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بررسی نقش میانجی جو سازمانی مدارس در رابطه بین خودکارآمدی معلم و تدریس اثربخش در آموزگاران | ||
رهبری آموزشی کاربردی | ||
مقاله 6، دوره 6، شماره 1، فروردین 1404، صفحه 98-114 اصل مقاله (1.49 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/ael.2024.14505.1409 | ||
نویسندگان | ||
ابوالفضل جواهری مغانلو1؛ معصومه مقدسی خیاوی2؛ صمد امانت جلودار3؛ سعید رحیمی* 4 | ||
1دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران. | ||
2کارشناس ارشد روانشناسی بالینی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی، اردبیل، ایران . | ||
3کارشناس ارشد تحقیقات آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران . | ||
4دکتری روانشناسی عمومی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران. | ||
چکیده | ||
هدف: هدف پژوهش حاضر بررسی نقش میانجی جو سازمانی مدارس در رابطه بین خودکارآمدی معلم و تدریس اثربخش در آموزگاران بود. روش: روش پژوهش توصیفی از نوع همبستگی و جامعة آماری آن تمامی معلمان مدارس استثنایی استان اردبیل و شهر تبریز در سال 1402 بود که از بین آنها 280 نفر به روش نمونهگیری هدفمند انتخاب شدند؛ سپس به پرسشنامههای تدریس اثربخش آموزگاران محمودی و همکاران (1398)، خودکارآمدی معلم اسچان - موران و هوی (2001) و جو سازمانی هالپین و کرافت (1963) پاسخ دادند. تحلیل دادهها به کمک نرمافزار SPSS نسخه 24، Amose نسخه 20 و با آزمون معادلات ساختاری انجام شد. یافتهها: نتایج نشان که مدل ساختاری پژوهش از برازش مناسب برخوردار است. جو سازمانی مدارس و خودکارآمدی معلم با تدریس اثربخش ارتباط مثبت و معناداری دارد (01/0P<) و خودکارآمدی معلم، به صورت مستقیم و غیرمستقیم از طریق جو سازمانی مدارس بر تدریس اثربخش آموزگاران مؤثر است. نتیجهگیری: ارتقاء هرچه بیشتر تدریس اثربخش معلمان مدارس استثنایی و ارتقاء اگاهی آنان نسبت به خودکارآمدی معلم و جو سازمانی مدارس و برگزاری دورههای مبتنی بر آموزش خودکارآمدی معلم و جو سازمانی مدارس جهت بهبود تدریس اثربخش آموزگاران مفید به نظر میرسد. | ||
کلیدواژهها | ||
جو سازمانی مدارس؛ خودکارآمدی معلم؛ تدریس اثربخش؛ آموزگاران | ||
مراجع | ||
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