آموزش‌هاي ضمن خدمت فرهنگيان: از اثربخشي تا كارآمدي

In-Service Education for Teachers: From Effectiveness to Efficiency

در ﻫﺰاره ﺟﺪﯾﺪ ، آﻣﻮزش از ﻣﻬﻢ ﺗﺮﯾﻦ ارﮐﺎن ﺗﻮﺳﻌﻪ ﭘﺎﯾﺪار و ﻧﻈﺎم آﻣﻮزش از ﺑﻨﯿﺎديﺗﺮﯾﻦ ارﮐﺎن ﺗﻮﺳﻌﻪ اﻧﺴﺎﻧﯽ ﺑﻪ ﺷﻤﺎر ﻣﯽرود و ﻇﺮﻓﯿﺖاﻓﺰاﯾﯽ ﺑﻨﯿﺎد ﭘﻮﯾﺎﯾﯽ و ﭘﯿﺸﺮان ﭘﯿﺸﺮﻓﺖ روزاﻓﺰون اﯾﻦ ﻓﺮاﯾﻨﺪ را ﺗﺸﮑﯿﻞ ﻣﯽدﻫﺪ. ﺑﻪ ﻫﻤﯿﻦ ﻣﻨﻈﻮر ، آﻣﻮزشﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ ﺑﺎ ﺗﺎﻣﯿﻦ ﻓﺮﺻﺖ ﺗﻮاﻧﻤﻨﺪﺳﺎزي و روزآﻣﺪﺳﺎزي ﺑﺴﺘﺮ ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪاي ﻓﺮﻫﻨﮕﯿﺎن را ﻓﺮاﻫﻢ ﻣﯽ ﮐﻨﺪ. ﺑﻨﺎﺑﺮاﯾﻦ، ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ ﺑﻪ ﺑﺮرﺳﯽ ﻋﻮاﻣﻞ ﻣﻮﺛﺮ در اﺛﺮ ﺑﺨﺸﯽ و ﮐﺎرآﻣﺪي دوره ﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ ﻓﺮﻫﻨﮕﯿﺎن ﭘﺮداﺧﺘﻪ اﺳﺖ. ﻣﻘﺎﻟﻪ از ﻧﻮع ﮐﺎرﺑﺮدي و ﺑﻪ روش ﭘﯿﻤﺎﯾﺸﯽ اﺳﺖ ﮐﻪ ﺷﯿﻮه اﺟﺮاي آن ﺑﻪ ﺻﻮرت ﻣﯿﺪاﻧﯽ و ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﺗﺤﻘﯿﻖ از ﻫﻤﻪ ﻓﺮﻫﻨﮕﯿﺎن ﺷﻬﺮﺳﺘﺎن ﮐﻤﯿﺠﺎن ﺗﺸﮑﯿﻞ ﮔﺮدﯾﺪ ﮐﻪ در ﺳﺎل 1397 در دورهﻫﺎي آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ ﺷﺮﮐﺖ داﺷﺘﻨﺪ. از ﻣﺠﻤﻮع ﺟﺎﻣﻌﻪ آﻣﺎري، ﺗﻌﺪاد 30 ﻧﻔﺮ ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ و ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖﺳﺎﺧﺘﻪ ﺑﺎ ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ 826/. و رواﯾﯽ ﮐﺎرﺷﻨﺎﺳﯽ ﻣﻘﺒﻮل ﻣﻮرد ﻣﺮاﺟﻌﻪ و ﻧﻈﺮﺳﻨﺠﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. در اداﻣﻪ، ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ از ﻧﺮم اﻓﺰار آﻣﺎري و آزﻣﻮن ﺗﯽﺗﮏ ﻧﻤﻮﻧﻪاي و رﮔﺮﺳﯿﻮن ﺧﻄﯽ ﺳﺎده اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ارﺗﺒﺎط ﻣﺜﺒﺖ و ﻣﻌﻨﯽدار ﻋﻮاﻣﻞ ﻣﺤﺘﻮا، ﻣﺪرﺳﯿﻦ و ﺳﺎزﻣﺎﻧﺪﻫﯽ ﺑﺎ اﺛﺮﺑﺨﺸﯽ و ﮐﺎرآﻣﺪي دورهﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ ﻓﺮﻫﻨﮕﯿﺎن ﺷﻬﺮﺳﺘﺎن ﮐﻤﯿﺠﺎن ﺣﮑﺎﯾﺖ دارد. در اﯾﻦ ﻣﯿﺎن، ﺷﺎﺧﺺ ﺳﺎزﻣﺎﻧﺪﻫﯽ از ﺑﯿﺸﺘﺮﯾﻦ ﺿﺮﯾﺐ ﺗﻌﯿﯿﻦ ﺑﺮﺧﻮردار ﻣﯽﺑﺎﺷﺪ. ﺷﺎﺧﺺ ﮐﯿﻔﯿﺖ ﻣﺪرﺳﯿﻦ و ﻣﺤﺘﻮاي دورهﻫﺎ ﻧﯿﺰ در رﺗﺒﻪﻫﺎي ﺑﻌﺪي اﺛﺮﺑﺨﺸﯽ و ﮐﺎرآﻣﺪي دورهﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ ﻓﺮﻫﻨﮕﯿﺎن ﻗﺮار دارﻧﺪ.

At the new Millennium, Education is one of the most significant means of achieving a sustainable progress. The Education system is fundamental in human progression. The in-service education enables and provides opportunities for enhancing the skills and the professional abilities of the teachers. This paper is based on an applied research in which a comprehensive survey was conducted. The Statistical population included the entire teachers of the Komijan City in the Central State of Iran. The selected sample constituted 30 teaches. The method relied on Linear Regression and Statistical analysis. The findings demonstrated that organisation was the most significant factor followed by the quality of the teachers’ educational background, course purpose and course content.