شناسايي صلاحيت هاي حرفه اي مربيان دوره ي پيش دبستاني

Study Professional qualifications of preschool’s teachers

پژوهش حاضر با هدف بررسي صلاحيت هاي حرفه اي مربيان پيش دبستاني از ديد مربيان و مديران دوره پيش دبستاني با روش توصيفي از نوع پيمايشي انجام شده است. از بررسي پيشنۀ پژوهش دوازده مؤلفه (حوزه) اصلي و 98 زير مؤلفه صلاحيت حرفه اي مربيان پيش دبستاني استخراج و پرسشنامه تدوين گرديده است. جامعۀ آماري پژوهش مربيان و مديران دورۀ پيش دبستاني شهرستان هاي ميبد و اردكان به تعداد 246 نفر (128 مربي و 118مدير) بوده اند كه از بين آنها 200 نفر(100 مربي و100 مدير) بر اساس جدول كرجسي و مورگان به روش نمونه گيري تصادفي ساده، انتخاب شده اند. يافته ها نشان داد؛ از نظر مربيان وضعيت موجود صلاحيت هاي حرفه اي مربيان در مولفه هاي حرفه اي، فكري و فناوري پايين تر از متوسط و از نظر مديران در مولفه هاي فكري، مديريتي، رشد و توسعه كودك، فناوري و حرفه اي پايين تر از متوسط است. هم چنين بين نظرات مربيان و مديران در رابطه با ميزان صلاحيت هاي حرفه اي مربيان در مولفه هاي؛ آموزشي، هنري، مديريتي، ارتباطي، اجتماعي، شخصيتي رفتاري و اخلاقي، تفاوت معنادار وجود دارد. نتايج حاصل از ارزيابي مربيان نشان داد؛ مربيان شركت كرده در دوره هاي كارآموزي در مولفه هاي آموزشي و حرفه اي ميانگين بالاتر از مربيان شركت نكرده داشته اند. مربيان شركت نكرده در دوره هاي كارآموزي در حوزۀ صلاحيت فكري خود را بالاتر از مربيان شركت كرده در اين دوره ها، ارزيابي نموده اند. از نظر مديران، مربيان شركت كرده در دوره هاي كارآموزي از عملكرد و ميانگين بالاتري در مولفه هاي صلاحيت ؛ آموزشي، فناوري و حرفه اي برخوردارند و در ساير مؤلفه ها تفاوت معناداري بين آنها وجود ندارد.

The main target of this research is inspection on existentstatus (extent of benefiting) and the desirable (extent of importance) and the professional qualifications of preschoolrsquo s teachers on the view of teachers and managers of preschoolrsquo s period, and it has been done by descriptive survey method.With reviewing the texts and researchrsquo s background, 12 domain (main component) and 98 subordinate components werebrought out and on that basis the enquiries were organized. The Statistical society in this investigation is teachers and managers of preschools in Method and Ardakan which the number of them is consist of 246memberrsquo (128 teachers and 118 managers) .200 members by chance on the basis of Kerjesy and Morganrsquo s table, were selected.The analysis of data in two methods of description and conception (variable t, dependent t, independent t), was done, indicating there is meaningful differences between existence and ideal status of qualifications of preschool professional teachers. In the view of trainers, the extent of benefiting (existent situation) , the professional qualifications of preschoolrsquo s teachers in the domain of personal qualities behaviors, moral, social, communicative, educative and management is over than average. And in artistic domain, affairs related to the growth and development and health of the child is at the average degree, and in the professional, mental and technology qualifications, is at the lower level of average. In the view of managers the extent of teacherrsquo s professional qualityrsquo s benefiting in order in the communication, sociable, artistic, and morality is over and in the domains related to the health, education and personality, is at the average level and in some domains related to the mentality, management, growth and development of child, technology and professional, is assessed under the average level. Between the ideas of teachers and managements about the extent of professional qualities of teachers, in the domains of educational, artistic, management, communications, sociable, personalbehavioristic, professional, growth and development of child, affairs related to the health , mental and technology qualifications, are in order from one to ten . Theresults of teacherrsquo s assessments indicate that trainers who attend in the probationrsquo s period in comparison to whomthose donrsquo tattend to these kinds of periods, in the educational and technological qualifications are in above place. But out of our exception those who donrsquo t attend in these classes, just in mental qualifications assess themselves above than others. Also in the view of managers, the teachers who pass these courses and those who donrsquo t pass it have better function and also have upper average in the educational, technological, and professional domains, and in other components there are no meaningful differences between them.