شناسایی و اولویت بندی موانع توسعه کار تیمی در معلمان مدارس ابتدایی شهر کرج
محورهای موضوعی : مدیریت آموزشیلادن زربخش 1 , علی عزیز خانی 2 *
1 - دانش آموخته کارشناسی ارشد رشته آموزش ابتدایی، دانشکده تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی، واحد کرج، ایران.
2 - استادیار گروه معارف اسلامی، دانشکده فرهنگ و زندگی، دانشگاه آزاد اسلامی، واحد کرج، ایران(نویسنده مسئول).
کلید واژه: کار تیمی, موانع توسعه کار تیمی , معلمان ابتدایی,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی و اولویت بندی موانع توسعه کار تیمی در معلم‌ها مدارس ابتدایی شهر کرج بوده که از نظر هدف کاربردی و از نظر روش کیفی به روش داده بنیاد بوده است. جامعه آماری شامل معلمین مدارس ابتدایی شهر کرج بوده که نمونه آماری حداقل 15 نفر از معلم های مدارس ابتدایی شهر کرج که به روش گلوله برفی انتخاب شده‌اند. ابزار پژوهش شامل مصاحبه نیمه ساختار یافته بوده که سئوالات آن در ابتدا تحت نظارت استاد راهنما تدوین شده، روایی آن با استفاده از ضریب cvr تایید و پایایی با استفاده از ضریب پایایی پی اسکات کامل گزارش شده است .نتایج حاصل از کدگذاری مصاحبه ها در سه مرحله (باز، محوری و انتخابی) نشان داد، چهار دسته موانع به ترتیب اولویت در فراوانی شامل، موانع انگیزشی (فراوانی 32) اولویت اول، موانع آموزشی (فراوانی 30) اولویت دوم و موانع فردی و فیزیکی (فراوانی 19) در اولویت سوم قرار داشت. لذا توصیه می شود با شناسایی صحیح این موانع به معلم‌ها و در نگاه بالاتر به نظام آموزشی کمک کرد تا بتوانند از فوایدکار تیمی استفاده نموده و به تعالی نظام آموزشی بیانجامد.
The present study aimed to identify and prioritize obstacles to the development of teamwork in elementary school teachers in Karaj city, which was applied in terms of purpose and qualitative in terms of method, using the data-based method. The statistical population included elementary school teachers in Karaj city, with a statistical sample of at least 15 elementary school teachers in Karaj city who were selected using the snowball method. The research tool included a semi-structured interview whose questions were initially developed under the supervision of the supervisor, its validity was confirmed using the CVR coefficient and reliability was reported using the full P-Scott reliability coefficient. The results of coding the interviews in three stages (open, axial and selective) showed that four categories of obstacles were in order of priority in frequency, including motivational obstacles (frequency 32) as the first priority, educational obstacles (frequency 30) as the second priority, and personal and physical obstacles (frequency 19) as the third priority. Therefore, it is recommended to correctly identify these obstacles and help teachers, and from a higher perspective, the educational system, so that they can benefit from the benefits of teamwork and lead to the excellence of the educational system.
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