نواندیشی در آموزش و یادگیری

نواندیشی در آموزش و یادگیری

رابطه‌ی راهبردهای خودمدیریتی با ابعاد توسعه‌ی حرفه‌ای در معلمان ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 معلم فرهنگی، آموزش و پرورش فارس شیراز ناحیه 1
2 استادیار، گروه علوم تربیتی، دانشکده تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی، شیراز، ایران
چکیده
مقدمه و هدف: توسعه حرفه‌ای مستمر معلمان، رکنی بنیادین برای ارتقای کیفیت در هر نظام آموزشی است. در حالی که عوامل بیرونی متعددی در این زمینه مطالعه شده‌اند، نقش توانمندی‌های درونی مانند خودمدیریتی نیازمند بررسی عمیق‌تری است. هدف از پژوهش حاضر، تبیین رابطه بین راهبردهای خودمدیریتی و توسعه حرفه‌ای معلمان مقطع ابتدایی بود.
روش شناسی پژوهش: این پژوهش از نوع توصیفی-همبستگی بود. جامعه آماری شامل کلیه معلمان مرد دوره اول ابتدایی ناحیه ۱ شیراز در سال تحصیلی ۱۴۰۴-۱۴۰۳ بود. با روش سرشماری، ۲۱۴ نفر به عنوان نمونه انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه راهبردهای خودمدیریتی و پرسشنامه توسعه حرفه‌ای معلمان استفاده شد. تحلیل داده‌ها با استفاده از ضریب همبستگی پیرسون و تحلیل مسیر انجام گرفت.
یافته ­ها: نتایج نشان داد که بین خودمدیریتی و توسعه حرفه‌ای معلمان، رابطه مثبت و معناداری وجود دارد. (r=0.45 , p<0.001) همچنین تحلیل مسیر تأیید کرد که خودمدیریتی دارای اثر مستقیم و معناداری بر توسعه حرفه‌ای است. (B=0.38 , p<0.001) همچنین مدل نشان داد که خودمدیریتی بخش قابل توجهی از واریانس توسعه حرفه‌ای را تبیین می‌کند.
بحث و نتیجه ­گیری: یافته‌های پژوهش بر نقش کلیدی خودمدیریتی به عنوان یک پیش‌بین برای توسعه حرفه‌ای معلمان تأکید دارد. می‌توان نتیجه گرفت که سرمایه‌گذاری بر تقویت مهارت‌های خودمدیریتی معلمان، از جمله هدف‌گذاری، خودنظارتی و تفکر سازنده، راهبردی مؤثر برای ترویج یادگیری مستمر و ارتقای کیفیت نظام آموزشی است.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The Relationship between Self-Management Strategies and Dimensions of Professional Development in Primary School Teachers

نویسندگان English

Mohammad Mehdi Azadi 1
Mina Akhbari Azad 2
1 Cultural teacher, Fars Education, Shiraz District 1
2 Assistant Professor, Department of Educational Sciences, Faculty of Islamic education, Shi.c., Islamic Azad University, Shiraz, Iran
چکیده English

Introduction: The continuous professional development of teachers is a fundamental pillar for enhancing the quality of any educational system. While various external factors influencing this development have been studied, the role of internal capabilities, such as self-management, requires deeper investigation. The objective of this study was to investigate the relationship between self-management strategies and the professional development of primary school teachers.

Research Methodology: This research was a descriptive-correlational study. The statistical population included all male first-grade primary school teachers in District 1 of Shiraz during the 2024-2025 academic year. A sample of 214 teachers was selected through the census method and participated voluntarily. Data were collected using the Self-Management Strategies Questionnaire and the Teacher Professional Development Questionnaire. Data analysis was performed using Pearson correlation and path analysis.

Findings: The results indicated a significant positive relationship between self-management and teacher professional development (r=0.45, p<0.001). Furthermore, path analysis confirmed that self-management has a significant direct effect on professional development (β=0.38, p<0.001). The model also showed that self-management accounts for a significant portion of the variance in professional development.

Conclusion: The findings underscore the critical role of self-management as a predictor of professional development among teachers. It can be concluded that investing in the enhancement of teachers' self-management skills—such as goal setting, self-monitoring, and constructive thinking—is an effective strategy for promoting continuous learning and improving the quality of the educational system.

کلیدواژه‌ها English

Self-Management
Professional Development
Teacher Development
Self-Regulation
Primary School Teachers
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