نوع مقاله : مقالۀ پژوهشی
نویسندگان
1 گروه زبان و ادبیات انگلیسی، دانشگاه کردستان، سنندج، ایران
2 گروه زبان و ادبیات انگلیسی، دانشگاه گلستان، گرگان، ایران
چکیده
با توجّه به اهمّیّت نقش معلّمان در بهبود کیفیّت آموزش و یادگیری، توجّه بسیاری از محقّقان به بررسی متغیرهای مربوط به معلّمان معطوف گردیده است. در همین راستا، این تحقیق به‌منظور بررسی ارتباط بین خودکارآمدی و خوش‌بینی تحصیلی معلّمان زبان انگلیسی در ایران انجام گردید. به‌طور دقیق‌تر، در این پژوهش نقش پیش‌بینی‌کنندۀ مؤلفه‌های خوش‌بینی تحصیلی معلّمان شامل تأکید تحصیلی، اعتماد معلّم و کارآمدی معلّم بر درک معلّمان از کارآمدی خود مورد بررسی قرار گرفت. متغیر خودکارآمدی معلّم نیز از نظر عملیاتی شامل مؤلفه‌های مشارکت دانش‌آموز، فعّالیّت‌های آموزشی و مدیریّت کلاس در نظر گرفته شد. به‌منظور تحقّق اهداف این پژوهش، تعداد 335 معلّم زبان انگلیسی از نقاط مختلف ایران برای پُر کردن پرسشنامه‌های «خوش‌بینی تحصیلی» و «خودکارآمدی» بر اساس نمونهگیری طبقهای و خوشهای انتخاب شدند. برای بررسی فرضیّه‌های طراحی‌شده از «مدل معادلات ساختاری» استفاده گردید. نتایج اجرای تحلیل عاملی تأییدی بر روی داده‌ها، برازشِ ابزارهای به کار برده شده و هم مدل ساختاری را تأیید نمود. به‌علاوه با استفاده از روش «ضریب همبستگی پیرسون»، همبستگی‌های اکتشافی بین متغیرها مشخص گردید و برای تعیین میزان قدرت پیش‌بینی مؤلفه‌های خوش‌بینی تحصیلی بر خودکارآمدی معلّمان از «تحلیل مسیر» استفاده گردید. یافته‌های پژوهش بیانگر این بود که بین خوش‌بینی تحصیلی و خودکارآمدی معلّمان ارتباط مثبت و معناداری وجود دارد. همچنین بر اساس یافته‌ها مشخص گردید که مؤلفه‌های تأکید تحصیلی، اعتماد معلّم و کارآمدی معلّم می‌توانند به‌طور قابل توجّهی خودکارآمدی معلّمان را پیش‌بینی نمایند. یافته‌های این تحقیق می‌تواند پیامدهای قابل توجّهی برای معلّمان زبان انگلیسی، اساتید مراکز تربیت‌معلّم و محقّقان این حوزه داشته باشد.
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