الگویی ساختاری از نقش واسطه‌ای خودتنظیمی و دانش و آگاهی در ارتباط بین نگرش به فناوری اطلاعات و ارتباطات و توانمندسازی در استفاده از آنها توسط مدیران مقطع متوسطه

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‬ Quarterly Journal of Research in School and Virtual Learning Year 5, No 2 (Serial Number 18), Autumn 2017 (P 81-90) ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ (90 - 81 ‫ )ص‬1396 ‫ ﭘﺎﯾﯿﺰ‬،(18 ‫ ﺷﻤﺎره دوم )ﭘﯿﺎﭘﯽ‬،‫ﺳﺎل ﭘﻨﺠﻢ‬ ‫اﻟﮕﻮﯾﯽ ﺳﺎﺧﺘﺎري از ﻧﻘﺶ واﺳﻄﻪاي ﺧﻮدﺗﻨﻈﯿﻤﯽ و داﻧﺶ و آﮔﺎﻫﯽ در ارﺗﺒﺎط ﺑﯿﻦ ﻧﮕﺮش ﺑﻪ‬ ‫ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت و ﺗﻮاﻧﻤﻨﺪﺳﺎزي در اﺳﺘﻔﺎده از آنﻫﺎ ﺗﻮﺳﻂ ﻣﺪﯾﺮان ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ‬ 2 ‫ ﯾﺎﺳﻤﯿﻦ ﻋﺎﺑﺪﯾﻨﯽ‬،1*‫ﻧﮕﯿﻦ ﺑﺮات دﺳﺘﺠﺮدي‬ ‫ داﻧﺸﮕﺎه اﺻﻔﻬﺎن‬،‫ داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و روانﺷﻨﺎﺳﯽ‬،‫ اﺳﺘﺎدﯾﺎر‬.1 ‫ داﻧﺸﮕﺎه اﺻﻔﻬﺎن‬،‫ داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و روانﺷﻨﺎﺳﯽ‬،‫ داﻧﺸﯿﺎر‬.2 1396/09/14 :‫ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬ 1395/09/20 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ A Structural Model of the Mediator Role of Self-Regulation, Knowledge and Awareness in Relationship between the Attitude to Information Communications Technology and Empowerment of their Usage by the Principals of High School N. Barat Dastjerdi*1, Y. Abedini2 1. Assistant Professor, Department of Education and Psychology, University of Isfahan 2. Associated Professor, Department of Education and Psychology, University of Isfahan Received: 2016/12/10 Abstract The aim of this study was providing a structural model of the Mediator of Self-regulation, knowledge and awareness in relationship between the attitude to information communications technology and empowerment of usage by the principals of high schools. The statistical population of this study was composed of 250 principals of high schools for girls in Isfahan; Due to the limited availability, the census method was used. The research method was descriptive-survey. The research instrument was a researcher-made questionnaire based on variables of five components such as empowerment to usage information communications technology, knowledge and awareness of information communications technology, self-regulation in the use of information communications technology and the use of information communications technology. The face validity was used in order to check the validity and the Cronbach’s alpha coefficient was used to evaluate the reliability. Then, by using path analyses statistical method, the data was analyzed with SPSS and PLS software. Findings indicated that, attitudes toward the use of information communications technology has a direct and positive effect on their use, and this variable, in its turn, has a direct and positive effect on their use. In addition, it was observed that these two variables have a direct and positive effect on empowerment in their use of information communications technology and communication technology. Also, it was observed that self-regulation and knowledge and awareness of information communications technology have a Mediator role in the relationship between attitudes to information communications technology and empowerment in their usage. Keywords Knowledge and Awareness, Self-Regulation, Use of Information and Communication Technology, Empowerment, Structural Model. *Corresponding Author: Accepted: 2017/12/05 ‫ﭼﮑﯿﺪه‬ ‫ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ اراﺋﻪ اﻟﮕﻮﯾﯽ ﺳﺎﺧﺘﺎري از راﺑﻄﻪ ﺑﯿﻦ ﻧﮕﺮش ﺑﻪ ﻓﻨﺎوري‬ ‫اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت و ﺗﻮاﻧﻤﻨﺪﺳﺎزي در آنﻫﺎ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻘﺶ واﺳﻄﻪاي‬ .‫ داﻧﺶ و آﮔﺎﻫﯽ ﻣﺪﯾﺮان ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ اﺻﻔﻬﺎن اﺳﺖ‬،‫ﺧﻮدﺗﻨﻈﯿﻤﯽ‬ ‫ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﺪﯾﺮان ﻣﺪارس ﻣﺘﻮﺳﻄﻪ دﺧﺘﺮاﻧﻪ ﺷﻬﺮ‬ ‫ از روش‬،‫ ﻧﻔﺮ اﺳﺖ ﮐﻪ ﺑﻪ ﻋﻠﺖ ﻣﺤﺪود ﺑﻮدن‬250 ‫ ﺑﻪ ﺗﻌﺪاد‬،‫اﺻﻔﻬﺎن‬ ‫ اﺑﺰار‬.‫ ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ‬-‫ روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ‬.‫ﺳﺮﺷﻤﺎري اﺳﺘﻔﺎده ﺷﺪ‬ ‫ﭘﮋوﻫﺶ ﭘﺮﺳﺶﻧﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺑﺮ اﺳﺎس ﻣﺘﻐﯿﺮﻫﺎي ﭘﮋوﻫﺶ اﺳﺖ ﮐﻪ از‬ ‫ داﻧﺶ و‬،‫ﭘﻨﺞ ﻣﻮﻟﻔﻪ ﺗﻮاﻧﻤﻨﺪﺳﺎزي در اﺳﺘﻔﺎده از ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت‬ ‫ ﺧﻮدﺗﻨﻈﯿﻤﯽ در اﺳﺘﻔﺎده از ﻓﻨﺎوريﻫﺎ و ﻣﯿﺰان اﺳﺘﻔﺎده از‬،‫آﮔﺎﻫﯽ از ﻓﻨﺎوريﻫﺎ‬ ‫ ﺑﻪ ﻣﻨﻈﻮر ﺑﺮرﺳﯽ رواﯾﯽ ﭘﺮﺳﺶﻧﺎﻣﻪ از رواﯾﯽ‬.‫ﻓﻨﺎوريﻫﺎ ﺗﺸﮑﯿﻞ ﺷﺪه اﺳﺖ‬ ‫ دادهﻫﺎ‬.‫ﺻﻮري و ﺑﻪ ﻣﻨﻈﻮر ﺑﺮرﺳﯽ ﭘﺎﯾﺎﯾﯽ از ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ اﺳﺘﻔﺎده ﺷﺪ‬ ‫ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺎﯾﯿﺪي و ﺗﺤﻠﯿﻞ ﻣﺴﯿﺮ ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮماﻓﺰار‬ ‫ ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﻧﮕﺮش ﺑﻪ‬.‫ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ‬PLS ‫ و‬SPSS ‫آﻣﺎري‬ ‫اﺳﺘﻔﺎده از ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت اﺛﺮي ﻣﺴﺘﻘﯿﻢ و ﻣﺜﺒﺖ و ﻣﻌﻨﺎدار ﺑﺮ‬ ‫ﻣﯿﺰان اﺳﺘﻔﺎده از آنﻫﺎ دارد و اﯾﻦ ﻣﺘﻐﯿﺮ ﻧﯿﺰ ﺑﻪ ﻧﻮﺑﻪ ﺧﻮد اﺛﺮي ﻣﺴﺘﻘﯿﻢ و ﻣﺜﺒﺖ‬ ‫ ﺑﻪ ﻋﻼوه ﻣﺸﺎﻫﺪه ﺷﺪ ﮐﻪ اﯾﻦ دو ﻣﺘﻐﯿﺮ ﻧﯿﺰ‬.‫و ﻣﻌﻨﺎدار در اﺳﺘﻔﺎده از آنﻫﺎ دارد‬ ‫ ﻣﺜﺒﺖ و ﻣﻌﻨﺎدار ﺑﺮ ﺗﻮاﻧﻤﻨﺪﺳﺎزي در اﺳﺘﻔﺎده از ﻓﻨﺎوري اﻃﻼﻋﺎت‬،‫اﺛﺮي ﻣﺴﺘﻘﯿﻢ‬ ‫ ﻫﻤﭽﻨﯿﻦ ﻣﺸﺎﻫﺪه ﺷﺪ ﮐﻪ ﺧﻮدﺗﻨﻈﯿﻤﯽ و داﻧﺶ و آﮔﺎﻫﯽ از‬.‫و ارﺗﺒﺎﻃﺎت دارﻧﺪ‬ ‫ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت ﻧﻘﺸﯽ واﺳﻄﻪاي در ارﺗﺒﺎط ﺑﯿﻦ ﻧﮕﺮش ﺑﻪ‬ .‫ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت و ﺗﻮاﻧﻤﻨﺪﺳﺎزي در اﺳﺘﻔﺎده از آنﻫﺎ دارد‬ ‫واژﮔﺎن ﮐﻠﯿﺪي‬ ،‫ اﺳﺘﻔﺎده از ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت‬،‫ ﺧﻮدﺗﻨﻈﯿﻤﯽ‬،‫داﻧﺶ و آﮔﺎﻫﯽ‬ .‫ ﻣﺪل ﺳﺎﺧﺘﺎري‬،‫ﺗﻮاﻧﻤﻨﺪﺳﺎزي‬ ‫ ﻧﮕﯿﻦ ﺑﺮات دﺳﺘﺠﺮدي‬:‫* ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ :‫اﯾﻤﯿﻞ ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪82‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﭘﻨﺠﻢ‪ ،‬ﺷﻤﺎره دوم )ﭘﯿﺎﭘﯽ ‪ ،(18‬ﭘﺎﯾﯿﺰ ‪1396‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﭘﺪﯾﺪه ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت ﺑﺎ ﺳﺮﻋﺘﯽ ﭼﺸﻤﮕﯿﺮ‬ ‫ﺧﻮاﺳﺘﻪﻫﺎي ﺑﺸﺮ را ﺗﺤﺖ ﺗﺄﺛﯿﺮ ﺧﻮد ﻗﺮار داده و ﺗﻄﺒﯿﻖ آن ﺑﺎ‬ ‫ﻧﯿﺎزﻫﺎي اﻧﺴﺎن ﻣﻮﺟﺐ ﺷﺪه اﺳﺖ ﺗﺎ ﻋﺼﺮ ﺟﺪﯾﺪي ﺑﻪ ﻧﺎم‬ ‫ﻋﺼﺮ اﻃﻼﻋﺎت در ﺣﯿﺎت آدﻣﯽ آﻏﺎز ﺷﻮد‪ .‬اﯾﻦ ﭘﺪﯾﺪه‬ ‫ﺑﻪوﺟﻮدآورﻧﺪه دوراﻧﯽ ﻧﻮﯾﻦ در ﻋﺮﺻﻪ ﺣﯿﺎت اﺟﺘﻤﺎﻋﯽ ﺷﺪه‬ ‫اﺳﺖ ﮐﻪ از آن ﺑﺎ ﻧﺎم ﺟﺎﻣﻌﻪ اﻃﻼﻋﺎﺗﯽ ﯾﺎد ﻣﯽﺷﻮد‪ .‬در ﺣﺎل‬ ‫ﺣﺎﺿﺮ‪ ،‬در ﺟﺎﻣﻌﻪ اﻃﻼﻋﺎﺗﯽ‪ ،‬راﯾﺎﻧﻪ در اﻧﺠﺎم اﻏﻠﺐ اﻣﻮر زﻧﺪﮔﯽ‬ ‫ﻧﻘﺶ ﻣﻬﻤﯽ اﯾﻔﺎء ﻣﯽﮐﻨﺪ و ﺑﻪ ﺟﻨﺒﻪاي ﻣﻬﻢ از زﻧﺪﮔﯽ روزﻣﺮه‬ ‫ﺷﻬﺮوﻧﺪان ﯾﮏ ﺟﺎﻣﻌﻪ ﺗﺒﺪﯾﻞ ﺷﺪه اﺳﺖ )ﺟﻼﻟﯽ‪.(1382 ،‬‬ ‫ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت ﺑﺮ ﺟﻨﺒﻪﻫﺎي ﻣﺨﺘﻠﻒ ﺳﺎزﻣﺎنﻫﺎ‬ ‫ﺗﺎﺛﯿﺮ ﮔﺬاﺷﺘﻪ اﺳﺖ و ﻣﺪﯾﺮان را ﻗﺎدر ﻣﯽﺳﺎزد ﺗﺎ ﺑﺎ ﯾﮑﺪﯾﮕﺮ‬ ‫ارﺗﺒﺎط ﺑﺮﻗﺮار ﮐﺮده و از ﻧﺘﺎﯾﺞ ﮐﺎر ﯾﮑﺪﯾﮕﺮ و ﮐﺎرﮐﻨﺎن ﺧﻮد‬ ‫آﮔﺎه ﺷﻮﻧﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل ﺳﺮات‪ (2016) 1‬اﺷﺎره ﮐﺮده اﺳﺖ ﮐﻪ‬ ‫ﻓﻨﺎوريﻫﺎي اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت ﭼﮕﻮﻧﻪ ﻣﯽﺗﻮاﻧﺪ ﺳﺮﻋﺖ‬ ‫ﺗﻮﺳﻌﻪ را در ﺳﺎزﻣﺎنﻫﺎ ﺑﻪ وﯾﮋه ﺳﺎزﻣﺎن آﻣﻮزش و ﭘﺮورش‬ ‫اﻓﺰاﯾﺶ دﻫﺪ‪ .‬او اﺷﺎره ﮐﺮده اﺳﺖ ﮐﻪ ﻓﻨﺎوريﻫﺎي اﻃﻼﻋﺎت و‬ ‫ارﺗﺒﺎﻃﺎت ﺑﺎﻋﺚ ﺗﻘﻮﯾﺖ ﻇﺮﻓﯿﺖ ﺳﯿﺴﺘﻢﻫﺎي اﻣﻮزﺷﯽ و‬ ‫ﺗﺴﻬﯿﻞ دﺳﺘﺮﺳﯽ ﺑﻪ ﺧﺪﻣﺎت آﻣﻮزش و ﻫﻤﭽﻨﯿﻦ‬ ‫ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﻣﻌﻠﻤﺎن ﺑﺮاي اراﺋﻪ ﺧﺪﻣﺎت آﻣﻮزﺷﯽ ﺑﺎ ﮐﯿﻔﯿﺖ‬ ‫ﺑﻬﺘﺮ ﺑﻪ داﻧﺶآﻣﻮزان ﻣﯽﺷﻮد‪ .‬ﻋﻼوه ﺑﺮ اﯾﻦ ﻓﻨﺎوري اﻃﻼﻋﺎت‬ ‫و ارﺗﺒﺎﻃﺎت ﻧﻘﻄﻪ ﺷﺮوﻋﯽ ﺑﺮاي ﭘﺪﯾﺪه ﺟﻬﺎﻧﯽ ﺷﺪن‪ ،‬ﯾﺎدﮔﯿﺮي‬ ‫ﻣﺎداماﻟﻌﻤﺮ‪ ،‬ﯾﺎدﮔﯿﺮي ﺳﯿﺎر و آﻣﻮزشﻫﺎي ﻣﺠﺎزي ﻫﺴﺘﻨﺪ ﮐﻪ‬ ‫ﺑﺎﻋﺚ ﮐﺎﻫﺶ ﻫﺰﯾﻨﻪﻫﺎي ﻧﻈﺎمﻫﺎي آﻣﻮزﺷﯽ و ﭘﺮورﺷﯽ‬ ‫ﻣﯽﺷﻮد‪.‬‬ ‫ﺳﯿﺴﺘﻢ راﯾﺎﻧﻪاي راهﻫﺎي ارﺗﺒﺎﻃﯽ ﺟﺪﯾﺪي را ﺑﻪ وﺟﻮد‬ ‫ﻣﯽآورد ﮐﻪ اﯾﻦ ﻣﺪﯾﺮان ﻣﯽﺗﻮاﻧﻨﺪ از آن اﺳﺘﻔﺎده ﮐﺮده و ﺑﻪ‬ ‫ﺻﻮرت ﯾﮏ ﮔﺮوه درآﯾﻨﺪ‪ .‬اﯾﻦ ﻓﻨﺎوري در ﮐﻨﺎر زدن ﻣﻮاﻧﻊ ﺑﻪ‬ ‫ﻣﺪﯾﺮان ﮐﻤﮏ ﻣﯽﮐﻨﺪ و ﻧﻮﻋﯽ اﺣﺴﺎس ﮔﺮوﻫﯽ ﺑﯿﻦ ﻣﺪﯾﺮان‬ ‫و ﮐﺎرﮐﻨﺎن اﯾﺠﺎد ﻣﯽﮐﻨﺪ ﮐﻪ در ﻧﺘﯿﺠﻪ آن ﻫﻮﯾﺖ ﺳﺎزﻣﺎن ﺑﻪ‬ ‫وﺟﻮد ﻣﯽآﯾﺪ )ﻗﻔﺎري‪ .(2009 ،‬اﻃﻼﻋﺎت ﯾﮑﯽ از ﺣﯿﺎﺗﯽﺗﺮﯾﻦ و‬ ‫ﻣﻬﻢﺗﺮﯾﻦ اﺑﺰار ﻗﺪرت ﻣﺪﯾﺮان اﺳﺖ‪ .‬ﮐﺴﺐ اﻃﻼﻋﺎت‪ ،‬ﺑﻪ وﯾﮋه‬ ‫اﻃﻼﻋﺎﺗﯽ ﮐﻪ ﺑﻪ ﻧﻈﺮ ﻣﯽرﺳﺪ ﻧﻘﺶ ﻣﺤﻮري ﯾﺎ راﻫﺒﺮدي در‬ ‫ﺳﺎزﻣﺎن داﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻣﯽﺗﻮاﻧﺪ ﺑﺮاي ﺳﺎﺧﺘﻦ ﯾﮏ ﭘﺎﯾﮕﺎه ﻗﺪرت‬ ‫و ﻧﯿﺰ ﻣﺴﻠﻂ ﮐﺮدن ﯾﮏ ﺷﺨﺺ در ﺳﺎزﻣﺎن ﺑﻪ ﮐﺎر رود‪ .‬در‬ ‫‪1. Serrat‬‬ ‫واﻗﻊ وﻗﺘﯽ ﻣﺪﯾﺮان اﻓﺮاد ﺧﻮد را ﺑﺎ اﻃﻼﻋﺎت ﺑﯿﺸﺘﺮ ﺗﺠﻬﯿﺰ‬ ‫ﻣﯽﮐﻨﻨﺪ‪ ،‬آن اﻓﺮاد اﺣﺴﺎس ﺗﻮاﻧﻤﻨﺪي ﻣﯽﮐﻨﻨﺪ و ﺑﻪ اﺣﺘﻤﺎل‬ ‫ﺑﯿﺸﺘﺮي ﺑﺎ ﺑﻬﺮهوري‪ ،‬ﮐﺎﻣﯿﺎﺑﯽ و در ﻫﻤﺎﻫﻨﮕﯽ ﺑﺎ ﺧﻮاﺳﺘﻪﻫﺎي‬ ‫ﻣﺪﯾﺮﯾﺖ ﮐﺎر ﻣﯽﮐﻨﻨﺪ )ﺻﺮاﻓﯽزاده‪ .(1388 ،‬ﯾﮑﯽ از ﻣﻬﻢﺗﺮﯾﻦ‬ ‫ﻋﻮاﻣﻞ ﺗﺎﺛﯿﺮﮔﺬار ﺑﺮ ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﺷﻐﻠﯽ و ﺗﻮاﻧﻤﻨﺪﺳﺎزي در‬ ‫اﺳﺘﻔﺎده از ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت‪ ،‬ﻣﯿﺰان و ﻧﻮع اﺳﺘﻔﺎده‬ ‫از ﻓﻨﺎوريﻫﺎ اﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮان ﻣﺜﺎل زاﯾﺮﮐﻌﺒﻪ و ﻫﻤﮑﺎران‬ ‫)‪ (1393‬در ﺗﺤﻘﯿﻘﯽ ﺗﺤﺖ ﻋﻨﻮان ﺗﺎﺛﯿﺮ ﺑﻪ ﮐﺎرﮔﯿﺮي ﻓﻨﺎوري‬ ‫اﻃﻼﻋﺎت ﺑﺮ ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﮐﺎرﮐﻨﺎن و ﺗﻌﻬﺪ ﺳﺎزﻣﺎﻧﯽ ﺑﻪ اﯾﻦ‬ ‫ﻧﺘﯿﺠﻪ دﺳﺖ ﯾﺎﻓﺖ ﮐﻪ ﮐﺎرﺑﺮد ﻓﻨﺎوري اﻃﻼﻋﺎت ﺑﺮ (...truncated)