ادراک دانشجو معلمان از فرصت‌های شغلی برابر (مطالعه‌ی موردی: دانشگاه فرهنگیان سنندج).
محورهای موضوعی : آموزش و پرورشناصر شیربگی 1 , جمال سلیمی 2 , سیدجمال بارخدا 3
1 - دانشیار دانشگاه کردستان
2 - دانشیار گروه علوم تربیتی، دانشگاه کردستان
3 - دانشجوی دکتری مدیریت آموزشی دانشگاه کردستان
کلید واژه: نگرش معلمان, برابری شغلی, استخدام و جایابی,
چکیده مقاله :
در این پژوهش، محققان به بررسی نگرش دانشجویان دانشجو معلمان به برابری شغلی پرداخته‌اند. جامعهی آماری شامل، همه دانشجویان پذیرفته‌شده پردیس فرهنگیان شهرستان سنندج ورودی های 1392 تا 1395 بود. رویکرد پژوهش، توصیفی- تحلیلی بوده و جهت انتخاب نمونه معرف، از روش نمونه‌گیری طبقه ای تصادفی متناسب با حجم استفاده شد. به کمک جدول مورگان حجم نمونه‌ای به تعداد 285 نفر به‌عنوان مشارکت‌کننده موردبررسی قرار گرفت. ابزار گردآوری اطلاعات در این پژوهش، پرسشنامه استاندارد سنجش ادراک برابری (وندرلیک[1]،1999) که شامل 8 مؤلفه اصلی و 38 گویه است که به کمک تحلیل عاملی تأییدی مورد تائید قرار گرفت. نتایج نشان داد که معلمان، نگرش مطلوبی نسبت به برابری شغلی در بدو ورود به این سازمان نداشتند و هم چنین تفاوت معنی‌داری بین نگرش چهار دوره تحصیلی مورد توجه از معلمان استخدام شده نسبت به مؤلفه‌های اصلی شامل: پیش‌بینی، شانس به انجام حرفه، بازخورد و تجدیدنظر، ثبات، انعطاف‌پذیری سؤال‌ها، رفتار مجریان، ارتباطات دوطرفه و محتوای تخصصی سؤالات وجود دارد. درنهایت، تفاوت معنی‌داری مبنی بر دیدگاه متفاوت نسبت به جنسیت دانشجو معلمان و فرصت‌های برابر شغلی برای آن‌ها مشاهده نشد.
[1]wonderlic
According to the significance and necessity of the present subject, researchers have investigated the attitudes of employed teachers in education towards job equality in employment and placement. The statistical population of the study consisted of all the employed teachers at the Center of Farhangian Campus in Sanandaj during the years 1392 to 1395. The research method was descriptive-analytical and a random sampling method was used to select representative sample., a sample including 285 participants was considered. Data gathering tool in this study was Wind Creek (1999) standard questionnaire, which included 8 main components and 38 items approved by Confirmatory Factor Analysis. The results demonstrated that teachers did not have a good attitude towards job equality in their employment and placement, and also there was a significant difference between the attitudes of four educated teachers about the main components Prediction, Luck, Careers, Feedback and Appearance, Stability, Flexibility of Questions, Behavioral Anchors, Bilateral Communications, and Specialized Content Questions. Finally, there was no significant difference in the viewpoint of teachers towards gender and equal job opportunities
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