اعتباریابی الگوی تدریس اثربخش معلم¬های ابتدایی استان فارس مبتنی بر بسترهای الکترونیک
محورهای موضوعی : آموزش و پرورش
نصرالدین کرمی شیرازی
1
,
علی اصغر ماشینچی
2
*
,
سید احمد هاشمی
3
1 -
2 - استادیار گروه علوم تربیتی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران
3 - گروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد لامرد
کلید واژه: اعتباریابی, تدریس اثربخش, بسترالکترونیک, معلم ابتدایی,
چکیده مقاله :
هدف: پژوهش حاضر با هدف اعتباریابی الگوی تدریس اثربخش معلمان ابتدایی فارس مبتنی بر بسترهای الکترونیک انجام شد.
روش شناسی پژوهش: رویکرد روش مورد استفاده پژوهش توصیفی-پیمایشی بود. کلیه مدیرها و معلم¬های پایه ابتدایی استان فارس به عنوان جامعه آماری انتخاب شدند که از میان جامعه 3530 نفری معلم¬ها و 1167 نفری مدیری¬های ابتدایی استان فارس، با استفاده از فرمول کوکران و با در نظر گرفتن درصد خطای«0.05» 346 نفر معلم به عنوان نمونه و289 نفر مدیر به عنوان نمونه نهایی انتخاب شدند و جهت انتخاب نمونه از روش نمونه¬گیری تصادفی ساده استفاده شد و 83 نفر پرسشنامه را تکمیل نمودند. جهت جمع¬آوری داده¬های پژوهش از پرسشنامه محقق ساخته¬ای که پس از تحلیل یافته¬های کیفی رساله طراحی شده بود، و ضریب پایایی آن با استفاده از روش آلفای کرونباخ و نرم افزار SPSS برای الگوی تدریس اثربخش و مؤلفه¬های آن بالاتر 7/. بود، استفاده گردید. بهمنظور بررسی برازش مدل اندازهگیری از سه معیار پایایی شاخص، روایی همگرا و روایی واگرا استفاده شد و پایایی شاخص خود توسط سه معیار ضرایب بارهای عاملی، آلفای کرونباخ و پایایی ترکیبی بررسی شد.
یافتهها: در تمامی موارد حداقل بار عاملی بهدستآمده بیشتر از 0.4 بود که خروجی آزمون بوت استرپ در آزمون معناداری مدل نشان داد در تمامی مسیرها مقادیر معناداری بهدستآمده بیشتر از 1.96 است بدین منظورکه که متغیرهای مشاهدهشده بهخوبی توانستهاند متغیرهای مکنون را اندازهگیری کنند. مقادیر پایایی برای تمام متغیرها بالاتر از 7/0 بود نیز برقرار بود چرا که همبستگی هر سازه با خودش بیشتر از همبستگی آن سازه با سازه های دیگر است. بنابراین همه شاخصهای موردبررسی تائید میشود و میتوان گفت که مدل طراحیشده از اعتبار مطلوبی برخوردار است.
بحث و نتیجهگیری: سرانجام ارائه¬ی بستر فنی، روحی- روانی و و آموزشی مناسب جهت برگزاری کلاس¬های برخط بر آن است تا با تمرکز بر کیفیت ارائه¬ی سرویس¬های فنی و آموزشی، گامی موثر و مفید در زمینه¬ی تدریس اثربخش برخط برداشته شود.
Objective: The present study was conducted with the aim of validating the effective teaching model of Fars elementary school teachers based on electronic platforms.
research methodology: The method used was a descriptive-survey research approach. All elementary school principals and teachers in Fars province were selected as the statistical population. From a population of 3530 teachers and 1167 elementary school principals in Fars province, using the Cochran formula and considering the error rate of "0.05", 346 teachers were selected as a sample and 289 principals were selected as the final sample. Simple random sampling was used to select the sample and 83 people completed the questionnaire. To collect research data, a researcher-made questionnaire was used that was designed after analyzing the qualitative findings of the thesis, and its reliability coefficient was higher than 7.0 using the Cronbach's alpha method and SPSS software for the effective teaching model and its components. In order to examine the fit of the measurement model, three criteria of index reliability, convergent validity and divergent validity were used, and the reliability of the index itself was examined by three criteria of factor loading coefficients, Cronbach's alpha and composite reliability.
Findings: In all cases, the minimum factor loading obtained was greater than 0.4, and the output of the bootstrap test in the model significance test showed that the significant values obtained in all paths were greater than 1.96, indicating that the observed variables were able to measure the latent variables well. The reliability values for all variables were higher than 0.7, which was also established because the correlation of each construct with itself is greater than the correlation of that construct with other constructs. Therefore, all the examined indices are confirmed and it can be said that the designed model has a desirable validity.
Conclusion: Finally, providing a suitable technical, psychological, and educational environment for holding online classes aims to take an effective and useful step in the field of effective online teaching by focusing on the quality of technical and educational services.
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