شایستگی های حرفه ای معلمان و رضایت شغلی با تاکید بر دیدگاه سازنده گرایی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه روش ها و برنامه ریزی آموزشی دانشگاه تهران

2 عضو هئیت علمی دانشگاه تهران

چکیده

هدف پژوهش حاضر بررسی رابطه بین رضایت شغلی و شایستگی حرفه‌ای معلمان با تاکید بر دیدگاه سازنده‌گرایی و همچنین میزان شایستگی حرفه‌ای سازنده‌گرایی معلمان مقطع متوسطه اول می‌باشد. روش تحقیق از حیث اجرا توصیفی بخشی پیمایشی و همچنین در بخشی دیگر همبستگی و از لحاظ هدف کاربردی می‌باشد. ابزار اندازه‌گیری پرسشنامه شایستگی حرفه‌ای سازنده‌گرایی است که پایایی آن از طریق آلفای کرونباخ 0.98 بدست آمده و پرسشنامه رضایت شغلی، با آلفای کرونباخ 0.81می‌باشد که روایی محتوایی هر دو پرسشنامه توسط اساتید دانشکده روانشناسی و علوم‌تربیتی دانشگاه تهران تایید شده‌است. جامعه آماری پژوهش حاضر تمامی معلمان مقطع متوسطه‌ اول شهرستان بهارستان به تعداد 164 معلم مرد و 177 معلم زن که در سال تحصیلی 2016-2017مشغول تدریس بوده‌اند؛ می‌باشد. برای نمونه‌گیری از روش سرشماری استفاده‌شد. جهت تجزیه و تحلیل داده‌ها از آمار توصیفی )میانگین،فراوانی داده‌ها( و در بخش استنباطی از میانه، آزمون t تک نمونه‌ای، t مستقل وضریب همبستگی پیرسون استفاده شد. نتایج بدست آمده از آزمون tتک نمونه‌ای نشان داد که معلمان به میزان ‌متوسطی شایستگی حرفه‌ای سازنده‌گرایی را دارا می‌باشند. ضریب همبستگی پیرسون نشان داد که بین رضایت شغلی و شایستگی حرفه‌ای سازنده‌گرایی همبستگی 0.37 وجود دارد. همچنین میانه و t مستقل بیانگر این موضوع بود که معلمانی که رضایت شغلی بالاتری دارند در نتیجه نمره شایستگی حرفه‌ای سازنده‌گرایی بیشتری را دارا می‌باشند.

چکیده تصویری

شایستگی های حرفه ای معلمان و رضایت شغلی با تاکید بر دیدگاه سازنده گرایی

کلیدواژه‌ها


عنوان مقاله [English]

competency of teachers and job satisfactory with an emphasis on constructivism

نویسندگان [English]

  • zahra abolhasani 1
  • mohamad javadipour 2
1 Department of Methods and Educational Planning of Tehran University
2 Faculty Member of Tehran University
چکیده [English]

The purpose of this article is study about the relationship between middle school teacher’s job satisfactory and their competency; also measuring the level and amount of this professional competency based on constructivism approach. The study type is applied research and descriptive (mean and frequency) and in inferential statistics part, mean, independent t-test, single t-test, and Pearson correlation coefficient methods has been used. The competency for constructivism test was used by means of questionnaire. Reliability of the constructivism professional competency questionnaire based on Cronbach's alpha was 0.98 and for questionnaire of job satisfactory based on Cronbach's alpha was 0.81. Middel school teachers (164 male and 177 female teaching during 2016-2017) in Baharestan area were the participants. For sampling, Census method has been used. Results of independent t-test showed that teachers have an average amount of constructivism professional competency. Based on Pearson correlation coefficient between job satisfactory and constructivism professional competency is 0.37. In whole, results showed that teachers who have higher job satisfactory will have a higher amount of constructivism professional competency.

کلیدواژه‌ها [English]

  • job satisfactory
  • professional competency
  • Constructivism
  • teacher
  • Learning

[1]Ghorbankhani, M. , Salehi, K. (2017). Representation the characteristics of the successful Professors in the virtual education in Iran’s higher education system from the viewpoint of students and professors, a phenomenological study. Journal of Technology of Education, 4(11), 327-347. [in Persian].

[2]Unesco. (2008). ICT Competency standards for teachersCompetency Standards Modul Available at:http://www.unesco.org/en/competency-standards-
Teachers.

[3] Galili, M. , Nikfajam,H. (2013). Studying the current status of teachers 'competences and competencies from students' point of view and comparing them with the desired situation from the viewpoint of scholars in fourth year high school physics. Research in Curriculum Planning, 40, 129-138. [in Persian].

[4] High Council of Education of Iran. (2012). National Curriculum of the Islamic Republic of Iran, Tehran: Shahrivar. [in Persian].

[5] Vahedi, V. , Ebrahimi, M. (2017). The Effectiveness of critical thinking skill training on Iranian EFL learners' reading comprehension and reading strategy use, Journal of Technology of Education, 3(11).259-268. [in Persian].

[6] Karimi, A. (2013). Characteristics of schools with a strong and weak performance in the international study of reading literacy in Pearl 2006. Journal of Education, 29 (2), 28-11. [in Persian].

[7]Nasiri Pour, S.(2014). Evaluation of cognitive function and attitude of fourth grade elementary students in mathematics) Unpublished master’s thesis). Semnan univrsity. [in Persian].

[8] Aghazadeh, M. (2004). A Guide to New Teaching Methods. Tehran: Agah. [in Persian].

[9] Tazhibi, M. , ZArdoui Gol Anbari, SH. (2010). Job Satisfaction in Employees of the Medical Records Department of Kermanshah Province Medical Education Centers. Health Information Management, 9,657-649. [in Persian].

[10]Zare Shah Abadi, A. , Torkan, RA. , Heydari, M. (2012). Investigating the relationship between job satisfaction and social happiness in high school principals in Jiroft. Journal of Applied Sociology, 4, 165-188. [in Persian].

[11]Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction. Learning and Instruction, 39, 148-157.

[12] Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65.

[13]Ma, X., & MacMillan, R. B. (1999). Influences of workplace conditions on teachers' job satisfaction. The journal of educational research, 93(1), 39-47.

[14] Colomeischi, A. A., Colomeischi, T., & Clipa, O. (2014). Teachers’ Work Mentality and Work Satisfaction in Relation with their Personality Traits. Procedia-Social and Behavioral Sciences, 159, 345-349.

[15]Farinde-Wu, A., & Fitchett, P. G. (2018). Searching for satisfaction: Black female teachers’ workplace climate and job satisfaction. Urban Education, 53(1), 86-112.

[16] Marzano&Marzano. (2003). The key to classroom management, Educational Leadership, IX, 6-13.

[17] Davodi,H. , Bahari,F. , Mirzajani, m. (2012). The Relationship between Organizational Culture and Job Motivation with Job Satisfaction of Teachers. Job and Organizational Counseling, 13, 139-127. [in Persian].

[18] Danesh Pajoh,Z. (2003). Evaluation of professional skills of teachers of science and mathematics in the guidance period and providing methods for its qualitative induction. Educational Innovations, 6, 93-69. [in Persian].

[19]Kohestani Nejad Tari, A. , Abazari, Z. , Mirhoseini, z. (2017). Teachers’ technology literacy in Iran’s national curriculum on education and training in work and technology. Journal of Technology of Education, 3(12),237-248. [in Persian].

[20]Surasak, P. (2013). Teacher competency development in the 21st Century. Paper presented in Seminar and Educational Staff, under the Office ofPrae Primary Educational Service Area 1-2. Teacher development program by developing the mentor system. Prae: Nakon Prae Tower Hotel.

[21] Poonsook, U. (2013). Causal analysis and effect on teachers’ competency development in Southern Region based on professional standard in process of knowledge management development. Curriculum and Instruction, Faculty of Education, Taksin University.

[22]Huntly, H. (2008). Teachers’ work: Beginning teachers’ conceptions of competence. The Australian Educational Researcher, 35(1), 125-145.

[23] Jordan, A & karyal, orison & stack, A. (2012). The Approaches to Learning Theory and Practice (translated by Elaheh Hejazi and Roohollah Shahabi). Tehran: University of Tehran. (Date of publication in original language 2008). [in Persian].

[24] Niknami, M. ,Karimi, F.(2009). The professional qualifications of public education teachers and the presentation of a proper perceptual framework. Knowledge and Research in Educational Curriculum Curriculum,22. 23,1-23. [in Persian].

[25] Janke, S., Nitsche, S., & Dickhäuser, O. (2015). The role of perceived need satisfaction at work for teachers' work-related learning goal orientation. Teaching and Teacher Education, 47, 184-194.

[26] Lee, S. S., & Fraser, B. J. (2001). High School Science Classroom Learning Environments in Korea.

[27]Izadi, S. , Salehi Omran, E, . Mansouri Bekaki,S. (2012). Examination of professional competencies of high school male teachers in the branch of human sciences based on constructional approach (Case study: Mazandaran province). Education and learning studies, 4 (1), 28-1. [in Persian].

[28]Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students' approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 16(4), 279-294.
[29]Aviram, M. (2000). Beyond Constructivism: Autonomy-Oriented Education. Studies in Philosophy and Education, 19, 465-489.

[30] Woolfolk، Anita. ، (2001)، Educational Psychology. Boston: Allyn & Bacon co press.

[31]Brooks, M. G., & Brooks, J. G. (1999). The courage to be constructivist.

[32] Mikaili mani, F. , Ashouri, M. , Hasani, M. (2012). Socio-cognitive Pattern of Job Satisfaction of High School Teachers in Urmia. Educational Innovations, 44, 30-7. [in Persian].

[33] Kazemi varmkhasti, F S. (2009). Study of the use of professors of Isfahan University from the main authors of two educational design approaches (behaviorism and constructivism) in the process of teaching and learning(Unpublished master’s thesis). Allameh Tabataba'i University. [in Persian].

[34] Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038.

[35] Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Jurnal of applied Psychology, 86(1), 80.

[36] Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational administration quarterly, 37(5), 662-683.

[37] Hoy, A. W. (2000, April). Changes in teacher efficacy during the early years of teaching. In annual meeting of the American Educational Research Association, New Orleans, LA.

[38] De Simone, S., Cicotto, G., & Lampis, J. (2016). Occupational stress, job satisfaction and physical health in teachers. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 66(2), 65-77.

[39] Mostafa, T., & Pál, J. (2018). Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168. OECD Publishing.

[40] Özerbaş, M. A. (2015). Evaluation of New Primary Education Curriculum Based on Constructivist Learning Approach through the Viewpoints of Teachers. Procedia-Social and Behavioral Sciences, 174, 2292-2300.

[41] Benţea, C. C. (2013). An Explanative Model for Job Satisfaction in Romanian Teachers. Procedia-Social and Behavioral Sciences, 78, 395-399.
[42] Shabani, H.(2000). Educational skills (methods and teaching techniques). Tehran: Samt. [in Persian].

[43]Nasiri Fard,E. ,Alahyari, M S. , Daghighi Masouleh, z. (2014). Analysis of entrepreneurship morale of managers of rural cooperatives in Gilan province. Cooperative and Agriculture, 12.133-155. [in Persian].

[44] Ma, X., & MacMillan, R. B. (1999). Influences of workplace conditions on teachers' job satisfaction. The journal of educational research, 93(1), 39-47.