پايايي و ساختار عاملي مقياس جهت گيري هدف معلم براي تدريس

Reliability and Factor Structure of teachers’ goal orientation for teaching

ﻫﺪف اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺑﺮرﺳﯽ ﺳﺎﺧﺘﺎر ﻋﺎﻣﻠﯽ و ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺟﻬﺖﮔﯿﺮي ﻫﺪف ﻣﻌﻠﻢ ﺑﻮد. ﺑﻪ اﯾﻦ ﻣﻨﻈﻮر 300 ﻣﻌﻠﻢ ﭘﺎﯾﻪ اول ﺗﺎ ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﻃﺒﻘﻪاي از ﻣﯿﺎن ﻣﻌﻠﻤﺎن ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﻬﺮان اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ ﻣﻘﯿﺎس ﺟﻬﺖﮔﯿﺮي ﻫﺪف ﺑﺎﺗﻠﺮ )2007( ﭘﺎﺳﺦ دادﻧﺪ. اﯾﻦ ﺗﺤﻘﯿﻖ ﺗﻮﺻﯿﻔﯽ و از ﻧﻮع اﻋﺘﺒﺎرﯾﺎﺑﯽ اﺳﺖ و ﺳﺎﺧﺘﺎر ﻋﺎﻣﻠﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻮﺳﻂ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ اﮐﺘﺸﺎﻓﯽ و ﺗﺄﯾﯿﺪي و ﭘﺎﯾﺎﯾﯽ اﺑﺰار ﺗﻮﺳﻂ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ و روش آزﻣﻮن-ﺑﺎزآزﻣﻮن ﻣﻮردﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﯿﺠﮥ ﺗﺤﻠﯿﻞ ﻣﺆﻟﻔﻪﻫﺎي اﺻﻠﯽ ﺑﺎ ﭼﺮﺧﺶ وارﯾﻤﺎﮐﺲ راهﺣﻞﻫﺎي 4 ﻋﺎﻣﻠﯽ را ﻧﺸﺎن داد ﮐﻪ 51/33 درﺻﺪ از وارﯾﺎﻧﺲ ﮐﻞ را ﺗﺒﯿﯿﻦ ﮐﺮد. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي ﺷﺎﺧﺺﻫﺎي ﺑﺮازش ﺧﻮب ﻣﺪل را ﻧﺸﺎن داد. آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﮐﻞ ﻣﻘﯿﺎس ﺑﺮاﺑﺮ 0/82 ﺑﻪ دﺳﺖ آﻣﺪ و ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ در روش آزﻣﻮن-ﺑﺎزآزﻣﻮن 0,72 ﺑﻪ دﺳﺖ آﻣﺪ ﮐﻪ ﺑﻪﻃﻮرﮐﻠﯽ ﻧﺸﺎندﻫﻨﺪة ﭘﺎﯾﺎﯾﯽ ﻗﺎﺑﻞﻗﺒﻮل اﺑﺰار اﺳﺖ. ﺑﻪﻃﻮرﮐﻠﯽ ﻧﺘﺎﯾﺞ ﻧﺸﺎندﻫﻨﺪة ﺑﺮازش ﺧﻮب ﻣﻘﯿﺎس ﺟﻬﺖﮔﯿﺮي ﻫﺪف ﺑﺎﺗﻠﺮ در ﺟﺎﻣﻌﮥ اﯾﺮان و ﭘﺎﯾﺎﯾﯽ ﻣﻨﺎﺳﺐ اﯾﻦ ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺖ ﮐﻪ ﻣﯽﺗﻮان از آن ﺑﺮاي ﺗﻌﯿﯿﻦ ﺟﻬﺖﮔﯿﺮي ﻫﺪف ﻣﻌﻠﻤﺎن اﺳﺘﻔﺎده ﻧﻤﻮد.

The aim of this study was to investigate the factor structure and reliability of the teachers’ goal orientation Inventory.So 300 teachers from first to sixth grade were selected randomly by cluster sampling among primary school teachers in Tehran and answered to Butler goal orientation Inventory (2007). This research is descriptive and of type validation. Exploratory and confirmatory factor analysis were used to investigate factor structure of the instrument, and Cronbach’s alpha and Test-Retest method were employed for examining the reliability. The results of Principal component with Varimax rotation showed 4 factorial factorial solutions that explained and 51.33% of whole variance. he results of the confirmatory factor analysis showed good fit of the model. The Cronbach’s alpha of the instrument was 0.82 and the correlation coefficient of test-retest was 0.72 that showed acceptable reliability for the instrument. In general, the results show a good fit of Butler's goal orientation in the Iranian society and the reliability of this questionnaire that make it a suitable measure for determining teachers’ goal orientation for screening purposes.