شناسایی روابط بین مؤلفه‌های مسؤولیت‌پذیری و خودکارآمدی دبیران دوره اول متوسطه
محورهای موضوعی : آموزش
محبوبه طهرانچی
1
,
قدسی احقر
2
*
,
اشرف السادات حسینی میرصفی
3
1 - دانشجو دکتری مدیریت آموزشی دانشگاه آزاد اسلامی واحد تهران جنوب
2 - استاد تمام سازمان پژوهش و برنامه ریزی آموزشی پژوهشگاه مطالعات، تهران، ایران
3 - استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران
کلید واژه: مسؤولیت پذیری , خودکارآمدی, دبیران,
چکیده مقاله :
این پژوهش با هدف بررسی رابطه بین مؤلفه‌های مسؤولیت‌پذیری و خودکارآمدی دبیران دوره اول متوسطه تهران (۱۴۰۳-۱۴۰۲) انجام شد. روش تحقیق کاربردی و از نوع همبستگی بود و از مدل‌سازی معادلات ساختاری استفاده شد. نمونه شامل ۳۶۰ نفر بود که با روش نمونه‌گیری تصادفی انتخاب شدند. داده‌ها از پرسشنامه‌های محقق‌ساخته مسؤولیت‌پذیری و خودکارآمدی شرر و همکاران (۱۹۸۲) جمع‌آوری شد. پایایی پرسشنامه‌ها با آلفای کرونباخ ۰.۸۹ و CVR بالای ۰.۷۵ تأیید شد. نتایج نشان داد که شرایط زمینه‌ای و علی تأثیر مستقیم و غیرمستقیم معناداری بر خودکارآمدی دارند. همچنین، عواملی مانند نحوه ارزشیابی، استرس مالی، مسؤولیت‌های خانوادگی، ناامنی شغلی، انعطاف‌پذیری سازمانی، شایسته‌سالاری، تشویق ایده‌پردازی، ارتباط مدارس با مراکز علمی و فرهنگی، و بهبود فضای فیزیکی مدرسه بر خودکارآمدی دبیران مؤثر است. توجه به این عوامل می‌تواند رشد علمی دبیران و دانش‌آموزان را تقویت کند و کیفیت آموزشی را ارتقا دهد. همچنین، بهبود شرایط کاری و افزایش حمایت‌های سازمانی می‌تواند خودکارآمدی دبیران را ارتقاء دهد.
This study aimed to examine the relationship between the components of responsibility and self-efficacy of first-year secondary school teachers in Tehran (2024-2025). The research method was applied and correlational, utilizing structural equation modeling. The sample consisted of 360 individuals selected through a sampling method. Data were collected using the researcher-developed responsibility questionnaire and the self-efficacy scale by Scherer et al. (1982). The reliability of the questionnaires was confirmed with a Cronbach's alpha of 0.89 and a CVR above 0.75. The results indicated that contextual and causal conditions have a significant direct and indirect impact on self-efficacy. Additionally, various factors such as evaluation methods, financial stress, family responsibilities, job insecurity, organizational flexibility, meritocracy, encouragement of idea generation, school connections with scientific and cultural centers, and improvements in the physical environment of the school all influence the self-efficacy of teachers. Paying attention to these factors can contribute to the academic growth of both teachers and students
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