نقش واسطه‌ای مدیریت دانش در رابطه بین اخلاق حرفه‌ای و هوش سازمانی با اثربخشی سازمانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه علوم‌تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام ‌نور، تهران، ایران،

2 کارشناسی ارشد، گروه برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام‌ نور، تهران، ایران.

3 دانشیار، گروه علم اطلاعات و دانش‌شناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام ‌نور، تهران، ایران.

چکیده

هدف پژوهش حاضر تدوین و آزمون مدل علّی اثربخشی سازمانی بر اساس اخلاق حرفه‌ای و هوش سازمانی با نقش واسطه‌ای مدیریت دانش در معلمان دورۀ ابتدایی بود. روش‌شناسی این پژوهش به لحاظ هدف جزء پژوهش­های توسعه­ای و ازلحاظ روش گردآوری داده‌ها از نوع پیمایشی- همبستگی می‌باشد. جامعه آماری این پژوهش شامل کلیۀ معلمان دورۀ ابتدایی شهرستان صحنه به تعداد 199 نفر که با روش نمونه‌گیری تصادفی ساده و با استفاده از جدول مورگان تعداد 150 نفر به‌عنوان نمونه انتخاب شدند. ابزارهای گردآوری داده‌ها شامل: پرسشنامة اثربخشی سازمانی پارسونز (۱۹۶۹)؛ اخلاق حرفه‌ای قاسم‌زاده (1393)؛ هوش سازمانی آلبرخت (2003) و مدیریت دانش لاوسن (2003) بود. تحلیل داده‌ها به ‌وسیلة نرم‌افزار Smart PLS انجام شد. یافته‌ها نشان داد که اخلاق حرفه‌ای، هوش سازمانی و مدیریت دانش بر اثربخشی سازمانی تأثیر مستقیم دارد. همچنین اخلاق حرفه‌ای و هوش سازمانی بر مدیریت دانش تأثیر مستقیم دارد. اثر غیرمستقیم اخلاق حرفه‌ای و هوش سازمانی با نقش واسطه‌ای مدیریت دانش بر اثربخشی سازمانی معنادار می‌باشد. به‌طور کلی نتیجه می‌شود تدوین و آزمون مدل علّی اثربخشی سازمانی بر اساس اخلاق حرفه‌ای و هوش سازمانی با نقش واسطه‌ای مدیریت دانش با مدل تجربی برازش دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Mediating Role of Knowledge Management in the Relationship between Professional Ethics and Organizational Intelligence with Organizational Effectiveness

نویسندگان [English]

  • Ali Abdi 1
  • Nesa Fayzi 2
  • Faramarz Soheili 3
1 Associated Professor, Department of Educational Science, Payame Noor University, Tehran, Iran.
2 MSc., Department of Educational Sciences, Payame Noor University, Tehran, Iran.
3 Associate Professor, Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran.
چکیده [English]

Introduction
Organizational effectiveness is a fundamental concern for educational organizations and is closely associated with their ability to achieve organizational goals and respond effectively to changing environmental conditions. Professional ethics and organizational intelligence are among the factors that can contribute to improving organizational effectiveness. Professional ethics provides an ethical framework for responsible and appropriate professional behavior, while organizational intelligence reflects an organization’s collective capacity to acquire knowledge, adapt to change, make effective decisions, and achieve its objectives. Knowledge management can also facilitate the creation, acquisition, organization, dissemination, and application of knowledge and thereby contribute to organizational effectiveness. Accordingly, this study aimed to develop and test a causal model of organizational effectiveness based on professional ethics and organizational intelligence, with knowledge management as a mediating variable among primary school teachers.
 
Methodology
This developmental study employed a survey-correlational research design. The statistical population consisted of 199 primary school teachers in Sahneh County, Iran. Using simple random sampling and the Morgan table, 150 teachers were selected as the sample. Data were collected through four standardized questionnaires: Parsons’ Organizational Effectiveness Questionnaire, Qasemzadeh’s Professional Ethics Questionnaire, Albrecht’s Organizational Intelligence Questionnaire, and Lawson’s Knowledge Management Questionnaire. The reliability of the instruments was confirmed using Cronbach’s alpha coefficients, which were 0.956 for organizational effectiveness, 0.948 for professional ethics, 0.987 for organizational intelligence, and 0.875 for knowledge management. Data were analyzed using descriptive statistics, confirmatory factor analysis, and partial least squares structural equation modeling (PLS-SEM) through SmartPLS software.
 
Findings
The findings indicated significant positive relationships among professional ethics, organizational intelligence, knowledge management, and organizational effectiveness. The correlation coefficients between organizational effectiveness and professional ethics, organizational intelligence, and knowledge management were 0.320, 0.676, and 0.727, respectively. Professional ethics had a significant direct effect on organizational effectiveness, while organizational intelligence and knowledge management also exerted significant direct effects on organizational effectiveness. In addition, both professional ethics and organizational intelligence had significant direct effects on knowledge management. The mediation analysis showed that knowledge management significantly mediated the relationships of professional ethics and organizational intelligence with organizational effectiveness. The proposed conceptual model demonstrated an acceptable fit with the empirical model, and all research hypotheses were supported.
 
Discussion and Conclusion
The results demonstrate that organizational effectiveness among primary school teachers is associated not only with professional ethics and organizational intelligence but also with the effective management of organizational knowledge. Professional ethical behavior can create a climate of trust, responsibility, cooperation, and knowledge sharing, thereby facilitating knowledge management and indirectly strengthening organizational effectiveness. Similarly, organizational intelligence can enhance an organization’s capacity to identify, acquire, share, and apply knowledge and consequently improve effectiveness. The mediating role of knowledge management highlights the importance of transforming ethical and intellectual capacities into practical knowledge processes. Therefore, educational organizations can strengthen organizational effectiveness by promoting professional ethics, developing organizational intelligence, and establishing effective mechanisms for knowledge creation, storage, dissemination, and application. In particular, professional ethics training and the identification and promotion of teachers who demonstrate responsible behavior, knowledge sharing, cooperation, and commitment may help create conditions conducive to knowledge-based organizational effectiveness.

کلیدواژه‌ها [English]

  • Organizational Effectiveness
  • Professional Ethics
  • Organizational Intelligence
  • Knowledge Management

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  • تاریخ دریافت: 11 تیر 1404
  • تاریخ بازنگری: 31 تیر 1404
  • تاریخ پذیرش: 15 مرداد 1404
  • تاریخ اولین انتشار: 15 شهریور 1404

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