مدل علّی تأثیر انگیزش شغلی خودتعیین‌گری معلمان بر بکارگیری راهبردهای آموزشی و انضباطی

مصرآبادی, جواد; یارمحمدزاده, پیمان; عظیم‌پور, احسان

کد مقاله : 541330 بازدید : 111 صفحه: 13 - 29

نوع مقاله: پژوهشی

مدل علّی تأثیر انگیزش شغلی خودتعیین‌گری معلمان بر بکارگیری راهبردهای آموزشی و انضباطی

محورهای موضوعی : روانشناسی تربیتی

جواد مصرآبادی ¹ (استاد روانشناسی تربیتی دانشگاه شهید مدنی آذربایجان)
پیمان یارمحمدزاده ² (دانشیار مدیریت آموزشی دانشگاه شهید مدنی آذربایجان)
احسان عظیم‌پور ³ (دانشجوی دکتری برنامهریزی درسی،‌ گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز،‌ تبریز، ایران)

تاریخ دریافت : 1394/10/17 تاریخ پذیرش : 1397/04/16 تاریخ انتشار : 1397/03/01

کلید واژه: معلمان, راهبردهای آموزشی و انضباطی, انگیزش شغلی خودتعیین‌گری,

چکیده مقاله :

هدف از این پژوهش طراحی و برازش مدلی ساختاری از روابط بین متغیرهای انگیزش شغلی خودتعیین‌گری و راهبردهای آموزشی و انضباطی بود. روش پژوهش حاضر از نوع توصیفی- همبستگی با آزمون مدل معادلات ساختاری می‌باشد. جامعه این پژوهش شامل 4478 از معلمان مقاطع تحصیلی ابتدایی، دوره اول متوسطه(راهنمایی) و دوره دوم متوسطه(دبیرستان) شهرهای شمالی استان آذربایجان غربی بود که از این تعداد 354 نفر (158نفر مرد و 196 نفر زن) به شیوه‌های نمونه‌گیری خوشه‌ای چندمرحله‌ای و طبقه‌ای انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌ی انگیزش خودتعیین‌گری بلیس(1994)، پرسشنامه‌های محقق ساخته راهبردهای آموزشی معلمان و راهبردهای انضباطی معلمان استفاده شد. داده‌ها با روش تحلیل معادله‌های ساختاری و نرم افزا‌های آماری SPSS16 و AMOS22 تحلیل شدند. نتایج نشان داد که مدل پیشنهادی، مدل نظری قوی برای پیش‌بینی بکارگیری راهبردهای آموزشی و انضباطی معلمان می‌باشد. انگیزش خودتعیین‌گری اثر مستقیم 31/0 و 36/0 بر روی راهبردهای انضباطی و آموزشی دارد. همچنین از لحاظ انواع انگیزش خودتعیین‌گری و انواع راهبردهای آموزشی و انضباطی بین معلمان بر حسب جنسیت تفاوتی وجود نداشت.

چکیده انگلیسی:

The purpose of this research was design and fit a structural model of the relationship between Self-determination job motivation and instructional and disciplinary strategies. The research method was descriptive correlation with test structural equation modeling. The population of this project was involving 4478 elementary, guidance and high school teachers of north towns of Azarbayejan Qarbi, in which 354 teachers (158 Men, 196 Women) were selected with multistep and categorical cluster sampling methods. In order to collect data was used the Bliss (1994) questionnaire of self-determining motivation, and the questionnaire of educational and disciplinary strategies. Data were analyzed by method structural equation and software spss16 and AMOS22. The results showed that the proposed model, a strong theoretical model to predict the use of educational and disciplinary strategies of teachers. Self-determination motivation 0.31 and 0.36 direct effect on disciplinary and educational strategies. Furthermore, regarding the self-determining motivation types and educational and disciplinary strategies between teachers there was no sexual differences.

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