill Questionnaire by Azimi Sanavi and Razavi (2014), whose validity and reliability were confirmed through content and construct validity, composite reliability, and Cronbach's alpha. In this study, descriptive statistics of percentage, mean, and standard deviation and inferential statistics of structural equation model were used. Results The results of the research hypothesis test showed that quantum skills have a significant effect on teachers' work engagement with a coefficient of 0.673. Perceived social status moderates the effect of quantum skills on teachers' work engagement with a coefficient of 0.406. Considering these findings, both research hypotheses were confirmed. Discussion and conclusion                                   Creating and enhancing teachers' work engagement continuously improves their performance in line with education goals. Therefore, the Education Department can institutionalize work engagement in teachers by promoting and monitoring their quantum skills and perceived social status. In order to increase work engagement in elementary school teachers as the main architects of the country's education system, they should have a special perspective on the perceived social status and quantum skills of teachers. In this regard, efficient managers should be used to achieve the organization's goals. Therefore, areas such as quantum vision, quantum feeling, quantum cognition, and quantum action of teachers should be analyzed and developed.