توسعه و اعتباریابی الگوی مهارت های مدیریت زمان در دوره متوسطه ی اول
محورهای موضوعی : آموزش و پرورش
رحمت اله مرزوقی
1
(استاد تمام گروه علوم تربیتی، دانشگاه شیراز، شیراز، ایران)
زهرا فیروزی
2
(دانش آموخته دکتری برنامه درسی، دانشگاه شیراز، شیراز، ایران)
جعفر جهانی
3
(دانشیار گروه علوم تربیتی، دانشگاه شیراز، شیراز، ایران)
عبدالعزیز افلاک سیر
4
(دانشیار گروه علوم تربیتی، دانشگاه شیراز، شیراز، ایران)
کلید واژه: اعتباریابی, تحلیل مضمون, تحلیل عامل تاییدی, مهارت های مدیریت زمان,
چکیده مقاله :
مقدمه و هدف: هدف پژوهش توسعه و اعتباریابی الگوی مدیریت زمان در دوره متوسطه می باشد. روش شناسی پژوهش: روش تحقیق از لحاظ هدف، کاربردی و توسعه ای، از لحاظ نوع کیفی–کمی می باشد در بخش کیفی به شیوه تحلیل مضمون، گویه های سازنده مهارت های مدیریت زمان از طریق بررسی متون علمی شناسایی شد. ابزار مورد استفاده در این پژوهش متن کاوی بود.برای روایی و پایایی بخش کیفی از تکنیک های قابلیت اعتبار و قایلیت اعتماد و برای بخش کمی از روایی محتوایی و آلفای کرونباخ استفاده شد. داده های پژوهش در بخش کمی با استفاده از پرسشنامه محقق ساخته مبتنی بر یافته های بخش کیفی از تعداد 325 که به روش نمونه گیری تصادفی از بین معلمان و مدیران مدارس دارای سوابق تحصیلی و تجربی در رشته های روان شناسی ، مشاوره ، مدیریت و برنامه ریزی درسی انتخاب شده بودند گرد آوری و از طریق روش تحلیل عامل تاییدی تحلیل گردید. یافته ها: بر اساس نتایج در بخش کیفی،الگوی مهارت های مدیریت زمان دارای 54 مقوله و 14 مولفه ی آگاهی در مورد نظام شناختی خود، آگاهی در مورد مدیریت زمان،آگاهی در مورد راهبردهای مدیریت زمان،دانش زمینه ای نسبت به مدیریت زمان، نگرش مثبت نسبت به زمان، احساس مسئولیت پذیری، اعتماد به نفس، مقاومت و پشتکار، خودتنظیمی، تفکر سیستمی، تفکر خلاق، تفکر نقاد، انعطاف پذیری، برنامه ریزی، اجرا، ارزشیابی، نظارت و بازنگری و 3 مضمون سازمان دهنده مشتمل بر بعد شناختی، نگرشی و مهارتی مدیریت زمان می باشد که در اعتباریابی کمی نیز توسط معلمان و مدیران دوره متوسطه اول مورد تایید قرار گرفت. نتیجه گیری: به دلیل اهمیت مهارت های مدیریت زمان در دوره های مختلف زندگی و عواقب جبران ناپذیر عدم فراگیری آن ها، انتظار میرود نظام آموزش و پرورش از طریق سازماندهی برنامه های درسی جامع و متناسب با ویژگیهای خاص فراگیران در دورههای تحصیلی مختلف، در جهت آموزش هرچه بهتر این مهارتها گام بردارد.
Introduction:The purpose of this research was to develop and validate the pattern of time management skills for the first secondary school . Research methodology:The research method is purposeful, applied and developmental in terms of the type of qualitative-quantitative research. In the qualitative part, by means of content analysis, the constituent items of time management skills components were identified through the review of scientific texts. The tool used in this study was review of texts. For the validity and reliability of the qualitative part, the techniques of reliability were used, and for the quantitative part, content validity and Cronbach's alpha were used. Quantitative research data using a researcher-made questionnaire based on the findings of the qualitative section of 325 by random sampling method among teachers and school principals with academic and experimental backgrounds in the fields of psychology, counseling, educational management and curriculum were collected and analyzed by confirmatory factor analysis. Findings: Based on the results obtained in the qualitative section, the time management skills model has 54 categories and 14 components, including knowledge about their cognitive system, knowledge about time management, knowledge about time management strategies, basic knowledge about time management, Positive attitude towards time, sense of responsibility, self-confidence, resilience and perseverance, self-regulation, systems thinking, creative thinking, critical thinking, flexibility, planning, implementation, evaluation, monitoring and review and 3 organizing themes including cognitive, attitudinal, and time management skill that has been endorsed by first secondary school teachers.
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