ارائه مدلی برای آموزش استاندارد در هنرستان‌های شهر تهران از بعد مهارت‌آموزی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

دوره 13، شماره 1 - شماره پیاپی 53، فروردین و اردیبهشت 1401، صفحه 155-139   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2022.25143.5022

نویسندگان

عیسی درویش پور¹؛ افسانه صابرگرکانی^{* 2}؛ مریم مصلح³؛ لیلا شریفیان⁴

¹دانش‌ آموخته دکتری، مدیریت آموزشی، واحد تهران غرب، دانشگاه آزاد اسلامی ، تهران، ایران.

²استادیار گروه علوم تربیتی و مشاوره، واحد رودهن، دانشگاه آزاد اسلامی، تهران، ایران.

³دانشیار گروه مدیریت، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران.

⁴استادیار علوم تربیتی و روانشناسی، واحد اسلامشهر، دانشگاه آزاد اسلامی، تهران، ایران.

تاریخ دریافت: 30 خرداد 1399،  تاریخ بازنگری: 01 شهریور 1399،  تاریخ پذیرش: 07 آبان 1399 

چکیده

مقدمه و هدف: ایجاد فرصت­های شغلی، توسعه فعالیت­های اقتصادی، کاهش معضل بیکاری و افزایش مهارت­های اجتماعی ازجمله عواملی هستند که اهمیت مهارت­آموزی و رعایت استانداردهای لازم جهت بهبود کیفیت آموزش­های مهارتی را آشکار می­سازد، بدین منظور پژوهش حاضر با هدف ارائه مدلی برای آموزش استاندارد در هنرستان­های شهر تهران از بعد مهارت­آموزی انجام گردید.
روش شناسی پژوهش: این تحقیق از نظر هدف کاربردی است و به روش آمیخته اکتشافی انجام گردید. در مرحله کیفی ۱۱ نفر از خبرگان در زمینه آموزش استاندارد در هنرستان­ها به‌عنوان نمونه، به روش نمونه­گیری هدفمند انتخاب شدند. جمع­آوری داده­های کیفی به روش مطالعات کتابخانه­ای و مصاحبه­های نیمه ساختاریافته انجام گرفت. در بخش کمی، جامعه آماری را کلیه­ی مدیران هنرستان‌های شهر تهران (۳۲۹ نفر) تشکیل دادند که برای تعیین حجم نمونه با استفاده از فرمول کوکران، تعداد ۱۷۷ نفر به‌عنوان نمونه، به روش نمونه­گیری تصادفی ساده انتخاب شدند. جمع‌آوری داده­های کمی، بر اساس پرسشنامه محقق ساخته صورت گرفت که پایایی آن با ضریب آلفای کرونباخ ۹۳% و روایی آن با استفاده از نظر متخصصان و خبرگان تأیید شد. تجزیه و تحلیل داده­ها به کمک نرم­افزارهای SPSS 16 و Smart PLS صورت پذیرفت.
یافته ها: تحلیل داده­های کیفی منجر به شناسایی ۲۴ شاخص و ۵ مؤلفه گردید، سپس بر مبنای یافته‌های مرحله کیفی، پرسشنامه کمی طراحی و به جمع‌آوری داده­های کمی پرداخته شد. تجزیه‌وتحلیل داده‌های کمی در قالب تحلیل توصیفی داده‌ها و تحلیل عاملی تأییدی صورت گرفت. از بین ۲۴ گویه، در ۲۳ گویه بار عاملی کم­تر از ۰٫۳ وجود نداشت و از روند تحلیل عاملی حذف نگردیدند و  به دلیل بار عاملی بزرگ‌تر از 6,0  نشان داد که «خیلی مطلوب» هستند و  ۱ گویه، بار عاملی ۰٫۰۸۳ داشته که به دلیل این­که از ۰٫۳ کم­تر است، از روند تحلیل حذف ­گردید.
بحث و نتیجه­ گیری: بر اساس نتایج پژوهش پنج مؤلفه: مالی و فیزیکی، منابع انسانی، آموزش و یادگیری، علمی و نوآوری، پرورش جسمی و روحی با شاخص­های آن­ها، تحت عنوان ابعاد و مؤلفه‌های مدل آموزش استاندارد در هنرستان‌های شهر تهران از بعد مهارت­آموزی مشخص گردید.

کلیدواژه‌ها

آموزش استاندارد؛ هنرستان‌ها؛ مهارت‌آموزی

عنوان مقاله [English]

Presentation a model for standard education in Tehran's vocational schools in terms of skills training

نویسندگان [English]

eisa darvishpour¹؛ afsaneh saber garekani²؛ Maryam Mosleh³؛ Leila Sharifian⁴

¹PhD candidate Educational Management, West Tehran Branch, Islamic Azad University, Tehran, Iran.

². Assistant Professor, Department of Educational Sciences and Counseling, Roodehen Branch, Islamic Azad University, Tehran, Iran

³Associate Professor, Department of Management, West Tehran Branch, Islamic Azad University, Tehran, Iran

⁴Assistant Professor of Educational Sciences and Psychology, Islamshahr Branch, Islamic Azad University, Tehran, Iran.

چکیده [English]

Introduction: Creating job opportunities, developing economic activities, reducing the problem of unemployment and increasing social skills are among the factors that  reveal the importance of skill training and observing the required standards necessary to improve its quality. The purpose of this  research is to present a model for standard education in Tehran's vocational schools in terms skills training.
research methodology:The present study is applied research and data collection was  using exploratory mixed method. In the qualitative phase, 11 experts in the field of standard education in standard education in vocational schools were selected by purposeful sampling. Qualitative data were collected through library studies and semi-structured interviews. In the quantitative phase, the statistical population consisted of all the  vocational schools   managers in Tehran (329) who 177 managers were selected as sample size using Cochran formula and simple random sampling. Quantitative data were collected based on the researcher-made questionnaire whose reliability was confirmed with Cronbach's alpha coefficient of 93%. Also the validity was confirmed by the experts. Data analysis was done using SPSS 16 and Smart PLS software.
Findings: The analysis of qualitative data led to the identification of 24 indices and 5 components. Then, based on the findings of the qualitative stage, a quantitative questionnaire was designed and quantitative data were collected. Quantitative data analysis was performed in the form of descriptive data analysis and confirmatory factor analysis. Out of 24 items, in 23 items there was no factor load less than 0.3 and they were not removed from the factor analysis process and due to the factor load greater than 6.0 showed that they are "very desirable" and 1 item, load It had a factor of 0.083, which was removed from the analysis process because it is less than 0.3.
Conclusion: Based on the results of the research, five components including: financial and physical, human resources, education and learning, scientific and innovative,  physical and mental development, along with their indicators, were identified as dimensions and components of the model of standard education in Tehran's vocational schools in terms of skills training.

کلیدواژه‌ها [English]

standard education, vocational schools, skill training

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