پديد آورندگان :
ﺳﺎﻣﯽ، رقيه داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واحد تبريز - ﺗﺒﺮﯾﺰ، اﯾﺮان , ﭘﯿﺮي، ﻣﻮﺳﯽ داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﻣﺪﻧﯽ آذرﺑﺎﯾﺠﺎن - داﻧﺸﮑﺪه ﻋﻠﻮمﺗﺮﺑﯿﺘﯽ و روانﺷﻨﺎﺳﯽ - ﮔﺮوه ﻋﻠﻮمﺗﺮﺑﯿﺘﯽ، ﺗﺒﺮﯾﺰ، اﯾﺮان , ﻃﺎﻟﺒﯽ، ﺑﻬﻨﺎم داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ ﺗﺒﺮﯾﺰ - داﻧﺸﮑﺪه ﻋﻠﻮم اﻧﺴﺎﻧﯽ و ﺗﺮﺑﯿﺘﯽ - ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، ﺗﺒﺮﯾﺰ، اﯾﺮان.
چكيده فارسي :
هدف اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﮐﺸﻒ ﺳﻄﻮح، ﭘﯿﺎﻣﺪﻫﺎ و ﻋﻮاﻣﻞ ﺗﺴﻬﯿﻞﮐﻨﻨﺪه ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﻣﺒﺘﻨـﯽ ﺑـﺮ درسﭘﮋوﻫـﯽ ﺑـﻪ ﺷﯿﻮه ﮐﯿﻔﯽ و ﺑﺮرﺳﯽ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﻋﻮاﻣﻞ ﺗﺴﻬﯿﻞﮐﻨﻨﺪه در ﺗﺄﺛﯿﺮﮔـﺬاري ﺳـﻄﻮح ﺑـﺮ ﭘﯿﺎﻣـﺪﻫﺎي ﺗﻮاﻧﻤﻨﺪﺳـﺎزي ﻣﻌﻠﻤﺎن ﺑﻪ ﺷﯿﻮه ﮐﻤّﯽ ﺑﻮده اﺳﺖ. در ﺑﺨﺶ ﮐﯿﻔـﯽ ﺑـﺎ اﺳـﺘﻔﺎده از راﻫﺒﺮدﻫـﺎي ﻧﻤﻮﻧـﻪﮔﯿـﺮي ﻫﺪﻓﻤﻨـﺪ، از ﺑـﯿﻦ دﺳﺘﻮراﻟﻌﻤﻞﻫﺎي آﻣﻮزشوﭘﺮورش، ﻣﺒﺎﻧﯽ ﻧﻈﺮي و ﭘﯿﺸﯿﻨﻪ ﻋﻤﻠﯽ و ﻣﺼﺎﺣﺒﻪ ﺑﺎ ﺻﺎﺣﺐﻧﻈﺮان)13ﻧﻔـﺮ(، اﻗـﺪام ﺑـﻪ اﺳﺘﺨﺮاج ﻣﺘﻮن ﻣﺮﺗﺒﻂ ﮔﺮدﯾﺪ. ﺳﭙﺲ ﺑﺎ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي اﺳﺘﻘﺮاﯾﯽ ﻣﺘﻮن ﺳﻄﻮح، ﭘﯿﺎﻣﺪﻫﺎ و ﺗﺴـﻬﯿﻞﮐﻨﻨـﺪهﻫـﺎي ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﻣﺸﺨﺺ ﮔﺮدﯾﺪ. در ﺑﺨﺶ اول ﮐﻤّﯽ ﭘﮋوﻫﺶ، دادهﻫﺎي ﮐﯿﻔﯽ ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﺒﺪﯾﻞ ﮔﺮدﯾﺪ و رواﯾﯽ ﺻﻮري و ﻣﺤﺘﻮاﯾﯽ آن ﺑﺎ اﺳﺘﻔﺎده ﻧﻈﺮ ﺻﺎﺣﺒﻨﻈﺮان ﺗﺄﯾﯿﺪ ﮔﺮدﯾﺪ و ﺑﺎ ﺗﻮزﯾﻊ آن در ﺑﯿﻦ676 ﻧﻔـﺮ از ﻣﻌﻠﻤـﺎن دوره اﺑﺘﺪاﯾﯽ، رواﯾﯽ ﺳﺎزه، آن ﻧﯿﺰ ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﺋﯿﺪي ﻣﺤﺎﺳـﺒﻪ ﮔﺮدﯾـﺪ. در ﻗﺴـﻤﺖ دوم ﮐﻤّـﯽ ﺑﺮاي ﺗﻌﯿﯿﻦ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﻋﻮاﻣﻞ ﺗﺴﻬﯿﻞﮐﻨﻨﺪه، ﭘﺮﺳﺸﻨﺎﻣﻪي اﺳﺘﺎﻧﺪارد ﺷﺪه در ﺑﯿﻦ 223 ﻧﻔﺮ از ﻣﻌﻠﻤﺎن ﻣﺠـﺮي درسﭘﮋوﻫﯽ، ﺳﺮﮔﺮوهﻫﺎي آﻣﻮزﺷﯽ، ﮐﺎرﺷﻨﺎﺳﺎن اداري و ﺑﺮﺧﯽ از ﺻﺎﺣﺐﻧﻈﺮان ﺷﺮﮐﺖﮐﻨﻨﺪه در ﺑﺨـﺶ ﮐﯿﻔـﯽ ﭘﮋوﻫﺶ ﺗﻮزﯾﻊ ﮔﺮدﯾﺪ ﮐﻪ ﻫﻤﮕﯽ ﺑﻪ ﺻﻮرت ﻧﻤﻮﻧﻪﮔﯿﺮي ﻗﻀﺎوﺗﯽ اﻧﺘﺨﺎب ﺷﺪه ﺑﻮدﻧﺪ. ﻧﺘﺎﯾﺞ ﻣﻌـﺎدﻻت ﺳـﺎﺧﺘﺎري ﻧﺸﺎن داد ﮐﻪ اﺛﺮ ﻣﺘﻐﯿﺮﻫﺎي ﭘﯿﺶﺑﯿﻦ)ﺳﻄﻮحﺗﻮاﻧﻤﻨﺪﺳﺎزي وﺗﺴﻬﯿﻞﮐﻨﻨﺪهﻫـﺎ(ﺑﺮ ﻣﺘﻐﯿـﺮ واﺑﺴـﺘﻪ)ﭘﯿﺎﻣﺪﻫﺎ( ﻣﺜﺒـﺖ و ﻣﻌﻨﺎدار )0/05≤P(ﺑﻮد. ﺑﺮازش ﮐﻠﯽ ﻣﺪل ﺑﺎ اﺳﺘﻔﺎده از ﻣﻌﯿﺎرGOF در ﺣﺪ ﻗـﻮي)0/583( ﺑـﻮده و ﻧﻘـﺶ ﻣﯿـﺎﻧﺠﯽ ﻋﻮاﻣﻞ ﺗﺴﻬﯿﻞﮐﻨﻨﺪه ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺳﻮﺑﻞ)9/18( ﺑﻪ ﻃﻮر ﮐﺎﻣﻞ ﺗﺄﯾﯿﺪ ﮔﺮدﯾﺪ. ﻧﺘﯿﺠـﻪ آزﻣـﻮن VAF ﻧﺸﺎن داد ﮐﻪ ﻣﺘﻐﯿﺮ ﻣﯿﺎﻧﺠﯽ، ﺷﺪت اﺛﺮ ﻣﺘﻮﺳﻂ در ﻣﺪل دارد.
چكيده لاتين :
The present study aimed at discovering levels, consequences, and facilitating factors of lesson-study-based empowerment teachers in a qualitative method, and investigating intervening role of facilitating factors in the effects of levels on consequences of empowerment teachers among primary school teachers in a quantitative method. In the qualitative stage, using purposeful sampling strategies, the related texts were extracted from upper-hand documents, ministry of education's bylaws, theoretical backgrounds and practical review, and interviews with participants (n=13). Then, levels, consequences, and facilitators of empowerment were detected through inductive content analysis of the data. In the first phase of quantitative stage, the qualitative data were turned into a questionnaire, face validity and content validity of which were approved based on scholarly remark. Construct validity was calculated by distributing the questionnaire among 676 primary school teachers. In the second phase of quantitative stage, in order to determine the intervening role of facilitating factors, a standardized questionnaire was distributed among some teachers conducting lesson-study, head teachers, administrative experts and scholars participating in the qualitative phase of the study(n=223), all of whom had been selected based on judgmental sampling. The results of the structural equations modeling revealed that the effect of predictive variables (levels of empowerment and facilitators) on dependent variable (consequences) was statistically positive and significant (p≤05). Based on the GOF standard, the general fitness of the model was calculated to be strong (0.583). The intervening role of empowerment facilitators, was completely confirmed based on the results obtained from the Sobel Test (9.18). Furthermore, the results of the VAF Test showed that the intervening variable had an intermediate effect intensity in the model.
