نقش سواد برنامه ریزی درسی در عملکرد شغلی معلمان با میانجی گری جهت گیری تدریس (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف تعیین نقش سواد برنامه ریزی درسی در عملکرد شغلی معلمان با میانجی گری جهت گیری تدریس انجام شد. این پژوهش از لحاظ هدف کاربردی؛ از نظر طرح پژوهش کمی و روش مورد استفاده، توصیفی- پیمایشی بود. جامعه آماری شامل معلمان مدارس مقطع متوسطه اول شهرستان بابل در سال تحصیلی 1400-1399 که تعداد آن ها 1229 نفر بود که بر اساس جدول مورگان 291 معلم با روش نمونه گیری خوشه ای انتخاب شدند. برای گردآوری داده ها از پرسشنامه سواد برنامه ریزی درسی نوربخش(1391)، پرسشنامه عملکرد شغلی پترسون(1992) و پرسشنامه جهت گیری تدریس ساموئلوویچ (1999) استفاده شد. پایایی پرسشنامه ها بر اساس ضریب آلفای کرونباخ برای سواد برنامه ریزی درسی نوربخش(87/0)، عملکرد شغلی پترسون(86/0) و پرسشنامه جهت گیری تدریس (91/0) به دست آمد. جهت تجزیه و تحلیل داده ها از آمار توصیفی (میانگین، انحراف معیار) و استنباطی (ضریب همبستگی پیرسون و معادلات ساختاری) با نرم افزار spss و pls استفاده گردید. نتایج تحلیل داده ها نشان داد، بین سواد برنامه ریزی درسی و عملکرد شغلی معلمان در سطح 01/0 معنادار است. بین مقیاس های سواد برنامه ریزی درسی و مقیاس تدریس محور در سطح 01/0 معنادار نمی باشد. بین مقیاس های سواد برنامه ریزی درسی با مقیاس یادگیری محور در سطح 01/0 معنادار است. بین جهت گیری تدریس با عملکرد شغلی معلمان در سطح 01/0 معنادار است. در نهایت مدل اثرگذاری پژوهش دارای برازش لازم است. همچنین سواد برنامه ریزی درسی از طریق ابعاد جهت گیری تدریس (یادگیری محور و تدریس محور) با عملکرد شغلی معلمان رابطه دارد.The role of curriculum literacy in teachers' job performance mediated by teaching orientation
In today's world, the success of organizations directly depends on the effective use of human resources. In fact, it can be said that great organizational changes originate from the unlimited intellectual capabilities of human beings. On the other hand, the "performance" of each person in any situation, indicates his insight and awareness of a particular situation or issue. Performance means achieving and completing the goals, tasks or tasks of the organization. Performance is seen as a degree of cognition of goals and shows that any individual, group or unit of work can achieve their goal through it. Performance is an action or behavior that is related to the purpose of the organization and can be measured based on an individual's competence such as individual participation. Job performance is the behavior or action of an individual towards specific tasks that he or she must be aware of as an employee. Job performance is the set of job-related behaviors that individuals display. Also, performance is defined as activities that are normally part of a person's job and activities and should be done. In another definition, job performance is defined as the organizational value of an employee's job behaviors at different times and job situations. Organizational value is an estimate of the activities and services of its employees, such as doing a job with a good working relationship with other employees. In educational organizations, due to its sensitivity and infrastructure, the discussion of evaluation and attention to teacher performance is of particular importance, so that every year teacher performance is measured and compared based on specific worksheets. The survival and efficiency of educational systems depend on the diverse knowledge and expertise, abilities and skills of human resources, especially teachers. The more prepared, competent and capable teachers are, the more they will contribute to improving the efficiency of systems. More broadly, teachers' job performance is defined as their contribution to the achievement of educational goals and objectives. While in some studies it is limited to teaching behavior. However, the job performance of teachers applies not only to the classroom or school, but to all the environments in which students are present. Therefore, the job performance of teachers can be considered multidimensional. These dimensions include lesson preparation, education, student evaluation, commitment, extracurricular activities, effective supervision and supervision, effective leadership, motivation and discipline, educational, professional, personal characteristics, classroom management, taking into account students' individual differences Continuous use of motivational tools, teaching style and method, finding solutions to problems and guiding students. In this regard, previous research shows that many variables can play a role in improving teachers' job performance, one of which is curriculum literacy. Education in today's societies is the most important pillar for achieving development and transformation. Among these, the largest share of efforts goes to teachers as operational models of educational systems, which are at the forefront of designing and implementing educational programs to achieve the goals. The curriculum planning process is one of these models that includes the organization of activities and evaluation and its purpose is to create the desired changes and the learner axis. Curriculum literacy can be defined as the process of teachers' understanding and analysis of a formal curriculum with high-level mental skills. Because the main factor reflecting the programs to the process of teaching and teaching teachers. In this context, teachers need to understand and analyze programs, in other words, be literate in the curriculum so that programs are reflected in the learning and teaching process. Curriculum planning literacy is an important competency of the teacher, he presented the competencies that teachers should have in relation to this type of literacy under the headings of purpose, content, learning-teaching processes and evaluation. these competencies are essential skills that can be reproduced and improved. Improving the quality of education in each level and field of study requires the application of the principles and techniques of the curriculum. The application of curriculum techniques is important due to its basics and the implementation of learning principles in reviewing and improving existing programs and trainings in schools, universities and human resources training centers. In this case, it is necessary for teachers to have full knowledge of curriculum planning. Teacher curriculum literacy also allows teachers to sometimes develop the most appropriate curriculum for the class, as it is the only teacher who has sufficient knowledge of his or her students. Prefabricated curricula oblige the teacher to follow guidelines that may conflict with the teacher's values. In this case, such a procedure will destroy the independence of the teacher. Studies show that programs that are designed to be more flexible give the teacher more leeway and are more proportionate. In this case, teachers should have the necessary knowledge and literacy for curriculum planning and be familiar with the basics of curriculum planning and curriculum elements so that they can select and prepare the necessary teaching aids and the type of learning activities appropriate for students based on their creativity and innovation. One of the variables through which curriculum literacy affects teachers' job performance is teaching orientation.Teachers should consider the orientation of teaching, learning, and individual differences of students while continuously learning the psychological findings and improving their performance, and also try to increase the quality of their job performance. Teaching orientation; Methods, activities, and techniques that a teacher uses in front of a class. Teaching orientation is considered as a level above a classification that includes two or more impressions. Perceptions of teaching and learning in general include teachers 'knowledge of teaching and, in particular, their beliefs about teachers' preferred teaching and learning methods and their ideas about the role of teachers and learners in the knowledge acquisition process.The research conducted on teachers' perceptions of teaching classifies them into two groups: 1- Teachers who look at teaching as knowledge transfer 2.Teachers who view teaching as facilitating the construction of knowledge by students. The research on teachers' beliefs about teaching and learning, which is in full relation with the two perspectives of transition and constructivism of teaching, was organized under two more general titles: teaching-oriented orientations and learning-oriented orientations. The main characteristic of teaching-oriented orientation is the dominant role played by the teacher. Teachers who express this orientation believe that if they teach well and provide information to students in a well-organized and interesting way, learning will be achieved automatically. In contrast, the main feature of learning-oriented orientations is the role for students to be involved in the learning process and the construction of knowledge by themselves.
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