تأثیر خودکارآمدی و اشتیاق معلمان بر تغییرات در کیفیت تدریس ادراک‌شده توسط دانش‌آموزان
محورهای موضوعی : آموزش و پرورش
میترا صدوقی
1
(
گروه علوم تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
)
طاهره شجاع
2
(
گروه روانشناسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
)
کلید واژه: خودکارآمدی معلم, تغییر در کیفیت تدریس, اشتیاق معلم,
چکیده مقاله :
مقدمه و هدف: تغییرات در کیفیت تدریس ادراک شده با سطوح بالایی از اختلالات و در نتیجه با کاهش مدیریت کلاس درس توسط دانش‌آموز همراه است. هدف اصلی تحقیق حاضر بررسی تأثیر خودکارآمدی و اشتیاق معلمان بر تغییرات در کیفیت تدریس ادراک شده توسط دانش‌آموزان می باشد. روش شناسی پژوهش: این پژوهش از نوع کاربردی، همبستگی مبتنی بر معادلات ساختاری می باشد. جامعه آماری معلمان و دانش آموزان دوره اول متوسطه شهرستان تنکابن (297نفر معلم و 4001 نفر دانش آموز) بوده که از این تعداد،تعداد 165 نفر به روش نمونه گیری تصادفی ساده به عنوان نمونه آماری معلمان و تعداد 355 نفر به روش نمونه گیری تصادفی خوشه ای به عنوان نمونه آماری دانش آموزان انتخاب شدند. ابزار گردآوری داده ها پرسشنامه های استاندارد اشتیاق معلمان لازاریدس و همکاران (2019)، خودکارآمدی معلمان پرتوریوس و همکاران (2017) و تغییر در تدریس آلدروپ و همکاران (2018) بود. روایی ابزار تحقیق نیز بوسیله روایی صوری،محتوا و تحلیلی عاملی تأییدی تایید شد. جهت تحلیل داده ها از آمار توصیفی و آمار استنباطی و به روش معادلات ساختاری با استفاده از نرم افزار آماری SPSS26 و Smart pls3 استفاده شد. یافته ها: خودکارآمدی و اشتیاق معلم بر تمامی مؤلفه های کیفیت تدریس (تغییر در حمایت عاطفی، تغییر در مدیریت کلاس و تغییر در وضوح آموزشی) تأثیر مثبت دارند. همچنین خودکارآمدی با ضریب مسیر (629/0) و اشتیاق معلم با ضریب مسیر (256/0) تأثیر مثبتی بر تغییر کیفیت تدریس ادراک شده دانش آموزان دارد. بحث و نتیجه گیری: خودکارآمدی معلم بیشترین اثرگذاری را بر تغییر در کیفیت تدریس ادراک شده دانش‌آموزان دارد و باید مورد توجه جدی قرار گیرد.
Introduction: Variations in perceived teaching quality are associated with high levels of disorders and, consequently, with reduced classroom management by students. The main goal of this research is to investigate the effect of teachers' self-efficacy and enthusiasm on the changes in teaching quality perceived by students. research methodology: This research is of applied type, correlation based on structural equations.The statistical population includes teachers and students of junior high schools in Tunkabon city (297 teachers and 4001 students), among which 165 people were selected through simple random sampling method as the statistical sample of teachers and 355 people were selected as the statistical sample of students through cluster random sampling. The data collection tools were standard questionnaires of teachers' enthusiasm by Lazarides et al. (2019), teachers' self-efficacy by Pretorius et al. (2017) and change in teaching Aldrop et al. (2018). The validity of the research instrument was also confirmed by face validity, content validity and confirmatory factor analysis. Descriptive statistics and inferential statistics were used to analyze the data using the structural equation method using SPSS26 and Smart Pls3 statistical software. Findings: Teacher's self-efficacy and enthusiasm have a significant positive effect on all components of teaching quality (change in emotional support, change in classroom management, and change in educational clarity). The results indicated that self-efficacy with the path coefficient (0.629) and teacher enthusiasm with the path coefficient (0.256) have a significant positive effect on the change of students' perceived teaching quality. Conclusion: Teacher's self-efficacy has the greatest effect on the change in students' perceived teaching quality and it should be taken seriously.
References
Aldrup, K., Klusmann, U., Lüdtke, O., G¨ollner, R., & Trautwein, U. (2018). Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings. Journal of Educational Psychology, 110(8), 1066–1083.
De Jong, R., & Westerhof, K. J. (2001). The quality of student ratings of teacher behaviour. Learning Environments Research, 4 (1), 51–85.
Dresel, M., & L¨ammle, L. (2017). Motivation. In T. G¨otz (Ed.), Emotion, Motivation und selbstreguliertes Lernen (2. Aufl.) (pp. 80–142). Paderborn: Sch¨oningh.
Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., et al. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. In Teaching and teacher education. Advanced online publication.
Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1–9.
Gollner, R., Wagner, W., Eccles, J. S., & Trautwein, U. (2018). Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers? Journal of Educational Psychology, 110(5), 709–725.
Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105 (3), 774–786.
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76.
Klieme, E., Pauli, C., & Reusser, K. (2009). The pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In T. Janik, & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137–160). Münster: Waxmann.
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A metaanalysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820.
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482.
Lazarides, R., Gaspard, H., & Dicke, A.-L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 126–137.
Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2021). Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education. Learning and Instruction, 73, 101435.
Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers’ ratings of prekindergartners’ relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367–380.
Maulana, R., Opdenakker, M.-C., & Bosker, R. (2016). Teachers’ instructional behaviors as important predictors of academic motivation: Changes and links across the school year. Learning and Individual Differences, 50, 147–156.
Maulana, R., Opdenakker, M.-C., Stroet, K., & Bosker, R. (2013). Changes in teachers’ involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis. Journal of Youth and Adolescence, 42(9), 1348–1371.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119.
Praetorius, A.-K., Grünkorn, J., & Klieme, E. (2020). Empirische Forschung zu Unterrichtsqualit¨at. Theoretische Grundfragen und quantitative Modellierungen (Zeitschrift für P¨adagogik. 66. Beiheft). Weinheim: Beltz.
Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickh¨auser, O., Janke, S., & Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 65, 241–254.
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016).How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103.
Van de Grift, W., Chun, S., Maulana, R., Lee, O., & Helms-Lorenz, M. (2017). Measuring teaching quality and student engagement in South Korea and The Netherlands. School Effectiveness and School Improvement, 28(3), 337–349.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015
_||_References
Aldrup, K., Klusmann, U., Lüdtke, O., G¨ollner, R., & Trautwein, U. (2018). Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings. Journal of Educational Psychology, 110(8), 1066–1083.
De Jong, R., & Westerhof, K. J. (2001). The quality of student ratings of teacher behaviour. Learning Environments Research, 4 (1), 51–85.
Dresel, M., & L¨ammle, L. (2017). Motivation. In T. G¨otz (Ed.), Emotion, Motivation und selbstreguliertes Lernen (2. Aufl.) (pp. 80–142). Paderborn: Sch¨oningh.
Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., et al. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. In Teaching and teacher education. Advanced online publication.
Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1–9.
Gollner, R., Wagner, W., Eccles, J. S., & Trautwein, U. (2018). Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers? Journal of Educational Psychology, 110(5), 709–725.
Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105 (3), 774–786.
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76.
Klieme, E., Pauli, C., & Reusser, K. (2009). The pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In T. Janik, & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137–160). Münster: Waxmann.
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A metaanalysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820.
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482.
Lazarides, R., Gaspard, H., & Dicke, A.-L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 126–137.
Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2021). Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education. Learning and Instruction, 73, 101435.
Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers’ ratings of prekindergartners’ relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367–380.
Maulana, R., Opdenakker, M.-C., & Bosker, R. (2016). Teachers’ instructional behaviors as important predictors of academic motivation: Changes and links across the school year. Learning and Individual Differences, 50, 147–156.
Maulana, R., Opdenakker, M.-C., Stroet, K., & Bosker, R. (2013). Changes in teachers’ involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis. Journal of Youth and Adolescence, 42(9), 1348–1371.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119.
Praetorius, A.-K., Grünkorn, J., & Klieme, E. (2020). Empirische Forschung zu Unterrichtsqualit¨at. Theoretische Grundfragen und quantitative Modellierungen (Zeitschrift für P¨adagogik. 66. Beiheft). Weinheim: Beltz.
Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickh¨auser, O., Janke, S., & Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 65, 241–254.
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016).How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103.
Van de Grift, W., Chun, S., Maulana, R., Lee, O., & Helms-Lorenz, M. (2017). Measuring teaching quality and student engagement in South Korea and The Netherlands. School Effectiveness and School Improvement, 28(3), 337–349.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015
