توسعه و اعتباریابی الگوی مهارت های مدیریت زمان در دوره متوسطه ی اول

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 14، دوره 14، شماره 3 - شماره پیاپی 61، مرداد و شهریور 1402، صفحه 217-197   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.28024.5612

نویسندگان

رحمت اله مرزوقی¹؛ زهرا فیروزی^{* 2}؛ جعفر جهانی³؛ عبدالعزیز افلاک سیر³

¹استاد تمام گروه علوم تربیتی، دانشگاه شیراز، شیراز، ایران

²دانش آموخته دکتری برنامه درسی، دانشگاه شیراز، شیراز، ایران

³دانشیار گروه علوم تربیتی، دانشگاه شیراز، شیراز، ایران

تاریخ دریافت: 24 خرداد 1400،  تاریخ بازنگری: 14 شهریور 1400،  تاریخ پذیرش: 09 آبان 1400 

چکیده

مقدمه و هدف: هدف پژوهش توسعه و اعتباریابی الگوی مدیریت زمان در دوره متوسطه می باشد.
روش شناسی پژوهش: روش تحقیق از لحاظ هدف، کاربردی و توسعه ای، از لحاظ نوع کیفی–کمی می باشد در بخش کیفی به شیوه تحلیل مضمون، گویه های سازنده مهارت های مدیریت زمان از طریق بررسی متون علمی شناسایی شد. ابزار مورد استفاده در این پژوهش متن کاوی بود.برای روایی و پایایی بخش کیفی از تکنیک های قابلیت اعتبار و قایلیت اعتماد و برای بخش کمی از روایی محتوایی و آلفای کرونباخ استفاده شد. داده های پژوهش در بخش کمی با استفاده از پرسشنامه محقق ساخته مبتنی بر یافته های بخش کیفی از تعداد 325 که به روش نمونه گیری تصادفی از بین معلمان  و مدیران مدارس دارای سوابق تحصیلی و تجربی در رشته های روان شناسی ، مشاوره ،  مدیریت و برنامه ریزی درسی انتخاب شده بودند گرد آوری و از طریق روش تحلیل عامل تاییدی تحلیل گردید.
یافته ها: بر اساس نتایج در بخش کیفی،الگوی مهارت های مدیریت زمان دارای 54 مقوله و  14 مولفه ی آگاهی در مورد نظام شناختی خود، آگاهی در مورد مدیریت زمان،آگاهی در مورد راهبردهای مدیریت زمان،دانش زمینه ای نسبت به مدیریت زمان، نگرش مثبت نسبت به زمان، احساس مسئولیت پذیری، اعتماد به نفس، مقاومت و پشتکار، خودتنظیمی، تفکر سیستمی، تفکر خلاق، تفکر نقاد، انعطاف پذیری، برنامه ریزی، اجرا، ارزشیابی، نظارت و بازنگری و 3 مضمون سازمان دهنده مشتمل بر بعد شناختی، نگرشی و مهارتی مدیریت زمان می باشد که در اعتباریابی  کمی نیز توسط معلمان و مدیران دوره متوسطه اول مورد تایید قرار گرفت.
نتیجه گیری: به دلیل اهمیت مهارت های مدیریت زمان در دوره­ های مختلف زندگی و عواقب جبران ناپذیر عدم فراگیری آن ها، انتظار می­رود نظام آموزش و پرورش از طریق سازماندهی برنامه­ های درسی جامع و متناسب با ویژگی­های خاص فراگیران در دوره­های تحصیلی مختلف، در جهت آموزش هرچه بهتر این مهارت­ها گام بردارد.

کلیدواژه‌ها

مهارت های مدیریت زمان؛ اعتباریابی؛ تحلیل مضمون؛ تحلیل عامل تاییدی

عنوان مقاله [English]

Developing and Validating of the Time management Skills in the First Secondary School

نویسندگان [English]

Ramatallah marzooghi¹؛ zahra Firoozi²؛ Jafar Jahani³؛ Abdual aziz aflak sair³

¹Professor, Department of Educational Management, Faculty of Educational Sciences, Shiraz University.

²Ph.D in Curriculum, Department of Educational Management, Faculty of Educational Sciences, Shiraz University.

³Associate Professor, Department of Educational Sciences, Department of Educational Management, Faculty of Educational Sciences, Shiraz University

چکیده [English]

Introduction:The purpose of this research was to develop and validate the pattern of time management skills for   the first secondary school .
Research methodology:The research method is purposeful, applied and developmental in terms of the type of qualitative-quantitative research. In the qualitative part, by means of content analysis, the constituent items of time management skills components were identified through the review of scientific texts. The tool used in this study was review of texts. For the validity and reliability of the qualitative part, the techniques of reliability were used, and for the quantitative part, content validity and Cronbach's alpha were used. Quantitative research data using a researcher-made questionnaire based on the findings of the qualitative section of 325 by random sampling method among teachers and school principals with academic and experimental backgrounds in the fields of psychology, counseling, educational management and curriculum were collected and analyzed by confirmatory factor analysis.
Findings:  Based on the results obtained in the qualitative section, the time management skills model has 54 categories and 14 components, including knowledge about their cognitive system, knowledge about time management, knowledge about time management strategies, basic knowledge about time management, Positive attitude towards time, sense of responsibility, self-confidence, resilience and perseverance, self-regulation, systems thinking, creative thinking, critical thinking, flexibility, planning, implementation, evaluation, monitoring and review and 3 organizing themes including cognitive, attitudinal, and time management skill that has been endorsed by first secondary school teachers.

کلیدواژه‌ها [English]

Time management skills, Validation, Content analysis, Confirmatory factor analysis

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