شناسايي و اعتبار سنجي ويژگي‌هاي معلم اثربخش دوره ابتدايي

Identifying and Validating Characteristics of Effective Primary School Teachers

هدف اصلي ­پژوهش، ­شناسايي ­و اعتبارسنجي ويژگي‌هاي معلم اثربخش در دوره ابتدايي مي باشد.در بخش اول از روش كيو استفاده‌ شد،جامعه آماري در اين بخش كليه اساتيدعلوم ­تربيتي­دانشگاه‌هاي تهران بوده (349=N) كه 20 نفر به‌ صورت هدفمند و گلوله ­برفي انتخاب­ گرديد.ابزار گردآوري داده ­ها، نمودار كيو مي­ باشد كه روايي آن با بررسي 40 سند و نظرات 3 نفر از اساتيد دانشگاهي مورد تائيد قرار گرفت و به روش آزمون مجدد، پايايي آن نيز 0/84 به­ دست آمد.بخش دوم مبتني بر تحليل عاملي اكتشافي بوده كه جامعه‌ي آماري آن كليه اساتيد علوم­ تربيتي دانشگاه‌هاي تهران،اعضاي انجمن مطالعات برنامه­ درسي و گروه‌هاي آموزشي دوره ابتدايي تهران مي‌باشد (987=N) با استفاده از روش نمونه‌گيري تصادفي 325 نفر انتخاب شدند. ابزار گردآوري داده­ها،پرسشنامه محقق ساخته بوده كه روايي محتوايي آن مورد تائيد 3 نفر از صاحب‌نظران قرار گرفت و پايايي آن (0/96=α) بدست آمد. عمده نتايج بيانگر شناسايي 65 ويژگي بوده كه در7 بعد ويژگي­هاي شخصيتي،تربيت ديني-اخلاقي،كارانديشي، صلاحيت و شايستگي‌ها،تدريس مؤثر،مديريت كارآمد كلاس و نظارت و ارزشيابي دسته‌بندي­ گرديد.7 بعد مذكور اعتبار داشته ولي از بين 65 ويژگي، 5 ويژگي از اعتبار لازم برخوردار نيست.

The main objective of This research was to identify and validate the characteristics of the effective teachers at the primary levels. In the first part, the Q-method was used. The statistical population in this section included all faculty members of educational sciences of Tehran universities (N=349), that 20 individuals were selected based on purposive sampling and snowball. The data collection tool is the Qdiagram. The reliability of the tool was confirmed by reviewing 40 documents and was approved by 3 university experts. The validity of the questionnaire was 0.84. The second part is based on exploratory factor analysis. The statistical population of this study was all the professors of educational sciences in Tehran universities and elementary education groups of Tehran (N=987). 325 individuals were selected though random sampling method. The data collection tool was a researcher-made questionnaire with content reliability confirmed by 3 experts and validity of α=0.96. The main findings indicated that 65 characteristics were identified in 7 dimensions of personality traits, religious-ethical education, reflection, qualifications and competencies, effective teaching, effective classroom management, and monitoring and evaluation. The 7 dimensions were confirmed, but among 65 characteristics, 5 characteristics were validated.