مطالعه اعتماد جمعی و کارآمدی جمعی در ارتباط با اثربخشی مدرسه از دیدگاه معلمان ابتدایی

الموضوعات :

احمد زندوانیان ¹ (گروه علوم‌تربیتی، دانشکده روانشناسی و علوم‌تربیتی، دانشگاه یزد، یزد، ایران.)
داوود زارع ² (گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران)
محسن شاکری ³ (مدیر گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد. یزد)

تاريخ الإرسال : 07 الأربعاء , ربيع الثاني, 1441 تاريخ التأكيد : 07 الخميس , ذو القعدة, 1442 تاريخ الإصدار : 09 الأربعاء , رمضان, 1442

الکلمات المفتاحية: اثربخشی مدرسه, معلمان ابتدایی, اعتماد جمعی, کارآمدی جمعی,

ملخص المقالة :

مقدمه و هدف: پژوهش حاضر با هدف مطالعه رابطه اعتماد جمعی و کارآمدی جمعی با اثربخشی مدرسه از دیدگاه معلمان ابتدایی شهر یزد در سال تحصیلی 98-1397 انجام گرفت. روش شناسی: روش پژوهش از نوع توصیفی - همبستگی و از لحاظ هدف کاربردی است. گرچه با توجه به حجم جامعه (1759N=)، حجم نمونه 317 نفری مطابق با جدول مورگان و کرجسی (1970) کفایت می‌کند امّا محققان برای کاهش میزان خطا و با توجه به احتمال عدم عودت برخی از پرسشنامه ها توسط معلمان، اقدام به توزیع 450 پرسشنامه کردند که 375 مورد از پرسشنامه های بازگشتی کامل بوده و در تحلیل­ها استفاده شد. ابزارهای گردآوری داده های پژوهش، پرسشنامه مختلط اعتماد هوی و موران (2003)، پرسشنامه کارآمدی جمعی معلمان (CTEQ) گادارد (2001) و پرسشنامه استاندارد اثربخشی مدرسه سرجیوانی و همکاران (1992) بودند که روایی و پایایی آن‌ها مورد تأیید قرار گرفت. یافته ها: نتایج مطالعه نشان داد بین اعتماد جمعی معلمان ابتدایی و اثربخشی مدرسه با ضریب همبستگی 739/0 رابطه مثبت و معنادار وجود دارد. بین کارآمدی جمعی معلمان ابتدایی و اثربخشی مدرسه با ضریب همبستگی 675/0رابطه مثبت و معنادار وجود دارد. 62 درصد واریانس اثربخشی مدرسه توسط متغیرهای اعتماد جمعی و کارآمدی جمعی معلمان پیش بینی می‌شود. نتیجه آزمون t نشان داد که میانگین متغیرهای اعتماد جمعی، کارآمدی جمعی و اثربخشی مدرسه به طور معناداری در معلمان زن بیشتر از معلمان مرد است. نتیجه گیری: فراهم کردن فرصت مشارکت گسترده معلمان در تصمیم سازی های مربوط به مسایل مدرسه به افزایش اعتماد جمعی و کارآمدی جمعی معلمان و در نهایت اثربخشی بیشتر مدارس می انجامد.

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