الگوی ساختاری رابطه‌ی جو مدرسه و خودکارآمدی جمعی با خودکارآمدی شخصی معلمان مدارس ابتدایی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار گروه روان شناسی تربیتی دانشگاه لرستان

2 استادیار گروه روانشناسی تربیتی دانشگاه لرستان

3 آموزش و پرورش-معلم

چکیده

پژوهش
حاضر با هدف تدوین مدل خودکارآمدی شخصی معلم از روی متغیرهای اجتماعی جو مدرسه و
خودکارآمدی جمعی معلمان انجام شد. در این پژوهش، 255 معلم از مدارس ابتدایی
شهرستان بجستان، به روش نمونه­گیری چند مرحله­ای انتخاب شدند. ابزارهای مورد
استفاده در این پژوهش، مقیاس احساس کارآمدی معلمان (فرم کوتاه)، شاخص جو مدرسه و
مقیاس باور کارآمدی جمعی معلم بود. یافته­های پژوهش نشان داد مدل پیشنهادی برازش
مناسبی با داده ها داشت. مطابق با این مدل، مسیر غیر مستقیم جو مدرسه به
خودکارآمدی شخصی معلم از طریق خودکارآمدی جمعی معلم، مثبت و معنی دار بود. همچنین
مسیرهای مستقیم خودکارآمدی جمعی معلم به خودکارآمدی شخصی معلم و جو مدرسه به
خودکارآمدی جمعی معلم، مثبت و معنی دار بود. یافته­های پژوهش حاضر نشان دهنده­ی
اهمیت نقش میانجی خودکارآمدی جمعی معلمان در رابطه بین جو مدرسه و کارآمدی شخصی
آنان است و لزوم توجه به فعالیت­های گروهی معلمان مدرسه را نمایان می­سازد.

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