نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه لرستان، خرمآباد، ایران
2 استادیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه لرستان، خرمآباد، ایران
3 دانشیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه لرستان، خرمآباد، ایران.
چکیده
تازه های تحقیق
هدف از این پژوهش بررسی تأثیر رهبری کلاس درس بر آوای دانشجو با نقش میانجی ادراک از شفافیت استاد بود. نتایج حاصل از تجزیه و تحلیل یافتهها نشان داد که رهبری کلاس درس بر آوای دانشجویان در دانشگاه لرستان و دانشگاه فرهنگیان خرمآباد تأثیر دارد. در تبیین این یافته میتوان گفت که برخورد باز و روابط حمایتی اساتید که به سبک رهبری جدید و غیرسنتی اشاره دارد، منجر به افزایش ادراک دانشجویان از اثربخشی و امنیت آوای آنها میشود و به این ترتیب آوای دانشجویان افزایش مییابد (Baş, 2020). برای مثال استاد با الهامبخشی خود از طریق ایجاد اشتیاق و چشمانداز مثبت، توجه فردی و تحریک فکری با چالشهای خلاقانه و بازخورد سازنده، باعث میشود دانشجو انگیزه پیدا کند و مشارکت و ابراز بیشتری داشته باشد.
یافتهها نشان داد رهبری کلاس درس بر ادراک از شفافیت استاد در دانشجویان دانشگاه لرستان و دانشگاه فرهنگیان خرمآباد تأثیر دارد.
یافتهها نشان داد ادراک از شفافیت استاد بر آوای دانشجویان در دانشگاه لرستان و دانشگاه فرهنگیان خرمآباد تأثیر دارد.
یافتهها نشان داد رهبری کلاس درس بر آوای دانشجو با نقش میانجی ادراک از شفافیت استاد در دانشجویان دانشگاه لرستان و دانشگاه فرهنگیان خرمآباد تأثیر دارد.
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Students, as the primary stakeholders in the educational system, are a driving force for innovation and, by expressing their opinions and concerns, play a significant role in achieving the ultimate goals of higher education. Identifying the factors influencing students’ voice can pave the way for improving the quality of education. In the educational environment, particularly within the classroom, the quality of professors’ classroom leadership can substantially contribute to achieving this goal. One of the facilitating components in the relationship between leadership and voice is transparency, which can foster trust, participation, and the expression of voice. These variables have generally been emphasized and examined in noneducational settings. However, given the unparalleled role of the higher education system in social change and development, it is essential to examine this novel combination of the three components in the higher education environment, particularly in classroom settings, with a focus on the relationship between professors and students. Accordingly, the purpose of this study was to investigate the impact of classroom leadership on students’ voice, with the perceived transparency of the professor as a mediating variable.This study was applied in purpose and descriptive-correlational in terms of data collection, using a structural equation modeling approach. The study was conducted at Lorestan University and Farhangian University of Khorramabad by researchers with academic backgrounds from these two universities and a motivation to contribute to change in the educational system. The statistical population of the study consisted of 6,822 undergraduate students at Lorestan University and Farhangian University of Khorramabad. Cluster sampling was used, and the sample size was 384. The data collection instrument was a researcher-made questionnaire measuring classroom leadership, students’ voice, and perceived instructor transparency.The findings showed that classroom leadership had a direct and significant effect on perceived instructor transparency (path coefficient = 0.70) and an indirect and significant effect on students’ voice (path coefficient = 0.45). In addition, perceived instructor transparency had a direct and significant effect on students’ voice (path coefficient = 0.45). Finally, the findings indicated that perceived instructor transparency played a mediating role in the relationship between classroom leadership and students’ voice at Lorestan University and Farhangian University of Khorramabad (path coefficient = 0.31).The results of the study showed that classroom leadership is an important factor influencing students’ voice. The findings indicated that effective classroom leadership, through the application of defined competencies, leads to greater clarity and the development of student participation, engagement, and trust. A competent professor values students, supports them, and is aware of their talents and interests. This support and awareness make students feel that their perspectives are heard and their needs are considered. As a result, they are more likely to express their opinions and engage actively in class. Based on these findings, it is suggested that universities strengthen classroom leadership by attracting and retaining competent professors with strong communication skills and by implementing appropriate incentive structures. In addition, universities can provide opportunities for students to express constructive suggestions and criticisms through brainstorming sessions. Professors, through transparency, can create a classroom atmosphere characterized by trust and positive regard, thereby facilitating students’ expression of their viewpoints and making the classroom environment more dynamic and transparent.Among the limitations of this study were the inability to examine all factors influencing students’ voice and the possibility of student response bias due to the use of questionnaires in the research process. Other limitations included the psychological and physical conditions of respondents while completing the questionnaire, as well as their level of focus and accuracy.
کلیدواژهها [English]
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