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

ابوالحسنی, زهرا; جوادی پور, محمد

doi:10.22061/jte.2018.3713.1925

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه روش‌ها و برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

https://doi.org/10.22061/jte.2018.3713.1925

چکیده

پیشینه و اهداف: مربیان از ارکان اصلی فرآیندیاددهی ـ یادگیری هستند که نقش انکارناپذیری درکیفیتزایی یا کیفیتزدایی نظام آموزشی ایفا می‌کنند. یونسکو آموزش را کلید توسعه جوامع و مسیری میداند که افراد را برای تحقق تواناییها و افزایش کنترل بر تصمیمات اثرگذار بر آنها توانمند میسازد. این در حالی است که برای آموزش و ایجاد یادگیری پایدار باید معلمان سیستم آموزشی یکسری اطلاعاتِ دانشی و مهارتی را داشتهباشند که به آن دانش حرفهای یا شایستگیحرفهای معلم (شایستگیهای شغلی معلم) میگویند؛ در عین حال که تربیت دانشآموزان توانا یکی از دغدغههای نظام آموزش و پرورش میباشد. برای اینکه بتوانیم افراد متخصص و کار آفرین داشته باشیم باید افراد در مدارس به شیوه صحیح و علمی آموزش دیده باشند تا بتوانند نقش خود را در بازار کار و جامعه درست ایفا کنند. این امر مستلزم اصلاح شیوههای تدریس و افزایش مهارت معلمان و مدرسان میباشد. با در نظر داشتن اینکه افراد بی شماری تحصیل میکنند و میخواهند کار خوب داشتهباشند، دولتها و به احتمال زیاد مردم، سیستم آموزشی و مخصوصا معلمان و مدیران را مسئول مستقیم یادگیری یا عدم یادگیری آنها میدانند. در این راستا یکی از راهبردهای یادگیری در برنامه درسی ملی بهرهمندی فزونتر از روشهای فعال، خلاق و تعالی بخش، با سازماندهی نوآورانه و خلاق فرآیند جمعآوری و انباشت حقایق، زمینه ساختن علم و معرفت را فراهم نماید، می باشد.
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 ها: 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.
یافته‌ها: 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.
نتیجه‌گیری: در مجموع این پژوهش نشان داد معلمان شایستگی حرفهای و در واقع نگرش سازندهگرا را در حد متوسطی دارند و این شایستگی با رضایت شغلی معلمان رابطه دارد. لذا به مسئولان امر پیشنهاد میشود دورههای متناسب ضمن خدمت برای آشنایی بیشتر معلمان با رویکرد سازندهگرایی برگزار گردد. همچنین از آنجایی که رضایت شغلی با شایستگی حرفهای سازندهگرا ارتباط دارد. برای اجراییتر شدن این رویکرد موفق سعی در فراهم آوردن شرایط رضایت شغلی معلمان شود.

کلیدواژه‌ها

20.1001.1.20080441.1398.13.4.13.0

موضوعات

تربیت معلم

عنوان مقاله [English]

competency of teachers and job satisfactory with an emphasis on constructivism

نویسندگان [English]

Z. Abolhasani
M. Javadipour

Department of Educational Methods and Planning, College of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

چکیده [English]

Background and Objective:Instructors are one of the main pillars of teaching-learning process that play an undeniable role in improving the quality or disqualifying the educational system. UNESCO sees education as the key to the development of societies and a path that empowers individuals to realize competencies and increase control over the decisions that affect them. However, in order to teach and create sustainable learning, teachers in the education system must have a set of knowledge and skills that are called professional knowledge or professional competencies of the teacher (teacher competencies); at the same time, training capable students is one of the concerns of the education system. In order to have professional and entrepreneurial people, they must be properly and scientifically trained in schools so that they can play their role in the labor market and society properly. This requires improving teaching methods and increasing the skills of teachers. Given that countless people are studying and wanting to do a good job, governments and most likely the people hold the education system, especially teachers and administrators, directly responsible for their learning or non-learning. In this regard, one of the learning strategies in the national curriculum is to benefit more from active, creative and uplifting methods, by innovative and creative organization of the process of collecting and cumulating facts, to provide the basis for science and knowledge.
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.
Methods: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. Middle school teachers (164 male and 177 female teaching during 2016-2017) in Baharestan area were the participants. For sampling, Census method has been used.
Findings: 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.
Conclusion: Overall, this study showed that teachers have a moderate level of professional competence and in fact a constructive attitude, and this competence is related to teachers' job satisfaction. Therefore, it is suggested to the authorities that appropriate in-service courses be held to familiarize teachers more with the constructivist approach. Also, since job satisfaction is related to the competence of constructive professionals, to make this approach more effective they have to try to provide conditions for job satisfaction of teachers.

کلیدواژه‌ها [English]

job satisfactory
professional competency
Constructivism
teacher
Learning

COPYRIGHTS
©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.

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