نوع مقاله : پژوهشی کاربردی

نویسندگان

1 دانشجوی کارشناسی ارشد، گروه تربیت بدنی و علوم ورزشی، دانشکده تربیت بدنی، دانشگاه صنعتی شاهرود، شاهرود، ایران.

2 استادیار مدیریت ورزشی، گروه تربیت بدنی و علوم ورزشی، دانشکده تربیت بدنی، دانشگاه صنعتی شاهرود، شاهرود، ایران.

چکیده

هدف: هدف پژوهش حاضر، بررسی تأثیر ویژگی‌های مثبت شخصیتی بر خود رهبری معلمان تربیت بدنی شهرستان ساری با نقش تعدیل‌گر شخصیت فعال بود.
روش­شناسی: روش پژوهش به لحاظ هدف، کاربردی و از نظر شیوۀ جمع­آوری داده­ها توصیفی-پیمایشی از نوع همبستگی بود. جامعه آماری کلیه معلمان تربیت بدنی مدارس دولتی شهرستان ساری در سال تحصیلی 1401-1402 بودند (202 نفر). مقدار 138 نمونه توسط نرم‌افزار جی­پاور به عنوان حداقل حجم نمونه برای انجام پژوهش در نظر گرفته شد. روش نمونه­گیری، در دسترس بود. ابزار جمع­آوری داده‌ها پرسشنامه­های شخصیت فعال بیل و همکاران (2019)، خودرهبری کاستلانو و همکاران (2021)، امیدواری اسنایدر و همکاران (1996) و خوش­بینی­ شایر و کارور (1985) بود. پایایی پرسشنامه­ها با آلفای کرونباخ بررسی و تأیید شد. روایی پرسشنامه­ها با نظرات 10 نفر از اساتید مدیریت ورزشی و دبیران تربیت بدنی مورد تأیید قرار گرفت. تجزیه ­و­ تحلیل داده­ها به روش مدل‌سازی معادلات ساختاری در نرم­افزار پی­ال­اس انجام شد.
یافته­ها: نتایج نشان داد، امیدواری بر خود رهبری معلمان تربیت بدنی تأثیر مثبت و معناداری داشت. خوش­بینی بر خود رهبری معلمان تربیت بدنی تأثیر معناداری نداشت. شخصیت فعال نقش تعدیل‌گر در رابطه بین امیدواری با خود رهبری معلمان تربیت بدنی داشت؛ همچنین شخصیت فعال نقش تعدیل‌گر در رابطه بین خوش­بینی با خودرهبری معلمان تربیت بدنی نداشت.
نتیجه­گیری: بنابراین می­توان اظهار کرد که امیدواری موجب افزایش خود رهبری معلمان تربیت بدنی می­شود؛ اما خوش­بینی تأثیری بر افزایش یا کاهش خودرهبری معلمان ندارد؛ همچنین امیدواری و خوش­بینی با نقش تعدیل­گری شخصیت فعال موجب افزایش خودرهبری معلمان شدند؛ بنابراین توجه به ایجاد و افزایش امیدواری به عنوان یکی از ویژگی­های شخصیتی در معلمان تربیت بدنی می­تواند منجر به خودرهبری آنها در فعالیت­های آموزشی و تربیتی مدرسه شود.

کلیدواژه‌ها

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