ساخت و اعتباریابی مقیاس شایستگی های گروه آموزشی به عنوان ارشادگر حرفه ای یادگیری معلمان.

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 12، دوره 14، شماره 5 - شماره پیاپی 63، آذر و دی 1402، صفحه 199-181   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.30037.6002

نویسندگان

مهدی محمدی^{* 1}؛ مسعود انصاری جابری²؛ مریم شفیعی¹؛ قاسم سلیمی³؛ الهام حیدری⁴

¹دانشگاه شیراز- دانشکده علوم تربیتی و روان شناسی

²گروه مدیریت و برنامه ریزی دانشکده علوم تربیتی دانشگاه شیراز

³عضو هیأت علمی دانشگاه شیراز بخش مدیریت و برنامه ریزی آموزشی

⁴دانشگاه شیراز. دانشکده علوم تربیتی و روانشناسی . بخش مدیریت و برنامه ریزی آموزشی/ عضو هیات علمی

تاریخ دریافت: 17 اسفند 1400،  تاریخ بازنگری: 02 مرداد 1401،  تاریخ پذیرش: 25 مرداد 1401 

چکیده

هدف پژوهش حاضر، ساخت و اعتباریابی مقیاس شایستگی های گروه آموزشی به عنوان ارشادگر حرفه ای یادگیری معلمان بود. جهت ساخت و اعتباریابی مقیاس از روش توصیفی – پیمایشی از نوع روش شناختی(پایلت و هانگلر،1999) استفاده شد. در مرحله اول از رویکرد مرور نظام مند پژوهش استفاده شد. منبع گردآوری اطلاعات در بخش ساخت مقیاس، کلیه مقالات مرتبط که در محدوده سال های 2000 تا2021 به چاپ رسیده بودند. بر این اساس و با تحلیل مطالعات انجام شده، مقیاس اولیه با 3 زیر مقیاس، 19 بعد و 93 گویه، ساخته شد. در مرحله دوم برای اعتباریابی مقیاس؛ ابتدا اعتبار صوری آن با استفاده از نظر چند متخصص مرتبط سنجیده و سپس با روش نمونه گیری تصادفی طبقه ای بر حسب نواحی/ مناطق 260 نفر از سرگروه های آموزشی دوره متوسطه استان فارس انتخاب و مقیاس بین آنها توزیع شد. برای محاسبه روایی همگرا از ضریب همبستگی اسپیرمن، روایی سازه از تحلیل عامل تاییدی مرتبه اول و دوم و برای محاسبه پایایی نیز از ضریب آلفای کرونباخ استفاده شد. 12گویه به دلیل ضریب همبستگی پایین فاقد روایی بوده و حذف شدند و 81گویه همبستگی بالا با نمره کل و زیرمقیاس های خود داشته و روایی آنان تایید شد. همچنین، با توجه به بار عاملی بالای زیرمقیاس های دانش(78/0)، نگرش(70/0) و مهارت(94/0)، اعتبار سازه مقیاس تایید و همچنین، ضرایب آلفای کرونباخ مقیاس شایستگی سرگروه ها (84/0) و زیرمقیاس های دانش (88/0)، نگرش (84/0) و مهارت(94/) ، پایایی مقیاس و زیرمقیاس های آن نیز مورد تأیید قرار گرفت. مقیاس نهایی با 3 زیرمقیاس دانش با ابعاد؛ دانش مربوط به ارزشیابی معلمان، ارزشیابی دانش آموزان، یادگیری دانش آموزان، بهسازی و توانمندسازی معلمان، نظارت و راهنمایی آموزشی، و دانش محتوایی؛ زیرمقیاس نگرش با ابعاد نگرش شخصی و جمعی؛ و زیرمقیاس مهارت با ابعاد ارتباط موثر با ذی نفعان، فناوری، پژوهشی، تصمیم گیری و حل مسئله و تعارضات، نظارت بر پیشرفت تحصیلی دانش آموزان، تدریس حرفه ای، مهارت توسعه فرهنگ یادگیری در کل مدرسه، ایجاد یادگیری فراگیر محور، هدایت و راهنمایی معلم برای مدیریت رفتار دانش آموزان، ایجاد انگیزه برای معلمان، و نظارت بر تجهیز و استفاده بهینه از وسایل آموزشی، و 81 گویه، ساخته شد.

کلیدواژه‌ها

شایستگی"؛ گروه های آموزشی معلمان"؛ "؛ ارشادگر حرفه ای یادگیری"

عنوان مقاله [English]

Designing and validating the scale competency of the educational groups as a professional mentor for teachers learning

نویسندگان [English]

mehdi mohammadi¹؛ masoud Ansari jaberi²؛ Maryam Shafiei¹؛ ghasem salimi³؛ Elham Heidari⁴

¹Faculty of Education & Psychology of Shiraz University Shiraz, Iran

²Department of Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University

³Faculyu of education& Psychology of Shiraz University. Shiraz,,Iran

⁴Shiraz university. Faculty of Education and Psychology . Department of Management and Educational Planning / Faculty member

چکیده [English]

Introduction: The aim of current research was designing and validating the scale competency of the educational group as a professional mentor for teachers learning.

research methodology To design and validate the scale, descriptive-survey method with methodological type (Polit and Hungler, 1999) was used. The first stage was a systematic review. For designing the scale, data was collected from all the related papers between 2000 to 2021, which was first formally validated by several experts and then using stratified random sampling method based on districts/regions/provinces, the statistical population was selected was selected as 260 of highschool Headteachers in Fars province and the scale was distributed among them. To calculate the convergent validity, Spearman correlation coefficient was used as well as first- and second-order confirmatory factor analysis, and Cronbach's alpha coefficient was used to calculate the reliability.

Findings:In the first stage, the initial scale was created with 3 subscales, 19 dimensions and 93 items by analyzing the previous studies. In the second stage, after calculating the validity and reliability, 12 items were omitted because of the low correlation coefficient and lack of validity, and 81 items were confirmed because of high correlation with total score and subscales. The validity of scale structure was approved due to the high factor load of knowledge (0.78), attitude (0.70) and skill (0.94) subscales, and with Cronbach's alpha coefficients of educational groups competency (0.84) scale, Knowledge (0.88), attitude (0.84) and skills (94.94) scales, the reliability of these scale and its subscales were also confirmed.

Results:the final scale was designed with 3 sub-scales; knowledge subscale with dimensions of Knowledge related to teacher evaluation, student evaluation, student learning, teacher improvement and empowerment, educational supervision and guidance, and content knowledge; Attitude subscale with dimensions of personal and collective attitude; And skill subscale with the dimensions of effective communication with beneficiaries, technology, research, decision-making and problem solving and conflict, monitoring students' academic achievement, professional teaching, developing a learning culture throughout the school, creating inclusive learner-based learning, guidance and help of the teacher to manage student behavior, teachers motivation and monitoring the equipment and optimal use of teaching aids, and 81 items

کلیدواژه‌ها [English]

competency", Educational Groups of teachers", ", a professional Mentor for learning"

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