تعیین رابطه بین پویایی آموزشی و برند آموزشی با اعتماد آموزشی ادراک شده (مطالعه موردی؛ دیدگاه استادان دانشگاه آزاد اسلامی واحد محلات)
الموضوعات :فرهاد شفیع پور مطلق 1 , مریم موسیوند 2
1 - استادیار گروه کارشناسی ارشد رشته مدیریت آموزشی واحد محلات، محلات، ایران
2 - مربی گروه مدیریت دولتی دانشگاه پیام نور همدان، همدان، ایران
الکلمات المفتاحية: پویایی آموزشی, برند آموزشی, اعتماد آموزشی ادراک شده,
ملخص المقالة :
هدف تحقیق حاضر، تعیین رابطه بین پویایی آموزشی و برند آموزشی با اعتماد آموزشی بود. روش تحقیق، توصیفی از نوع همبستگی بوده است. جامعه آماری این تحقیق، مشتمل برتمامی استادان دانشگاه آزاد اسلامی واحد محلات در سال تحصیلی 95-1394 به تعداد 120 نفر بوده است. شیوه نمونه گیری، به دلیل محدودیت جامعه آماری، سرشماری بوده، بدین ترتیب همه جامعه آماری به عنوان نمونه تحقیق به تعداد 120 نفر انتخاب شدند. ابزار تحقیق شامل سه نوع پرسشنامه بوده است که عبارتند از:1.پرسشنامه محقق ساخته پویایی آموزشی مشتمل بر 12 گویه(95/0 =α،2. پرسشنامه برند آموزشی( حسینی و فرهاد نهاد،1392) مشتمل بر 44 گویه (92/0=α)، 3. پرسشنامه محقق ساخته اعتماد آموزشی مشتمل بر20 گویه(94/0=α ) برای تجزیه و تحلیل اطلاعات از آزمون کلموگروف- اسمیرنف، آزمونt تک نمونه ای، ضریب همبستگی پیرسون و تحلیل رگرسیون چند متغیره) استفاده شد. به طور کلی نتایج تحقیق نشان داد وضعیت پویایی آموزشی بالاتر از حد متوسط، برند آموزشی پایین تر از حد متوسط و اعتماد آموزشی پایین تر از حد متوسط است. بین پویایی آموزشی و برند آموزشی با اعتماد آموزشی، در سطح 05/0>P رابطه مثبت و معناداری وجود دارد. همچنین نتایج تحلیل رگرسیون چندگانه نشان داد، همه ابعاد پویایی آموزشی می توانند به طور معناداری اعتماد آموزشی ادراک شده را پیش بینی کنند؛ هم چنین به جز ابعاد اشتهار و تبلیغات، سایر ابعاد برند آموزشی توان پیش بینی اعتماد آموزشی ادراک شده را به طور معنادار دارند.
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