رابطه ويژگي هاي شغلي و وضعيت اجتماعي – اقتصادي با خودكارآمدي معلمان تربيت بدني

The Relationship between Job Competencies and Socioeconomic Status with Self-Efficacy of Physical Educators

هدف اين پژوهش، بررسي رابطه ويژگي هاي شغلي و وضعيت اجتماعي-اقتصادي با خودكارآمدي معلمان تربيت بدني بود. نمونه آماري پژوهش كليه معلمان تربيت بدني مقاطع راهنمايي و متوسطه خراسان شمالي(301 نفر) بودند كه برابر با جامعه آماري درنظر گرفته شد. از پرسشنامه محقق ساخته اطلاعات شخصي و ويژگي هاي شغلي و وضعيت اجتماعي-اقتصادي (SES) با ثبات دروني 81/0 و پرسشنامه خودكارآمدي معلمان تربيت بدني جفري جي مارتين (2003) با ثبات دروني 83/0 استفاده شد. داده هاي پژوهش با آزمون هاي كالموگراف-اسميرنوف، ضريب همبستگي پيرسون، اسپيرمن و خي دو در سطح معني داري 05/0? P تحليل شدند. نتايج نشان داد كه بين ويژگي هاي شخصي، وضعيت اجتماعي-اقتصادي و تجارب ورزشي(بخشي از ويژگي هاي شغلي) با خودكارآمدي معلمان رابطه معني داري وجود ندارد، ولي بين دوره هاي آموزشي (12/.=r) و رشته تحصيلي(007/.=r) با خودكارآمدي آن ها رابطه مثبت ومعني داري مشاهده شد. ضمنا بين سطح تحصيلات با خودكارآمدي رابطه منفي و معني داري(122/.-=r) وجود داشت. بنابراين براي حفظ و افزايش خودكارآمدي معلمان، ارتقا ويژگي هاي شغلي و تناسب وظايف كاري با سطح تحصيلات ضروري به نظر مي رسد.

The aim of this study was to examine the relationship between job competencies and socioeconomic status with self-efficacy of physical educators. Statistic sample included all physical education teachers in guidance and high schools in North Khorasan province (N=301) who equaled the statistical population. A researcher-made questionnaire of personal characteristics, job competencies and socioeconomic status (SES) with internal reliability of 0.81 and the Jeffrey J. Martin’s self-efficacy questionnaire (2003) with the internal reliability of 0.83 were used to collect data. Kolmogorov-Smirnov test, Pearson, Spearman correlation coefficients and chi² test were used to analyze data at p?0.05. Results showed no significant relationship between personal characteristics, socioeconomic status and sport experiences (a part of job competencies) with self-efficacy of teachers while there was a positive significant relationship between educational courses (r=-0.12) and field of study (r=-0.007) with self-efficacy. Also, there was a negative significant relationship between educational level and self-efficacy (r=-0.122). Thus, it seems necessary to improve job competencies and the proportion of job responsibilities to educational level in order to maintain and increase self-efficacy in physical educators.