شناسایی و ارائه الگوی عوامل مؤثر بر تربیت معلم کارآفرین در ایران (یک مطالعه آمیخته)

محورهای موضوعی : آموزش و پرورش

رضا ساعی مهربان ¹ (دانشجوی دکتری کارآفرینی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران.)
اسد حجازی ² (دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.)
سید رسول حسینی ³ (دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.)
محمد عزیزی ⁴ (دانشیار، گروه توسعه کارآفرینی، دانشگاه تهران، تهران، ایران.)

تاریخ دریافت : 1401/04/25 تاریخ پذیرش : 1401/07/05 تاریخ انتشار : 1402/01/01

کلید واژه: برنامه درسی, شایستگی مدرسان, شایستگی ورودی, تربیت معلم کارآفرین,

چکیده مقاله :

هدف: هدف این پژوهش، شناسایی و ارائه الگوی عوامل مؤثر بر تربیت معلم کارآفرین در ایران بود. روش‌شناسی پژوهش: روش اجرای این پروژه آمیخته اکتشافی است که به‌صورت کیفی و کمی به بررسی و شناسایی ابعاد و مؤلفه‌های مؤثر تربیت معلم کارآفرین در ایران پرداخته است. نمونه آماری پژوهش بخش کیفی 20 نفر از مدیران، استادان و صاحب ‌نظران تربیت معلم و علوم تربیتی و کارآفرینی بود که داده‌های مربوط به مصاحبه نیمه‌ساختاریافته از آنان جمع‌آوری شد و تا رسیدن به اشباع نظری ادامه یافت؛ در بخش کمی از 149 نفر از مدیران و استادان تربیت معلم و کارآفرینی در دانشگاه‌ها بودند که به روش خوشه‌ای تصادفی برای جمع‌آوری اطلاعات مربوط به پرسشنامه تحقیق انتخاب شدند. ابزار پژوهش شامل پرسشنامه محقق‌ساخته برگرفته از کدهای حاصل از مصاحبه بود. ضریب آلفای کرونباخ و پایایی ترکیبی همه متغیرهای پژوهش بالای 7/0 بود که نشان‌دهنده پایایی پرسشنامه بود. برای تجزیه‌وتحلیل اطلاعات این پژوهش در بخش کیفی به‌صورت کدگذاری (کدگذاری باز، محوری و انتخابی) از نرم‌افزار MAXQDA و در بخش کمی به صورت معادلات ساختاری از نرم‌افزار smart pls استفاده شد. یافته­ ها: یافته‌های پژوهش نشان داد ابعاد و مؤلفه‌های عوامل مؤثر بر تربیت معلم کارآفرین شامل برنامه درسی، شایستگی مدرسان و شایستگی ورودی بود. مقدار ضریب آلفای کرونباخ 7/0، پایایی ترکیبی 7/0 و AVE، 5/0 بود لذا پایایی و روایی همگرا مورد تأیید قرار گرفت. روایی واگرای بر اساس روش فورنل و لارکر و معیار HTMT نیز تأیید شد. مقادیر T بیشتر از 96/1 بود، بنابراین فرضیه‌های پژوهش در سطح اطمینان 95/0 تأیید شد. معیارهای R2 و Q2 برای متغیرهای وابسته در حد متوسط و قوی، و معیار F2 برای متغیرهای وابسته قوی به دست آمد. مقدار 711/0 برای GOF، نیز نشان از برازش مناسب مدل داشت. بحث و نتیجه­ گیری: با اجرای الگوی به‌دست‌آمده دست‌اندرکاران تعلیم و تربیت می‌توانند مدیریت و راهبری، قوانین و مقررات، برنامه‌های درسی و شیوه‌های ارائه آن، منابع انسانی دستگاه تعلیم و تربیت، تعامل با صنعت و خدمات را به هم درآمیزند.  

چکیده انگلیسی:

Introduction: The purpose of this research was to identify and present the model of effective factors the training of entrepreneurial teachers in Iran. Research methodology: The implementation method of this mixed project is exploratory, which qualitatively and quantitatively investigates and identifies the effective dimensions and components of entrepreneurial teacher training in Iran. The statistical sample of the qualitative part of the research was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, from whom semi-structured interview data was collected and continued until theoretical saturation was reached; A small part of 149 people were managers and professors of teacher training and entrepreneurship in universities who were selected by random cluster method to collect information related to the research questionnaire. The research tool included a researcher-made questionnaire derived from the codes obtained from the interview. Cronbach's alpha coefficient and combined reliability of all research variables were above 0.7, which indicated the reliability of the questionnaire. To analyze the data of this research in the qualitative part by coding (open, axial and selective coding) MAXQDA software was used and in the quantitative part by structural equations smart pls software was used. Findings: The findings of the research showed that the dimensions and components of the factors affecting the training of the entrepreneur teacher included the curriculum, the competence of the teachers and the input competence. Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R2 and Q2 measures were obtained for moderate and strong dependent variables, and F2 measure was obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model. Conclusion: By implementing the obtained model, education practitioners can combine management and leadership, rules and regulations, curricula and their delivery methods, human resources of the education system, interaction with industry and services.  

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