ساخت و اعتباریابی سنجه کیفیت فرایندی تعامل مربی و کودک در مهدهای کودک: یک پژوهش ترکیبی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 10، دوره 14، شماره 4 - شماره پیاپی 62، مهر و آبان 1402، صفحه 158-147   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.29543.5905

نویسندگان

سکینه راه پیما آغمیونی¹؛ فریبرز درتاج^{* 2}؛ ابوطالب سعادتی شامیر³؛ خدیجه ابوالمعالی⁴

¹دانشجوی ‌دکترای روان‌شناسی تربیتی، دانشکده ادبیات، علوم انسانی و اجتماعی، واحد علوم و تحقیقات،‌ دانشگاه آزاد اسلامی، ‌تهران، ‌ایران

²استاد ‌گروه‌ روان‌شناسی تربیتی،‌ دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی‌، ‌تهران، ‌ایران

³استادیار گروه روان‌شناسی، دانشکده ادبیات، علوم انسانی و اجتماعی، واحد علوم و تحقیقات، ‌دانشگاه آزاد اسلامی، ‌تهران، ‌ایران

⁴دانشیار گروه روا‌ن‌شناسی، دانشکده روانشناسی و علوم احتماعی، واحد رودهن، ‌دانشگاه آزاد اسلامی، ‌رودهن، ‌ایران

تاریخ دریافت: 22 آذر 1400،  تاریخ بازنگری: 11 فروردین 1401،  تاریخ پذیرش: 22 خرداد 1401 

چکیده

مقدمه و هدف: این مطالعه با هدف «ساخت و اعتباریابی سنجه کیفیت فرایندی تعامل مربی و کودک در مهدهای‌کودک شهر تهران » طراحی و اجرا گردید.
روش شناسی پژوهش: روش پژوهش حاضر ترکیبی اکتشافی متوالی بود که در دو بخش کیفی و کمی انجام شد. در بخش کیفی، از سه مرحله مدل هیبرید استفاده شد. در مرحله نظری به بررسی موضوع در پایگاه‌های معتبر پرداخته شد. در مرحله کار در عرصه، روش پژوهش پدیدارشناسی توصیفی بود. بنابراین، 10 نفر از مربیان و 8 نفر از اساتید با روش نمونه‌گیری هدفمند انتخاب شدند. داده‌ها از طریق روش مصاحبه نیمه‌ساختاریافته جمع‌آوری و سپس با استفاده از روش کلایزی تحلیل گردید. در مرحله آخر، تحلیل نهایی صورت گرفت. روایی داده‌های کیفی با استفاده از چهار معیار قضاوت لینکن و گوبا و پایایی داده‌ها از طریق شیوه توافق درون موضوعی و پایایی بازآزمون تأیید شده است. در بخش کمی نیز، پس از تدوین پرسشنامه و بررسی روایی صوری و محتوایی گویه‌ها، داده‌ها از نمونه‌ای 220 نفری از مربیان که از طریق نمونه‌گیری خوشه‌ای مرحله‌ای انتخاب شده بودند، گردآوری گردید.
یافته‌ها: پس از تحلیل داده‌های کیفی، 6 مضمون اصلی شامل ویژگی‌های فردی، فضای عاطفی مثبت، حمایت، حمایت آموزشی، مشارکت و همکاری و مدیریت رفتار استخراج شد. در بخش کمی نیز، برای روایی سازه از تحلیل عاملی تأییدی و برای تعیین پایایی از ضریب آلفای کرونباخ استفاده شد. نتایج تحلیل عاملی تاییدی نشان داد که مدل شش عاملی سلسله مراتبی از برازش خوبی برخوردار است. همچنین، بررسی آلفای کرونباخ برای کل مقیاس 94/0 محاسبه شد که نشان‌دهنده همسانی درونی قابل قبول است.
بحث و نتیجه‌گیری: یافته‌های این پژوهش نشان داد که بر اساس عامل‌های به دست آمده، پرسشنامه کیفیت فرایند تعامل، ابزاری معتبر و روا جهت ارزیابی کیفیت تعامل کودک-مربی در ایران است.

کلیدواژه‌ها

کیفیت فرایندی؛ تعامل؛ کودک؛ مربی؛ مهدکودک

عنوان مقاله [English]

Developing and validating educator and child interaction process quality measure in kindergartens: A mixed-methods research

نویسندگان [English]

Sakineh Rahpeyma Aghmiuni¹؛ fariborz Dortaj²؛ Aboutaleb Seadatee Shamir³؛ Khadijeh Abolmaali⁴

¹Ph.D. Student Educational Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.

²Professor, Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran.

³Assistant Professor, Department of Educational Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.

⁴Associate professor, Department of Psychology, Faculty of Psychology and Social Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

چکیده [English]

Introduction: This study has been designed and implemented with the aim of developing and validating educator and child interaction process quality measurement in Tehran’s kindergartens.
research methodology: The present research was a sequential exploratory mixed method that carried out in two parts, qualitative and quantitative. In the qualitative part, three phases of the hybrid model were used. In the theoretical phase, the subject was searched in main databases. . In the fieldwork phase, the research method was descriptive phenomenology. Therefore, 10 educators and 8 faculty members were selected by purposive sampling method. Data were collected by semi-structured interview and then analyzed by Colaizzi’s method. Final analysis was done in the last phase. The validity of qualitative data has been confirmed using four judgment criteria of Lincoln and Guba, the reliability of qualitative data has also been confirmed through intra-subject agreement and test-retest. In the quantitative part, After formulating the questionnaire and investigating the face and content validity of the items, the data were collected from a sample of 220 educators who were selected through sampling of stage cluster.
Findings: After analyzing the qualitative data, 6 main themes consisted of individual characteristics, positive emotional climate, supportiveness, educational support, participation and cooperation and behavior management were extracted. In the quantitative part, the confirmatory factor analysis and Cronbach's Alpha coefficient were used to determine the construct validity and the reliability. The results of confirmatory factor analysis showed that the six-factor hierarchical model has a good fit. Also, Cronbach's Alpha coefficient, was calculated to be 0.94 for the total questionnaire, which indicates the acceptable internal consistency.
Conclusion: The findings of this study showed that based on the obtained factors, the interaction process quality questionnaire is a reliable and valid tool for assessing the quality of child-educator interaction in Iran.
Keyword: process quality, interaction, educator, child, , kindergarten.

کلیدواژه‌ها [English]

process quality, interaction, educator, child, kindergarten

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