خودکارآمدی معلمان و ارتباط آن با اجتماع یادگیری حرفه‌ای در محیط‌های یادگیری مجازی: نقش میانجی توسعه حرفه‌ای

نوع مقاله : مقاله پژوهشی (توسعه ای)

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.

2 استادیار، گروه علوم تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.

چکیده

این پژوهش، با هدف رابطه بین اجتماع یادگیری حرفه‌ای و خودکارآمدی معلمان با نقش میانجی توسعه حرفه‌ای صورت پذیرفت. پژوهش از نظر هدف، کاربردی و ازلحاظ روش، توصیفی از نوع همبستگی است. جامعه آماری شامل کلیه معلمان شهر سنندج (5040 نفر) بودند که به روش نمونه‌گیری تصادفی طبقه‌ای و براساس جدول نمونه‌گیری کرجسی مورگان 337 نفر به‌عنوان نمونه پژوهش انتخاب شدند. ابزار پژوهش شامل پرسش‌نامه اجتماع یادگیری حرفه‌ای، پرسش‌نامه توسعه حرفه‌ای چامبرلاین (2008) و پرسش‌نامه خودکارآمدی معلمان اسچانن- موران و وولفولک (2001) بود. روایی محتوایی و سازه ابزار پژوهش و میزان پایایی از طریق ضریب آلفای کرونباخ محاسبه و تأیید شدند. تجزیه‌وتحلیل داده‌ها با آزمون کلموگروف اسمیرونوف، ضریب همبستگی پیرسون و مدل معادلات ساختاری انجام گرفت. یافته­ها نشان داد که بین اجتماع یادگیری حرفه‌ای با توسعه حرفه‌ای و خودکارآمدی معلمان مدارس شهرستان سنندج، رابطه مثبت و معناداری وجود دارد. همچنین نتایج نشان داد که بین توسعه حرفه‌ای و خودکارآمدی معلمان مدارس شهرستان سنندج نیز رابطه مثبت و معناداری وجود دارد و نهایتاً براساس نتایج به‌دست‌آمده می‌توان گفت که توسعه حرفه‌ای در رابطه بین اجتماع یادگیری حرفه‌ای و خودکارآمدی معلمان می‌تواند نقش میانجی را ایفا کند. بنابراین استقرار و تقویت اجتماعات یادگیری در مدارس می‌تواند در بهبود کیفیت کار معلمان مؤثر باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Teacher's Self-Efficacy and Its Relationship with the Professional Learning Community in Virtual Learning Environments (VLEs): The Mediating Role of Professional Development

نویسندگان [English]

  • Zhiar Rafai 1
  • Rafigh Hasani 2
  • Majid Mohammadi 2
1 PhD Student in Educational Management, Department of Educational Sciences, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.
2 Assistant Professor, Department of Educational Sciences, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.
چکیده [English]

This study aimed to investigate the relationship between the professional learning community and teachers' self-efficacy with the mediating role of professional development. The research is applied in terms of purpose and descriptive in terms of method. The statistical population included all teachers in Sanandaj, which numbered 5040 people. 337 of these teachers were selected as the research sample using stratified random sampling. Three tools were used to collect data: the Professional Learning Community Questionnaire, Chamberlain Professional Development Questionnaire (2008), and the Schanen-Moran and Wolflock Teachers' Self-Efficacy Questionnaire (2001). Structural validity and content validity of research tools were confirmed and Cronbach's alpha method was used to ensure their reliability. Kolmogorov-Smirnov statistical tests, Pearson correlation coefficient, and structural equation modeling were used to analyze the data. Findings showed that there was a positive and significant relationship between vocational learning community with professional development and self-efficacy of school teachers in Sanandaj. The results also showed that there was a positive and significant relationship between professional development and self-efficacy of school teachers in Sanandaj. Finally, based on the results, it can be said that professional development in the relationship between the professional learning community and teachers 'self-efficacy can play a mediating role. Therefore, it can be concluded that establishing and strengthening learning communities in schools can improve the quality of teachers' work.

کلیدواژه‌ها [English]

  • Professional development
  • Professional learning communities
  • Teachers' self-efficacy

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فصلنامه علمی کارافن
دوره 18، شماره 2 - شماره پیاپی 53
علوم انسانی
تیر 1400
صفحه 337-357

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سابقه مقاله

  • تاریخ دریافت: 02 بهمن 1399
  • تاریخ بازنگری: 20 فروردین 1400
  • تاریخ پذیرش: 01 خرداد 1400

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