ارائه مدل تاثیر فرهنگ همکاری بر خودکارآمدی تدریس معلمان با تاکید بر نقش میانجی دانش حرفهای
کلمات کلیدی:
فرهنگ همکاری, خودکارآمدی تدریس, دانش حرفهایچکیده
هدف: خودکارآمدی تدریس معلمان نقش موثری در بهبود یادگیری دانشآموزان دارد و به نظر میرسد که فرهنگ همکاری و دانش حرفهای بر آن تاثیر داشته باشند. بنابراین، پژوهش حاضر با هدف ارائه مدل تاثیر فرهنگ همکاری بر خودکارآمدی تدریس معلمان با تاکید بر نقش میانجی دانش حرفهای انجام شد.
روششناسی: این پژوهش از نظر هدف، کاربردی و از نظر شیوه اجرا، توصیفی از نوع همبستگی بود. جامعه پژوهش معلمان مدارس دوره اول و دوم ابتدایی شهر بناب به تعداد 420 نفر بودند. حجم نمونه بر اساس فرمول کوکران 201 نفر برآورد که با روش نمونهگیری طبقهای انتخاب شدند. دادههای پژوهش با پرسشنامه فرهنگ همکاری (ویلیام و همکاران، 2004)، پرسشنامه دانش حرفهای (استرانگ، 2018) و پرسشنامه خودکارآمدی تدریس (اسچانن و همکاران، 2001) گردآوری و با روش مدلسازی معادلات ساختاری در نرمافزار Smart PLS-3 تحلیل شدند.
یافتهها: نتایج پژوهش حاضر حاکی از آن بود که مدل تاثیر فرهنگ همکاری بر خودکارآمدی تدریس معلمان با تاکید بر نقش میانجی دانش حرفهای برازش مناسبی داشت. همچنین، اثر مستقیم فرهنگ همکاری بر دانش حرفهای، اثر مستقیم دانش حرفهای بر خودکارآمدی تدریس و اثر مستقیم فرهنگ همکاری بر خودکارآمدی تدریس مثبت و معنادار بود (01/0P<). علاوه بر آن، اثر غیرمستقیم فرهنگ همکاری با میانجی دانش حرفهای بر خودکارآمدی تدریس بر اساس آماره سوبل معنادار بود (01/0P<).
نتیجهگیری: طبق نتایج این پژوهش، مدیران، مسئولان و برنامهریزان نظام آموزشی برای بهبود خودکارآمدی تدریس معلمان میتوانند از طریق برنامههای آموزشی زمینه را برای ارتقای فرهنگ همکاری و دانش حرفهای معلمان فراهم آورند.
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حق نشر 2025 Jafar Beikzad; Mohammad Mahdi Binesh, Aynaz Naeim (Author)

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