اعتبارسنجی مدل صلاحیت‌های معلم کثرت‌گرا در نظام آموزش ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا،گروه مدیریت آموزشی ،دانشکده علوم انسانی ، واحد کازرون، دانشگاه آزاد اسلامی،کازرون،ایران.

2 استادیارگروه مدیریت آموزشی، دانشکده علوم انسانی، واحد کازرون، دانشگاه آزاد اسلامی، کازرون، ایران

3 استادیار گروه مدیریت دولتی، واحد لارستان، دانشگاه آزاد اسلامی، لارستان، ایران.

چکیده

پیشینه و اهداف: هدف این تحقیق، ارزیابی اعتبار مدل صلاحیت‌های معلم کثرت‌گرا در نظام آموزشی ایران است. روش‌ها‌: این مطالعه به روش آمیخته در دو فاز کمّی – کیفی انجام‌شده است. در فاز کیفی به روش تحلیل مضمون بود. مشارکت‌کنندگان بالقوه دربرگیرنده 25 نفر از اساتید و معلمانی بود که در ارتباط با موضوع کثرت‌گرایی تجربه داشتند. بر اساس روش هدفمند ملاک محور انتخاب شدند. ابزار پژوهش در این مرحله مصاحبه‌های نیمه ساختاریافته با رویکرد اشباع نظری بود. جهت سنجش قابلیت اعتبار پژوهش از تکنیک بازبینی از سوی مشارکت‌کنندگان در پژوهش و بازبینی از سوی همکار استفاده گردید. در فاز کمّی روش پژوهش توصیفی - پیمایشی بود. جامعه آماری پژوهش در این مرحله (آزمون مدل) دربرگیرنده تمامی معلمان مقطع متوسطه شهر شیراز بود که با استفاده از جدول کرجسی و مورگان حجم نمونه 220 نفر تعیین شد. روش نمونه‌گیری تصادفی طبقه‌ای بود. برای گردآوری داده‌های کمی این پژوهش از ابزار پرسشنامه محقق ساخته استفاده‌شده است. جهت تائید روایی پرسشنامه‌ی طراحی‌شده از روش روایی واگرا و روایی سازه استفاده شد. همچنین جهت بررسی میزان پایایی نیز از سه آزمون آلفای کرونباخ، ضریب همگون و پایایی ترکیبی استفاده گردید که در هر سه مورد ضریب پایایی برای تمامی متغیرهای اصلی و ابعاد آن بالای 7/0 به دست آمد. یافته‌ها: نتایج تحلیل عاملی اکتشافی نشان داد مؤلفه‏های که در تدوین مدل صلاحیت‌های معلم کثرت‌گرا و تدوین الگوی مناسب در نظام آموزش‌وپرورش نقش دارند عبارت‌اند از: دانش، رفتار، صلاحیت‌های معلم کثرت‌گرا مهارت، نگرش. نتیجه‌گیری: با توجه به یافته‌ها می‌توان گفت: برای داشتن معلمان کثرت‌گرا در نظام آموزش و پروش ایران باید از مؤلفه‌های معلم کثرت‌گرا به‌عنوان راهبردی اساسی برای جامعه چند فرهنگی، قومی و جند زبانی کشور استفاده کرد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Validation of the Pluralistic Teacher Competency Model in the Iranian Education System

نویسندگان [English]

  • Ali Negintaji 1
  • Hamid Reza Motamed 2
  • Alireza Parnian 3
1 Ph.D Candidate in Educational Management, Kazerun Branch, Islamic Azad University, Kazerun, Iran.
2 Assistant Professor, Department of Educational Management, Kazerun Branch, Islamic Azad University, Kazerun, Iran.
3 Assistant Professor, Department of Public Administration, Larestan Branch, Islamic Azad University, Larestan, Iran.
چکیده [English]

Background and Objectives: The purpose of this study is to validate the Pluralistic Teacher Competency Model within the Iranian education system. Methods: This research employed a mixed-methods approach, conducted in two quantitative and qualitative phases. The qualitative phase utilized thematic analysis. Potential participants included 25 university professors and teachers with expertise in pluralism, selected through purposive criterion-based sampling. The research instrument in this phase was semi-structured interviews, conducted until theoretical saturation was achieved. To ensure the trustworthiness of the qualitative data, member checking and peer review techniques were utilized. In the quantitative phase, the research method was descriptive-survey. The statistical population consisted of all secondary school teachers in Shiraz. Using the Krejcie and Morgan table, a sample size of 220 was determined, selected through stratified random sampling. A researcher-made questionnaire was used to collect quantitative data. To confirm the validity of the questionnaire, divergent validity and construct validity methods were applied. Reliability was assessed using Cronbach's alpha, internal consistency, and composite reliability tests, all of which yielded coefficients above 0.7 for the main variables and their dimensions. Findings: The results of exploratory factor analysis revealed that the components instrumental in developing a model of pluralistic teacher competencies and an appropriate framework for the education system are: knowledge, behavior, pluralistic teacher competencies, skills, and attitude.Conclusion: Based on the findings, it can be concluded that to foster pluralistic teachers within the Iranian education system, the components of the pluralistic teacher model should be employed as a fundamental strategy for the country's multicultural, multi-ethnic, and multilingual society.
 

کلیدواژه‌ها [English]

  • validation
  • teacher's qualifications
  • pluralist teacher
  • Iran's education system
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