نوع مقاله : مقاله پژوهشی

نویسندگان

• گیتی برنج فروش آذر ¹
• فتاح ناظم ²
• صغری افکانه ²

¹ دانشجوی دکتری، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.

² عضو هیئت علمی، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.

چکیده

هدف: این پژوهش با هدف ارائه مدلی جهت ارتقاء صلاحیت حرفه ای معلمان براساس توانمندسازی روان شناختی، باورهای فراشناختی با میانجیگری خودکارآمدی انجام گرفت.
روش کار: پژوهش حاضر توصیفی است و  به روش ترکیبی انجام گرفت. در این پژوهش برای سنجش متغیر صلاحیت حرفه ای معلمان از پرسشنامه محقق ساخته استفاده شد. ابتدا با انجام مطالعه کیفی به روش بررسی اسنادی و با مطالعه اسناد و منابع علمی معتبر مرتبط با موضوع، 35 گویه طراحی شد. که در یک طیف پنج درجه ای و چهار مولفه دانش حرفه ای، مهارت های حرفه ای ، توانایی های حرفه ای و نگرش حرفه ای را می سنجید. چگونگی برازش ساختار چهار مؤلفه ای پرسشنامه صلاحیت حرفه ای معلمان، با استفاده از روش تحلیل عاملی تاییدی و براورد بیشینه احتمال (ML) مورد بررسی قرار گرفت.
نتایج: یافته های پژوهش نشان می دهد که همه مؤلفه های توانمندسازی روان شناختی و خودکارآمدی به صورت مثبت و در سطح معناداری 01/0 با مؤلفه های صلاحیت حرفه ای معلمان همبسته اند. به استثنای ضریب همبستگی بین مؤلفه های خودآگاهی شناختی و نگرش حرفه ای دو متغیر باورهای فراشناختی و صلاحیت حرفه ای که منفی و در سطح 05/0 معنادار بود، دیگر مؤلفه های آن دو متغیر به صورت منفی و در سطح معناداری 01/0 با یکدیگر همبسته بودند.
نتیجه گیری: نتایج نشان داد که خودکارآمدی رابطه بین باورهای فراشناختی و صلاحیت حرفه ای معلمان را به صورت منفی و رابطه بین توانمندسازی روان شناختی و صلاحیت حرفه ای معلمان را به صورت مثبت و معنادار میانجیگری می کند. 

کلیدواژه‌ها

• ارائه مدل
• باورهای فراشناختی
• توانمندسازی روان شناختی
• خودکارآمدی
• صلاحیت حرفه ای

عنوان مقاله [English]

Present a Model for Improving the Professional Competence of Teachers based on Psychological Empowerment and Metacognitive Beliefs Mediated by Self-Efficacy

نویسندگان [English]

• Giti Berenj Forosh Azar ¹
• Fattah Nazem ²
• Soghra Afkaneh ²

¹ PhD candidate in Curriculum Development, Department of Educational Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

² Faculty member, Department of Educational Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

چکیده [English]

Porpose: The Aim of this study was to provide a model for improving the professional competence of teachers based on psychological empowerment, metacognitive beliefs mediated by self-efficacy, in a combined method.
Method: In this study, a researcher-made questionnaire was used to assess the variable of teachers' professional competence. Thus, 35 items were designed by conducting a qualitative study by document review method and by studying valid scientific documents and sources related to the subject. Which measures professional knowledge, professional skills, professional abilities and professional attitude in a five-point and four-component spectrum. How to fit the four-component structure of the Teacher Professional Competence Questionnaire was investigated and maximum likelihood estimation (ML).
Findings: Findings show that all components of psychological empowerment and self-efficacy are positively and at a significant level of 0.01 correlated with the components of professional competence of teachers. With the exception of the correlation coefficient between the components of cognitive self-awareness and professional attitude, two variables of metacognitive beliefs and professional competence, which were negative and significant at the level of 0.05, the other components of the two variables were negative and at a significance level of 0.01 with each other. They were correlated.
Conclusion: The results showed that self-efficacy mediates the relationship between metacognitive beliefs and teachers 'professional competence in a negative way and the relationship between psychological empowerment and teachers' professional competence in a positive and significant way.
 
Present a Model for Improving the Professional Competence of Teachers based on Psychological Empowerment and Metacognitive Beliefs Mediated by Self-Efficacy
Introduction: In a knowledge-oriented society, the main and fundamental pillar of development is the educated and wise human force, at the head of which is the teacher; A teacher who has the necessary skills and suitable for the teaching profession (Ali-Mohammadi et al. 2018). The teacher's competence is the ability of the teacher to meet the needs and demands of the teaching profession to a sufficient extent and by using a collection of knowledge, skill and attitude. So that this collection is manifested in the performance and reflection of the teacher (Nikanami and Karimi 2009). Teachers' professional qualifications are a system of knowledge, skill, ability and motivational desire that provides the effective realization of professional education activities (Bekich and others 2010). Despite the positive consequences of paying attention to the professional qualifications of teachers, this issue has received less attention in the country's education and has mostly been devoted to the discussion of in-service education. In fact, the promotion of professional competence is a continuum that starts before the service and continues with the training, supervision and support of the officials during the service. This is despite the fact that in the country, the focus of attention of the planners and those involved in education is more focused on pre-service teacher training, and the issue of improving professional competence during service has received less attention, because The approach of professional training of teachers in the country is a traditional centralized approach and is responsible for all professional training programs, education and training. According to the mentioned materials, the present research aims to provide guidelines and solutions to solve the shortcomings and inadequacies of the Iranian education system in the field of paying attention to teachers, especially in the fields of professional qualification. Psychological empowerment, improvement of attitude and metacognitive skills and self-efficacy beliefs and cognitive intelligence needed by teachers have been discussed. Therefore, according to the research gaps in relation to a model to improve the professional competence of teachers and also according to the presented materials, the importance and necessity of research in relation to a model to improve the professional competence of teachers based on psychological empowerment and metacognitive beliefs with the mediation of self-efficacy is evident. Is. Therefore, the aim of the current research was to provide a model to improve the professional competence of teachers based on psychological empowerment and metacognitive beliefs with the mediation of self-efficacy.
Materials and methods: This research was done in a mixed method. In this research, a researcher-made questionnaire was used to measure the variable of teachers' professional competence. In this way, 35 items were designed by first conducting a qualitative study using the document review method and by studying valid scientific documents and sources related to the topic. which measures professional knowledge, professional skills, professional abilities and professional attitude in a five-level spectrum and four components. How to fit the four-component structure of teachers' professional qualification questionnaire was investigated using confirmatory factor analysis and maximum likelihood (ML) estimation.
Findings and discussion: The research findings show that all the components of psychological empowerment and self-efficacy are positively correlated with the components of teachers' professional competence at a significance level of 0.01. With the exception of the correlation coefficient between the components of cognitive self-awareness and professional attitude, two variables of metacognitive beliefs and professional competence, which was negative and significant at the 0.05 level, the other components of those two variables were negative and at a significance level of 0.01 with each other. were related Also, the results showed that self-efficacy mediates the relationship between metacognitive beliefs and teachers' professional competence in a negative way and the relationship between psychological empowerment and teachers' professional competence in a positive and meaningful way.
Conclusion: In response to the main question of the research, it was concluded that the structural model of the research fits the collected data. The results of answering this question with the results of Safari research (2017); Makundi and Iftikhar Saadi (2015), Dehghani et al. (2014); Akbari (1390); Mie and Mie (2010) was similar. In explaining the current findings, it can be said that the professional competence of a person is a summary of the required performance (work done) and capacity and potential (individual talents) (Blascoa et al., 2015). Groban (2003) defines competence as the ability to use knowledge and other capabilities required for the successful and efficient performance of a specific task, goal realization, or performance of a specific role in the business process. These capabilities include knowledge, expertise, skills, personal and behavioral characteristics, beliefs, motivations, values, etc. (Abdolahi et al., 2013). According to Rokens and Croswick (2016), teachers' professional qualifications are a system of knowledge, skill, ability and motivational desire that provides the effective realization of professional education activities (Rokens and Croswick, 2016). In line with these findings, Ahmadi (2019) in his "Review of Teacher Professional Qualifications" showed that teachers who have higher professional qualifications find their job attractive and try harder to succeed in their job. have their own; And they use appropriate management methods for their classroom environment, and on the contrary, teachers with low professional qualifications show little motivation and effort in their jobs due to lack of interest in their jobs. Based on the findings of the present research, it is suggested that the authorities organize in-service courses with the content of teaching metacognitive beliefs, empowerment and self-efficacy for teachers to increase their professional competence. Among the weak points of the research, we can point out that the statistical population is limited to teachers and also related to the selection of teachers by geographical location. Considering the research gaps related to the subject as well as the comprehensiveness and applicability of the subject, it can be considered among the strengths of the current research for the subject of the research, i.e. providing a model to promote the professional intimacy of teachers, psychological empowerment and metacognitive beliefs with the mediation of self-efficacy.

کلیدواژه‌ها [English]

• model presentation
• metacognitive beliefs
• psychological empowerment
• self-efficacy
• professional competence