بررسی روایی و پایایی پرسشنامه خوش بینی تحصیلی معلم
محورهای موضوعی : تکتونواستراتیگرافیعلی قاسمی 1 , پروین کدیور 2 , هادی کرامتی 3 , مهدی عربزاده 4
1 - دانشجوی دکترای تخصصی روانشناسی تربیتی، دانشگاه خوارزمی، تهران، ایران.
مدرس دانشگاه آزاد اسلامی واحد پارسیان.
2 - استاد گروه روانشناسی تربیتی دانشگاه خوارزمی
3 - استادیار گروه روانشناسی تربیتی دانشگاه خوارزمی
4 - استادیار گروه روانشناسی تبیتی دانشگاه خوارزمی
کلید واژه: خوش بینی تحصیلی معلم, تأکیدات تحصیلی, اعتماد معلم به والدین و دانش آموزان, حس کارآمدی معلم,
چکیده مقاله :
هدف اصلی از اجرای پژوهش بررسی روایی و پایایی پرسشنامه خوش بینی تحصیلی معلم 11 سئوالی است.پژوهش حاضر از نوع طرح توصیفی – همبستگی است. گروه نمونه شامل501 نفر معلم شامل 298 نفر معلم مرد و 203 نفر معلم زن از معلمان آموزش و پرورش شهرستان های پارسیان، عسلویه و شیبکوه از توابع استان های هرمزگان و بوشهر به روش تصادفی - طبقه ای انتخاب شده اند. روایی پرسشنامه با استفاده از تحلیل عامل اکتشافی و تحلیل عامل تأییدی انجام شد. با استفاده از تحلیل عامل اکتشافی سه عامل تأکیدات تحصیلی، اعتماد و حس کارآمدی از پرسشنامه استخراج شد و بار عاملی سئوالات روی عامل ها مطلوب بود. شاخص های برازش به دست آمده از تحلیل عامل تأییدی مطلوب بود. مقدار پایایی کل پرسشنامه، تاکیدات تحصیلی، اعتماد و حس کارآمدی قابل قبول بود. نتایج حاصل از بررسی روایی نشان داد که مدل نظری سه عاملی خوش بینی تحصیلی معلم با داده های پژوهش برازش دارد.هم چنیناینپرسشنامه ابزاری معتبر و با روایی مطلوب بوده و قابلیت کاربرد در پژوهش های آموزشی و روان شناختی در ایران را دارد.
The Investigation of validity and reliability of academic optimism of individual teacher questionnaire
ALI GHASEMI, PARVIN KADIVAR, HADI KERAMATI, MEHDI ARABZADEH
Purpose: The main purpose of this article is investigation of validity and reliability of 11 Items academic optimism of individual teacher questionnaire.
Method: The research method is correlational-description method. Questionnaires were administered between teachers, of ASALOUYEH, PARSIAN and SHIBKOOH cities in south Zone Hormozgan and Bushehr of Iran. 501 teachers selected with randomized stratified sampling. 298 men and 203 women responded to questionnaire.
Results: Validity of questionnaire was earned with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Three factors is eared consist teacher academic emphasis, teacher trust in parents and students and teacher sense of efficacy. Result of confirmatory factor analysis (CFA) also showed that the goodness fit of the three factors were good fit of the data to the hypothesized model. Reliability of academic optimism questionnaire is earned with Alpha Cronbach Coefficient method. Alpha Cronbach coefficient of teachers, academic optimism and coefficient dimensions of this questionnaire consist teacher academic emphasis, teacher trust in students- parents and teacher sense of efficacy had acceptable Reliability.
Conclusion: The result showed that the three factors of academic optimism questionnaire has good and acceptable validity and reliability. This questionnaire can be used in instructional and psychological research in Iran.
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