شناسایی شایستگیهای شخصیتی آموزگاران و تعیین رابطهی این شایستگیها با کارآیی آموزشی آنان
الموضوعات :خسرو رشید 1 , پریماه محمدیان 2 , حسین محققی 3 , احمد بیات 4
1 - دانشیار گروه روانشناسی دانشگاه مازندران
2 - کارشناسی ارشد روانشناسی تربیتی. دانشگاه بوعلی سینا، همدان
3 - دانشیار گروه روانشناسی دانشگاه بوعلی سینا، همدان.
4 - همدان، تویسرکان، شهرک قائم، بلوک 5، کوچه والفجر 8
الکلمات المفتاحية: کارآیی آموزشی آموزگاران, ویژگیهای شخصیتی, شایستگیهای شخصیتی,
ملخص المقالة :
ویژگیها و شایستگیهای شخصیتی یک آموزگار میتواند در کیفیت و کارآمدی عملکرد آموزشی او نقش داشته باشد. هدف این پژوهش شناسایی شایستگیهای شخصیتی آموزگاران و پیوند این ویژگیها با کارآیی آموزشی آنان بوده است.روش پژوهش از نوع آمیخته (کمّی و کیفی) و جامعه آماری متخصصان روانشناسی تربیتی، مدیران و آموزگاران مدارس متوسطه دوم همدان (65 متخصص، 384 مدیر و 2415 آموزگار) بوده است. به منظور شناسایی شایستگیهای شخصیتی آموزگاران 40 نفربا روش دردسترس به عنوان نمونه برای مصاحبه انتخاب شدهاند. همچنین 13 مدیر و 60 آموزگار به روش نمونهگیری خوشهای انتخاب شده و پرسشنامه شخصیت نئو (1983) و پرسشنامهمحققساخته را پاسخ دادهاند. پس از تحلیل محتوای مضمون مصاحبههای انجام شده و مشخص شدن شایستگیهای شخصیتی، پرسشنامههای پژوهش توسط شرکتکنندگان تکمیل گردید. دادهها با روش همبستگی پیرسون و به کمک نرمافزار SPSS-25تجزیه و تحلیل شده است.نتیجه حاصل از تحلیل محتوای مصاحبهها، استخراج ویژگیهای پرانرژی بودن، بردباری، مهارتهای ارتباطی، همدلی، مدیریت، اشتیاق برای تجربههای تازه، سازگاری، مسئولیتپذیری و ویژگیهای اخلاقی- رفتاری مثبت بوده است. همچنین همبستگی پیرسون نشان داده استکه بین شایستگیهای شخصیتی آموزگاران با کارآیی آموزشی آنان رابطه مثبت وجود دارد (01/0 >P؛ 54/0= r) و مؤلفه مهارتهای ارتباطی با کارآیی آموزشی آموزگاران بیشترین همبستگی را دارد (64/0 = r).هرچقدر ویژگیهای پرانرژی بودن، بردباری، مهارتهای ارتباطی، همدلی، مدیریت، اشتیاق برای تجربههای تازه، سازگاری، مسئولیتپذیری و ویژگیهای اخلاقی- رفتاری مثبت در آموزگاران بالاتر باشد به همان اندازه کارآیی آموزشی آنها نیز بیشتر خواهد بود.
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