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مشخصههای روانسنجی مقیاس کارآمدی معلم برای آموزش اخلاقی دانشآموزان | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 3، دوره 6، شماره 1 - شماره پیاپی 21، شهریور 1397، صفحه 31-42 اصل مقاله (245.43 K) | ||
| نوع مقاله: پژوهشی | ||
| نویسندگان | ||
| امید شکری* 1؛ محمد آزاد عبداله پور2؛ علی تقوایی نیا3 | ||
| 1عضو هیات علمی دانشگاه شهید بهشتی | ||
| 2هیات علمی دانشگاه آزاد اسلامی واحد مهاباد | ||
| 3استادیار روانشناسی تربیتی،گروه روانشناسی تربیتی،دانشگاه یاسوج،ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف آزمون مشخصههای روانسنجی مقیاس کارآمدی معلم برای آموزش اخلاقی (TEME؛ ناروائز، وایدیچ، ترنر و کمیلکو، 2008) انجام شد. در مطالعه همبستگی حاضر، 200 معلم (100 مرد و 100 زن) به مقیاس کارآمدی معلمان برای آموزش اخلاقی و نسخة کوتاه ابزار نیرومندیهای منشی (SECS؛ فرنهام و لستر، 2012) پاسخ دادند. در این مطالعه، به منظور تعیین روایی عاملی و پایایی نسخة کوتاه ابزار مقیاس کارآمدی معلم برای آموزش اخلاقی دانشآموزان به ترتیب از روشهای آماری تحلیل عاملی تأییدی و ضرایب همسانی درونی استفاده شد. همچنین، به منظور مطالعة روایی همزمان مقیاس کارآمدی معلم برای آموزش اخلاقی دانشآموزان، ضریب همبستگی بین مقیاسهای ابزار کارآمدی معلم برای آموزش اخلاقی با نیرومندیهای منشی گزارش شد. نتایج تحلیل عاملی تاییدی مقیاس کارآمدی معلم برای آموزش اخلاقی بر پایة نرمافزار AMOS نشان داد که در نمونة معلمان ایرانی ساختار دوعاملی مقیاس کارآمدی معلم برای آموزش اخلاقی دانشآموزان مشتمل بر دو زیرمقیاس مثبت بودن معلم و فعالیتهای آموزشی با دادهها برازش قابل قبولی دارد. نتایج مربوط به همبستگی بین زیرمقیاسهای کارآمدی معلم برای آموزش اخلاقی دانشآموزان با نیرومندیهای منشی معلمان به طور تجربی از روایی همزمان نسخة مقیاس کارآمدی معلم برای آموزش اخلاقی دانشآموزان حمایت کرد. ضرایب همسانی درونی دو زیرمقیاس مثبت بودن معلم و فعالیتهای آموزشی به ترتیب برابر با 80/0 و 81/0 به دست آمد. در مجموع، نتایج مطالعة حاضر نشان داد که مقیاس کارآمدی معلم برای آموزش اخلاقی دانشآموزان برای سنجش باور معلم درباره توانایی خود برای بهبود و اثرگذاری بر رفتار و منش اخلاقی دانشآموزان در گروه نمونة معلمان ایرانی، ابزاری روا و پایا است. | ||
| کلیدواژهها | ||
| تحلیل عاملی تاییدی؛ روایی سازه؛ مقیاس کارآمدی معلم برای آموزش اخلاقی؛ همسانی درونی | ||
| عنوان مقاله [English] | ||
| Psychometric Properties of the Teacher Efficacy for Moral Education Scale among Students | ||
| نویسندگان [English] | ||
| Omid Shokri1؛ Mohammad Azad Abdullah Pour2؛ Ali Taghvayi niya3 | ||
| 1Assistant Professor of Educational Psychology،Department of Educational and Developmental Psychology،Shahid Beheshti University،Tehran،Iran. | ||
| 2Associate Professor of Educational Psychology،Department of Educational Psychology،Islamic Azad university،Mahabad،Iran | ||
| 3Assistant Professor of Educational Psychology،Department of Educational Psychology،Yasouj University،Yasuj،Iran | ||
| چکیده [English] | ||
| The main purpose of the present study was investigating the psychometric properties of the Teacher Efficacy for Moral Education Scale (TEMES). In this correlation study, 200 teachers (100 male, 100 female) completed the TEMES and the Short Character Strength Measure (SCSM). The confirmatory factor analysis method and internal consistency were used to compute the TEMES's factorial validity and reliability, respectively. Also, in order to examine the concurrent validity of the Teacher Efficacy for Moral Education Scale, we computed the correlation between different dimensions of TEMES and different character strengths. The results of confirmatory factor analysis, based on AMOS software, indicated that multidimensional structure of the TEMES that consist of teacher positivity and teacher instructional practices had acceptable fit with the data of Iranian teacher’s sample. The analyses of Correlation between different dimensions of TEMES and character strengths (wisdom, courage, humanity, justice, temperance and transcendence) provided initial evidence for the TEMES concurrent validity. The Internal consistencies for the scales measuring teacher positivity and teacher instructional practices were 0/80 and 0/81, respectively. In sum, these findings provide evidence for the validity and reliability of the TEMES as an instrument for measuring the Iranian teachers’ personal self-efficacy for fostering moral character in the classroom. | ||
| کلیدواژهها [English] | ||
| Confirmatory Factor Analysis, Concurrent Validity, Teacher Efficacy for Moral Education Scale (TEMES), Internal Consistency | ||
| مراجع | ||
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