شناسایی و ارائه الگوی عوامل مؤثر بر تربیت معلم کارآفرین در ایران (یک مطالعه آمیخته)

الموضوعات :

رضا ساعی مهربان ¹ , اسد حجازی ² , سید رسول حسینی ³ , محمد عزیزی ⁴

1 - دانشجوی دکتری کارآفرینی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران.
2 - دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.
3 - دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.
4 - دانشیار، گروه توسعه کارآفرینی، دانشگاه تهران، تهران، ایران.

تاريخ الإرسال : 17 السبت , ذو الحجة, 1443 تاريخ التأكيد : 01 الثلاثاء , ربيع الأول, 1444 تاريخ الإصدار : 29 الثلاثاء , شعبان, 1444

الکلمات المفتاحية: برنامه درسی, شایستگی مدرسان, شایستگی ورودی, تربیت معلم کارآفرین,

ملخص المقالة :

هدف: هدف این پژوهش، شناسایی و ارائه الگوی عوامل مؤثر بر تربیت معلم کارآفرین در ایران بود. روش‌شناسی پژوهش: روش اجرای این پروژه آمیخته اکتشافی است که به‌صورت کیفی و کمی به بررسی و شناسایی ابعاد و مؤلفه‌های مؤثر تربیت معلم کارآفرین در ایران پرداخته است. نمونه آماری پژوهش بخش کیفی 20 نفر از مدیران، استادان و صاحب ‌نظران تربیت معلم و علوم تربیتی و کارآفرینی بود که داده‌های مربوط به مصاحبه نیمه‌ساختاریافته از آنان جمع‌آوری شد و تا رسیدن به اشباع نظری ادامه یافت؛ در بخش کمی از 149 نفر از مدیران و استادان تربیت معلم و کارآفرینی در دانشگاه‌ها بودند که به روش خوشه‌ای تصادفی برای جمع‌آوری اطلاعات مربوط به پرسشنامه تحقیق انتخاب شدند. ابزار پژوهش شامل پرسشنامه محقق‌ساخته برگرفته از کدهای حاصل از مصاحبه بود. ضریب آلفای کرونباخ و پایایی ترکیبی همه متغیرهای پژوهش بالای 7/0 بود که نشان‌دهنده پایایی پرسشنامه بود. برای تجزیه‌وتحلیل اطلاعات این پژوهش در بخش کیفی به‌صورت کدگذاری (کدگذاری باز، محوری و انتخابی) از نرم‌افزار MAXQDA و در بخش کمی به صورت معادلات ساختاری از نرم‌افزار smart pls استفاده شد. یافته­ ها: یافته‌های پژوهش نشان داد ابعاد و مؤلفه‌های عوامل مؤثر بر تربیت معلم کارآفرین شامل برنامه درسی، شایستگی مدرسان و شایستگی ورودی بود. مقدار ضریب آلفای کرونباخ 7/0، پایایی ترکیبی 7/0 و AVE، 5/0 بود لذا پایایی و روایی همگرا مورد تأیید قرار گرفت. روایی واگرای بر اساس روش فورنل و لارکر و معیار HTMT نیز تأیید شد. مقادیر T بیشتر از 96/1 بود، بنابراین فرضیه‌های پژوهش در سطح اطمینان 95/0 تأیید شد. معیارهای R2 و Q2 برای متغیرهای وابسته در حد متوسط و قوی، و معیار F2 برای متغیرهای وابسته قوی به دست آمد. مقدار 711/0 برای GOF، نیز نشان از برازش مناسب مدل داشت. بحث و نتیجه­ گیری: با اجرای الگوی به‌دست‌آمده دست‌اندرکاران تعلیم و تربیت می‌توانند مدیریت و راهبری، قوانین و مقررات، برنامه‌های درسی و شیوه‌های ارائه آن، منابع انسانی دستگاه تعلیم و تربیت، تعامل با صنعت و خدمات را به هم درآمیزند.  

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