نقش میانجی سواد اطلاعاتی در رابطه بین توسعه حرفه‌ای و ظرفیت یادگیری سازمانی معلمان

قنبری, سیروس; خباره, کبری; نوروزی, محمد

doi:10.30473/t-edu.2025.75229.1304

نقش میانجی سواد اطلاعاتی در رابطه بین توسعه حرفه‌ای و ظرفیت یادگیری سازمانی معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ استادگروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.

² استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.

³ دانشجوی دکتری، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.

10.30473/t-edu.2025.75229.1304

چکیده

هدف پژوهش حاضر بررسی نقش میانجی سواد اطلاعاتی در رابطه بین توسعه حرفه‌ای و ظرفیت یادگیری سازمانی معلمان بود. این پژوهش از نظر هدف، کاربردی و از نظر شیوه اجرا، توصیفی- همبستگی از نوع مدل‌یابی معادلات ساختاری است. جامعه آماری شامل کلیه معلمان آموزش و پرورش نواحی 1 و 2 شهر همدان در سال تحصیلی 1404-1403 بود که نمونه‌ای به شیوه تصادفی ساده با حجم 423 نفر انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌های استاندارد ظرفیت یادگیری سازمانی نیکلوا و همکاران (2014)، توسعه حرفه‌ای معلمان نیوجرسی (2014) و سواد اطلاعاتی سیامک و داورپناه (1388) استفاده شد. روایی سازه پرسشنامه‌ها با استفاده از تحلیل عاملی تاییدی بررسی و تایید گردید. برای تعیین پایایی نیز از آزمون آلفای کرونباخ استفاده شد و ضرایب آلفا به‌ترتیب 96/0، 95/0 و 97/0 به‌دست آمدند. همچنین داده‌ها با استفاده از نرم‌افزارهای SPSS و LISREL مورد تحلیل قرار گرفتند. نتایج نشان داد که توسعه حرفه‌ای معلمان اثر مستقیم و معناداری بر ظرفیت یادگیری سازمانی داشت و این اثر از طریق سواد اطلاعاتی تقویت می‌شود. توسعه حرفه‌ای همچنین به‌طور مستقیم موجب ارتقای سواد اطلاعاتی می‌شود و سواد اطلاعاتی نیز اثر معناداری بر یادگیری سازمانی داشت. این یافته‌ها نشان‌می‌دهد که سواد اطلاعاتی نه‌تنها یک شایستگی فنی بلکه ظرفیتی فراشناختی و تحلیلی است که می‌تواند تعاملات یادگیری را در سطح فردی، گروهی و سازمانی ارتقا دهد. بر اساس نتایج، توجه به تقویت مهارت‌های اطلاعاتی در برنامه‌های توسعه حرفه‌ای معلمان، راهکاری مؤثر در جهت ارتقای یادگیری سازمانی در نهادهای آموزشی محسوب‌می‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Mediating Role of Information Literacy in the Relationship between Professional Development and Organizational Learning Capacity of Teachers

نویسندگان [English]

Siroos Ghanbari ¹
Kobra Khabareh ²
Mohmmad Noruzi ³

¹ Professor, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamadan, Iran

² Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran.

³ Ph.D. Student in Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran

چکیده [English]

The present study proposes to examine the mediating role of information literacy in the relationship between professional development and the organizational learning capacity of teachers. In terms of purpose, this study is applied in nature, and methodologically, it is a descriptive-correlational research utilizing structural equation modeling (SEM). The statistical population included all teachers from Districts 1 and 2 of the Hamadan Department of Education during the 2024–2025 academic year. A sample of 423 teachers was selected using simple random sampling. Data were collected through standardized questionnaires, including the Organizational Learning Capacity Scale by Niklewicz et al. (2014), the New Jersey Professional Development Questionnaire (2014), and the Information Literacy Scale by Siamak and Davarpanah (2009). Construct validity was confirmed using confirmatory factor analysis, and reliability was assessed via Cronbach’s alpha, yielding coefficients of 0.96, 0.95, and 0.97, respectively. Data analysis was conducted using SPSS and LISREL software. The results showed that teachers’ professional development had a direct and significant effect on organizational learning capacity, and this effect is strengthened through information literacy. Professional development also directly enhances teachers’ information literacy, and information literacy also has a significant effect on organizational learning. These findings indicate that information literacy is not merely a technical skill, but a metacognitive and analytical capacity that can enhance learning interactions at the individual, group, and organizational levels. Based on the results, focusing on strengthening information literacy skills within professional development programs for teachers is an effective strategy for improving organizational learning in educational institutions.

کلیدواژه‌ها [English]

Educational Institutions
Information Literacy
Organizational Learning
Professional Development

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