رابطه مدیریت کلاس درس مجازی و خودکارآمدی با میانجیگری خود رهبری معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار و عضو هیأت علمی گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران

2 استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

3 استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی، ایران

4 کارشناسی ارشد برنامه ریزی درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران

چکیده

مدیریت کلاس درس با اصول منطبق با سیاست های انقلابی سند تحول بنیادین به عنوان اصل اساسی در نظام آموزش و پرورش مورد توجه سیاست گذاران انقلابی بوده است. هدف از تحقیق حاضر بررسی رابطه مدیریت کلاس درس مجازی و خودکارآمدی با میانجیگری خود رهبری معلمان مدارس ابتدایی می باشد. روش پژوهش از نظر هدف کاربردی و از نوع تحقیقات توصیفی می باشد. جامعه آماری پژوهش حاضر شامل تمامی معلمان مدارس ابتدایی استان مازندران (8935N=) بود که از بین آنها 216 نفر به روش نمونه‌گیری تصادفی خوشه ای به عنوان نمونه تحقیق انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه و جهت تجزیه و تحلیل اطلاعات گردآوری شده از روش مدل سازی معادلات ساختاری با  نرم افزار PLS  استفاده شده است. یافته ها نشان داده است بین مدیریت کلاس درس مجازی و خودکارآمدی معلمان مدارس ابتدایی استان مازندران رابطه مثبت و معناداری وجود دارد (75/4T= و 40/0 β=)، بین مدیریت کلاس درس مجازی و خود رهبری معلمان مدارس ابتدایی رابطه مثبت و معناداری وجود دارد (37/11T= و 68/0 β=)، همچنین بین خود رهبری و خودکارآمدی معلمان مدارس ابتدایی رابطه وجود دارد (37/4T= و 31/0 β=)، در نهایت خود رهبری در رابطه بین مدیریت کلاس درس مجازی و خودکارآمدی می تواند نقش میانجی را ایفا کند.نتایج پژوهش نشان می دهد خود کارآمدی و خودرهبری معلمان جهت بهبود هر چه بهتر مدیریت کلاس درس مجازی معلمان در مدارس ابتدایی قابلیت کاربرد دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Relationship Between Virtual Classroom Management and Self-Efficacy Mediated by Teachers' Self-Leadership

نویسندگان [English]

  • مصطفی عزیزی شمامی 1
  • زهرا کرمی 2
  • سارا خداویسی 2
  • ali jafari rad 3
  • لیلی حسینی 4
1 Associate Professor and Faculty Member, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
3 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Iran.
4 Master's degree in Curriculum Planning, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran
چکیده [English]

Classroom management with principles consistent with revolutionary policies has been a fundamental transformation document as a fundamental principle in the education system of revolutionary policymakers. The purpose of the present study is to investigate the relationship between virtual classroom management and self-efficacy through the mediation of self-leadership of elementary school teachers. The research method is applied in terms of purpose and is a descriptive research type. The statistical population of the present study included all elementary school teachers in Mazandaran province (N=8935), from which 216 people were selected as the research sample by cluster random sampling. A questionnaire was used to collect data, and the structural equation modeling method with PLS software was used to analyze the collected information. The findings showed that there is a positive and significant relationship between virtual classroom management and self-efficacy of teachers in elementary schools in Mazandaran province (T=4.75 and β=0.40). There is a positive and significant relationship between virtual classroom management and self-leadership of elementary school teachers (T=11.37 and β=0.68). There is also a relationship between self-leadership and self-efficacy of elementary school teachers (T=4.37 and β=0.31). Finally, self-leadership can play a mediating role in the relationship between virtual classroom management and self-efficacy. The results of the study show that teachers' self-efficacy and self-leadership can be used to improve teachers' virtual classroom management in elementary schools.

کلیدواژه‌ها [English]

  • Virtual classroom management
  • educational policies in line with revolutionary principles
  • self-efficacy
  • self-leadership
  • elementary teachers

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روانشناسی نظامی
دوره 17، شماره 1 - شماره پیاپی 65
شماره پیا پی 65 بهار 1405
اردیبهشت 1405
صفحه 75-93

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  • تاریخ دریافت: 19 آبان 1404
  • تاریخ بازنگری: 18 آذر 1404
  • تاریخ پذیرش: 14 بهمن 1404

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