مدل علی روابط ذهنیت فلسفی و خودکارآمدی معلم بر کیفیت تدریس با نقش واسطه ای سرمایه روانشناختی و تعهد سازمانی در معلمان ابتدایی
محورهای موضوعی : آموزش و پرورش
سید محمد جواد علوی
1
(
کارشناس ارشد علوم تربیتی پیام نور خرامه، آموزگار ابتدایی شهرستان داراب، فارس، ایران.
)
سعید طالبی
2
(
دانشیار گروه علوم تربیتی، دانشکاه پیام نور، فارس، ایران.
)
مریم معتمدی
3
(
کارشناس ارشد اپیدمیولوژی، دانشگاه زاهدان
)
حجت اله مرادی کوچی
4
(
کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان شهید رجایی شیراز
)
کلید واژه: کیفیت تدریس, ذهنیت فلسفی, خودکارآمدی معلم, سرمایه روانشناختی,
چکیده مقاله :
مقدمه و هدف: معمولاً ویژگی‌های معلم یکی از عوامل اثرگذار بر تدریس بوده و پیامد آن بر پیشرفت دانش‌آموزان موثر است. محققان نشان دادند که بهترین معلمان لزوماً با تجربه‌ترین آنها نیستند. بهترین معلمان معمولاً اشتیاق و حرارت فراوان در تدریس خود دارند، نسبت به پیشرفت تک تک دانش‌آموزان حساس هستند. روابط مثبت، انگیزش بالا و تعهد زیاد دارد. هدف این پژوهش ارائه مدل علی روابط ذهنیت فلسفی و خودکارآمدی معلم بر کیفیت تدریس با نقش واسطه ای سرمایه روانشناختی و تعهد سازمانی معلمان ابتدایی شهر داراب بوده است.روش شناسی پژوهش: روش این پژوهش همبستگی و جامعه آماری شامل تمامی معلمان ابتدایی شهر داراب (210 نفر،28 نفر مرد و 182 نفر زن) بوده است. برای تعیین حجم نمونه، از جدول مورگان تعداد 132 نفر انتخاب و همچنین از روش نمونه گیری طبقه بندی نسبتی استفاده شد.یافته ها: یافته ها نشان داد، بیشترین اثر مستقیم مربوط به فلسفه تدریس بر سرمایه روانشناختی(۲۸/۰) و کمترین اثر مستقیم مربوط به خودکارآمدی معلم بر کیفیت تدریس(۱۱/۰) است علاوه بر این بیشترین اثرغیرمستقیم مربوط به تاثیر فلسفه تدریس بر کیفیت تدریس(۱۲/۰) و کمترین اثر غیرمستقیم مربوط به تاثیر خودکارآمدی معلم بر کیفیت تدریس (۰۴/۰) می باشد.بحث و نتیجه گیری: سرمایه روانشناختی نیز مانند ذهنیت فلسفی و خودکارآمدی معلم بر کیفیت تدریس هم اثرمستقیم و هم غیر مستقیم دارد با این تفاوت که سرمایه روانشناختی مانند خودکارآمدی معلم، تنها از طریق متغیر تعهد سازمانی بر کیفیت تدریس اثرگذار است و افزایش سرمایه روانشناختی موجب افزایش تعهد سازمانی و در نتیجه افزایش کیفیت تدریس می شود.
Introduction: the teacher's characteristics are usually one of the factors that influence teaching and its consequences are effective on the progress of students. Researchers have revealed that the best teachers are not necessarily the most experienced. The best teachers usually have a lot of enthusiasm and warmth in their teaching; they are sensitive to the progress of each student. They have positive relationships, high motivation and commitment.The purpose of this research is to present a causal model of the relationship between philosophical mindset and teacher self-efficacy on teaching quality with the mediating role of psychological capital and organizational commitment of elementary school teachers in Darab city.Research methodology: The method of this research is correlational and the statistical population includes all primary teachers of Darab city (210 people, 28 men and 182 women). To determine the sample size, 132 people were selected on the basis of Morgan's table and the relative stratified sampling method was used.Findings: The findings indicated that the highest direct effect is related to teaching philosophy on psychological capital (0.28) and the lowest direct effect is related to teacher self-efficacy on teaching quality (0.11). In addition, the largest indirect effect is related to the impact of teaching philosophy on teaching quality (0.12) and the lowest indirect effect is related to the effect of teacher self-efficacy on teaching quality (0.04).Conclusion: Psychological capital, like philosophical mindset and teacher self-efficacy, has both direct and indirect effects on teaching quality, with the difference that psychological capital, like teacher self-efficacy, has an effect on teaching quality only through the organizational commitment variable, and an increase in psychological capital leads to an increase organizational commitment and, as a result, an increase in the quality of teaching..
_||_
References
Aghsami, Mojtaba, (2014), nvestigating the mediating role of work ethic with organizational culture and teaching quality of high school teachers in Marovdasht city, master's thesis of Islamic Azad University. (in Persian)
Akbari, Leila, (2014), Investigating the relationship between organizational learning and teaching quality of middle school teachers in Bandar Abbas, master's thesis of Shahid Bahonar University, Kerman. .(in Persian)
Khoshbakht, fariba, Latifian, mortaza. (2011), Investigating the relationship between teacher characteristics, teacher teaching and students' math performance, Contemporary Psychology Quarterly, 6(2), 85-97. (in Persian)
Rajabian e gharib, Dr, sayed yoosof hjazi, Dr, Mahmood omid, (2014), Importance of teaching quality components from students' point of view based on sensitivity analysis of artificial neural network, Agricultural Education Management Research Quarterly No. 29.
Talebi, saeed, mazloomian, saeed & Seif, mohammad, Hasan,(2012). The principles of lesson planning. Publishing Payam Noor. .(in Persian)
Golparvar, Saeedeh, (2016), The effect of perceived organizational support on organizational commitment, master's thesis of Allameh Tabatabai University. (in Persian)
Mollazehi, Amin, (2012), The relationship between organizational justice and organizational climate with the organizational commitment of primary school teachers, scientific-research quarterly of a new approach in educational management, 7th year, number 2, summer 1995, series-
Afzal, A., Malik Najma, I., & Atta, M. (2014). The moderating role of positive and negative emotions in relationship between positive psychological capital and subjective well-being among adolescents. International Journal of Research Studies in Psychology,3 (3), 29-42.-
Avey JB, Luthans F, Youssef CM. (2010). The additive value of positive psychological capital in predicting work attitudes and behaviors. Journal of Management. 2010; 36(2): 430–452.
Longman, K. A. (2009). The high impact leader: Moments matter in accelerating authentic leadership development. The Review of Higher Education, 32(2), 282-284.
Diseth, A., Meland, E., & Breldablik, H. J. (2014). Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intellig-ence. Learning and Individual Differences.35, 1-8.
Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations. The New Educational Review, 21(2), 17-30.
Goe L. The Link between Teacher Quality and Students Outcome (2007) A Research Synthesis; National Comprehensive Center for Teacher Quality.Washington DC.
Gutierre, Abraham, M. (2012). A dissertation submitted to the faculty of the California School of Professional Psychology the California School of Professional Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Industrial-Organizational Psychology at Alliant International University.
Khine, M. S., & Atputhasamy, L. (2005, May). Self-perceived and students’ perceptions of teacher interaction in the classrooms. In Conference on Redesigning Pedagogy: Research, Policy and Practice, Singapore.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. London Oxford University Press.
Luthans, F., Avey, J. B., Avolio, B. J., & Peterson, S. J. (2010). The development and resulting performance impact of positive psychological capital. Human resource development quarterly, 21(1), 41-67.
Luthans, F., Avolio, B. J., Avey, J
. B., & Norman, S. M. (2007). Positive
psychological capital: Measurement and relationship with performance and satisfaction. Personnel psychology, 60(3), 541-572.
Luthans, F., Norman, S. M., Avolio, B. J., & Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate—employee performance relationship. Journal of organizational behavior: The international journal of industrial, occupational and organizational psychology and behavior, 29(2), 219-238.
Muijs, D and Reynolds, D, (2005.) Effective Teaching. Evidence and practice. London: SAGE Publications Ltd.
Mohebi Amin, A., & Rabiei, M. (2019). Study of the relationship between self-efficacy beliefs and creative teaching in Mashhad nursing and midwifery faculty. Research in Medical Education, 11(1), 10-19. .(in Persian)
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.