از شایستگی دیجیتال تا رفتارکاری نوآورانه: واکاوی میانجیگری اشتیاق شغلی (مثلث تحول در آموزش ابتدایی)
محورهای موضوعی : الگوهای تدوین برنامه های توسعه فردی
صابر عبدالملکی
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جمال عبدالملکی
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فائزه اسدی
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فرشته قهرمانی فرد
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1 - استادیار گروه اموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
2 - دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا ، همدان، ایران
3 - دکتری برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد اسلامشهر، اسلامشهر، ایران
4 - کارشناسی ارشد برنامه ریزی درسی گروه علوم تربیتی دانشگاه آزاد اسلامی واحد تهران مرکزی، تهران، ایران
کلید واژه: شایستگی دیجیتال, رفتار کاری نوآورانه, اشتیاق شغلی, معلمان ابتدایی, تحول در آموزش ابتدایی,
چکیده مقاله :
در عصر گذار به جامعه نسخه پنج، نظام آموزشی ایران با ضرورت تحول بنیادین و تقویت نوآوری در میان معلمان مواجه است. این پژوهش با هدف واکاوی نقش میانجی اشتیاق شغلی در رابطه بین شایستگیهای دیجیتال و رفتار کاری نوآورانه معلمان ابتدایی انجام شد.این مطالعه از نوع توصیفی-همبستگی با تأکید بر مدلسازی معادلات ساختاری بود. جامعه پژوهش شامل ۶۰۸ نفر از معلمان دوره ابتدایی شهرستان قروه بود که از این میان، ۴۰۴ نفر (۳۱۰ زن و ۹۴ مرد) با روش دانیل وستلند (2025) و با استفاده از روش نمونهگیری تصادفی طبقهای نسبتی انتخاب شدند. دادهها با استفاده از سه پرسشنامه استاندارد شایستگی دیجیتال ماخمود و همکاران (۲۰۲۱)، اشتیاق شغلی شافلی و همکاران (۲۰۰۲) و رفتار کاری نوآورانه لامبریکس-اشمیتز و همکاران (۲۰۲۰) گردآوری شد. روایی و پایایی ابزارها با استفاده از تحلیل عاملی تأییدی، آلفای کرونباخ و پایایی ترکیبی تأیید شد. دادهها با استفاده از نرمافزار Lisrel v10.20 و با بهرهگیری از مدلسازی معادلات ساختاری تحلیل شدند.ی افتهها بیانگر تأثیر مستقیم و معناداری شایستگی دیجیتال بر رفتار کاری نوآورانه بود. همچنین شایستگی دیجیتال بر اشتیاق شغلی و اشتیاق شغلی نیز بهنوبه خود بر رفتار کاری نوآورانه تأثیر مستقیم و معناداری نشان داد. نقش میانجی اشتیاق شغلی در رابطه بین شایستگی دیجیتال و رفتار کاری نوآورانه نیز تأیید گردید. در مجموع، مدل پژوهش توانست چهل درصد از واریانس رفتار کاری نوآورانه را تبیین نماید. لذا توسعه شایستگیهای دیجیتال معلمان هم بهصورت مستقیم و هم از طریق تقویت اشتیاق شغلی، بستر لازم برای ظهور و تثبیت رفتارهای نوآورانه را فراهم میآورد.
In the era of transition to Society 5.0, Iran's educational system faces the imperative of fundamental transformation and the need to foster innovation among teachers. This study aimed to investigate the mediating role of work engagement in the relationship between digital competencies and innovative work behavior among primary school teachers.This descriptive-correlational study employed structural equation modeling (SEM). The statistical population included 608 elementary school teachers in Qorveh city, of which 404 (310 females and 94 males) were selected using the Daniel Westland (2025) method using a stratified proportional random sampling method. Data were collected using three standardized questionnaires: the Digital Competence Questionnaire by Machmud et al. (2021), the Work Engagement Scale by Schaufeli et al. (2002), and the Innovative Work Behavior Questionnaire by Lambriex-Schmitz et al. (2020). The validity and reliability of the instruments were confirmed through confirmatory factor analysis, Cronbach's alpha, and composite reliability. Data were analyzed using structural equation modeling in Lisrel v10.20. The findings revealed a significant direct effect of digital competence on innovative work behavior. Additionally, digital competence had a significant direct effect on work engagement, and work engagement, in turn, significantly influenced innovative work behavior. The mediating role of work engagement in the relationship between digital competence and innovative work behavior was empirically confirmed. Overall, the proposed model explained 40% of the variance in innovative work behavior.Therefore, developing teachers' digital competencies, both directly and through enhancing work engagement, provides the necessary foundation for the emergence and stabilization of innovative behaviors
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