خلاصة:
روش پژوهش حاضر تحقیق توصیفی – همبستگی و جامعه آماری شامل کلیه کادر آموزشی مدارس متوسطه دوره دوم شهر مهاباد به تعداد 370 نفر بود. برای نمونهگیری ابتدا با محاسبه حجم نمونه از طریق معادله کوکران تعداد 221 نفر انتخاب و سپس جهت انتخاب نمونه از روش نمونهگیری طبقهای و خوشهای چند مرحلهای، استفاده شد. برای جمعآوری دادهها از پرسشنامه فرهنگ مدرسه و پرسشنامه هوش فرهنگی و جهت تجزیه و تحلیل دادهها از تحلیل عاملی اکتشافی، مدل معادله ساختاری و ضریب همبستگی پیرسون استفاده شد. یافتههای تحقیق نشان داد که بین هوش فرهنگی مدیران مدارس با فرهنگ مدرسه رابطه معناداری وجود دارد. همچنین نتایج نشان داد که ابعاد هوش فرهنگی به ترتیب بعد فراشناختی، شناختی، انگیزشی، و رفتاری با فرهنگ مدرسه رابطه مثبت و معناداری داشتند.
Each school has its own culture, influenced by the thoughts and actions of managers, teachers and students, and influences new members. The school's culture reflects the personality and identity of the school, and it is this feature that distinguishes a school from another school. School culture influences how students learn the teaching process and how parents support their school education programs. The school's cultural context involves the attitudes, styles, values and patterns governing the school, and they form a particular school culture. In the meantime, the role of cultural intelligence in creating school culture is also a new component that attracted the attention of researchers. Cultural intelligence is a new domain of intelligence, which has a lot to do with cultural work environments. For better performance in schools with different and diverse cultures, manager's is needed to manage cultural diversity at the school's level and use it to achieve the goals of education. Such managers, with high cultural intelligence, can more effectively adapt to the school culture and subcultures and to better accept cultural diversity. The study aimed to formulate and test structural equation model of relationship between school administrators’ cultural intelligence and school culture. Research Method: The research method is descriptive-correlation using the causal modeling method or structural equation model. A two-stage approach was used to analyze the data. The first step was factor analysis and the second step was the structural equation model and statistical population includes all directors, assistants and teachers of Mahabad secondary schools. According to the latest statistics, statistical population is 370 people. Firstly, 221 people were selected as sample through calculating sample size, using Cochran equation and multi-stage cluster sampling method. The research tool was a questionnaire in order to collect data and its validity and reliability was confirmed before its implementation. To measure school culture, a questionnaire (Lezotte, 1991) was used; it included seven components of a safe and secure environment, a high expectation, educational management, a focused and transparent mission, constant control of student progress and home-school relations, and learning and time opportunities of Students for homework. Cronbach's alpha method was used to determine the reliability of school culture questionnaire. Total reliability coefficient 93/. Calculated. To measure cultural intelligence, a questionnaire (Ang, Van Dyne, Koh, Ng, Templer, Tay & Chandrasekhar, 2007) was used; it included four metacognitive, cognitive, motivational, and behavioral components. Cronbach's Alpha Cultural Intelligence Questionnaire 91/. Calculated. Structural equation modeling and Pearson correlation coefficient were used to analyze the data. Finally, data were analyzed in descriptive and hypothesis test sections. Findings: The research findings showed that fitting goodness indicators of model are well fitted and there is significant relationship between cultural intelligence of school directors and school organizational culture. The results obtained from the indicators of goodness of fit of the model show that the obtained results are meaningful according to the degree of freedom (P≤0.01); however. The Root Mean Square Error of Approximation (RSMEA) for the model is also 0.07, for good models it is less than 0.05 and for acceptable models less than 0.08, for weak models larger than 10/0, and therefore For the current model it is acceptable. Adjustable goodness index (AGFI) for model 0.86, Normed Fit Index (NFI) of 0.75 and Comparative fit index (CFI) of 0.85. These indexes for good models are 0.90 or higher and for acceptable models are 0.80 and are acceptable in the present model. According to the indicators, it can be said that this model has acceptable relative fit. Also, the results showed that there is positive and significant relationship between cultural intelligence dimensions including metacognitive (R = 0.46), cognitive (R = 0.24), motivational (R = 0.16) and behavioral (R = 0.18) dimensions and school culture. It can be argued that the levels of cultural intelligence of managers are an important factor in the cultural behaviors that managers show up. Managers believe that their cultural leadership roles will increase when their level of cultural intelligence increases. In the same way, they believe that the behaviors and roles of cultural leadership of managers decrease when their levels of cultural intelligence are reduced. So, it can be said that managers, depending on the high levels of cultural intelligence, can show cultural leadership behaviors. In other words, the cultural leadership roles of school principals can be explained to some extent by relying on their level of cultural intelligence. Cultural intelligence helps managers to quickly and correctly understand the various cultural components of behavior appropriate to each of them. Also, due to the fact that a significant part of the skills and capabilities of cultural intelligence are acquired, organizations must consider the role of develop managers and using formal and informal education to improve cognitive and behavioral intelligence skills of managers. Today, organizations need effective and efficient employees in order to achieve their goals for comprehensive development and overall, the efficiency and effectiveness of organizations depends on the efficiency and effectiveness of human resources in those organizations. Therefore, moving towards increasing cultural intelligence among human resources is one of the main tasks of organizations and is necessary. Regarding the findings of the research, considering the significant relationship between the dimensions of cultural intelligence with organizational culture components, it is suggested that more attention be paid to cultural intelligence in the selection and appointment of educational managers, and the features that can develop communication skills in organizations, more Considered by top managers and school administrators. Holding workshops and courses, such as in-service, can make school administrators more familiar with cultural instructional learning practices in schools. It is suggested that education officials, with in-service programs, familiarize their staff and managers with different dimensions of cultural intelligence and organizational culture of schools and their promotion areas in order to increase collaboration among staff.
ملخص الجهاز:
همچنين مطالعات نشان دهنده اين است که هوش فرهنگي در هر بعد (فراشناختي، شناختي، رفتاري و انگيزشي)، به عنوان يک عامل رمزگذاري و کدگذاري دانش ، به مديران در روند انتقال دانش کمک ميکند(٢٠١٨, ́Caputo, Marzi and Dabic ,́icVlajc) و معلمان و رهبران مدرسه در کارگاه هاي ضمن خدمت بايد براي ايجاد يک فرهنگ مدرسه چند فرهنگي، از طريق يادگيري چگونگي مقابله با روابط متعارض بين المللي آماده باشند( Vervaet, Van Houtte and .
اگرچه مديران ، فرهنگ سازماني را شکل ميدهند ولي بايد مطمئن باشند که مدارس به شناسايي و تأمين نيازهاي تمام دانش آموزان ميپردازند (١٩٩١,Lezotte ؛ ١٩٩٣ ,Banks؛ ٢٠٠٤ ,DuFour& Eaker ؛ ٢٠٠٥ ,Stewart) براي تأمين نيازهاي دانش آموزان داراي فرهنگ هاي متفاوت از لحاظ کيفيت آموزشي يکسان ، مديران مدارس بايستي هوش فرهنگي داشته باشند (٢٠٠٨ ,Van Dyne &Ang ).
حل چالش هاي مربوط به تأمين نيازهاي دانش آموزان داراي فرهنگ هاي متفاوت ، نيازمند مديريت هوش فرهنگي در سطح مدارس است (٢٠٠٢ ,Gay ؛ ٢٠٠٥ ,Stewart؛ ٢٠٠٨ ,Van Dyne &Ang ).
چرا که تحقيقات نشان داده که در سازمان ها، مديران داراي هوش فرهنگي، توانايي حمايت و توسعه ي افراد واجد شرايط از نظر فرهنگي را دارند و بر اثربخشي سازمان تاثيرگذار ميباشند (٢٠٠٧ ,Chandrasekhar &Ang, Van Dyne, Koh, Ng, Templer, Tay ؛ ٢٠٠٨ ,Cameron؛ ٢٠٠٨ ,Habegger؛ ٢٠٠٨ ,Van Dyne &Ang ؛ ,Dhaliwal ٢٠١٠ ؛ ٢٠١٢ ,Kose &Hernandez ).
براي اندازه گيري هوش فرهنگي ١ از پرسشنامه ,Ang) ٢٠٠٧ ,Chandrasekhar &Van Dyne, Koh, Ng, Templer, Tay ) استفاده گرديد؛ که شامل ٢٠ گويه و ٤ مؤلفه اصلي فراشناختي شامل چهار سؤال ، شناختي شش سؤال ، انگيزشي پنج سؤال و رفتاري پنج سؤال است .