درخت حوزه‌های تخصصی

The purpose of this research was to construct, validate and determine the reliability of online teaching satisfaction model among virtual course professors. For this purpose, an attempt has been made to design a questionnaire based on the model of Bolliger and Vasilik (2009) to measure the satisfaction of professors with online teaching. In order to create, compile and standardize such a questionnaire, the literature related to satisfaction with online teaching, which was available in the form of articles and books, was carefully reviewed. Finally, the definitions and concepts of satisfaction with online teaching were designed as 30 questions with 5 options using the "Likert scoring" method in the form of measuring the satisfaction of professors with online teaching. The reliability of the questionnaire was evaluated through Cronbach's alpha and retest and construct validity through confirmatory factor analysis. The formal and content validity of the questions was examined by asking the opinions of 19 expert professors in the field of online teaching, and its reliability was also tested on 50 professors of online courses in the "retest" method and at a time interval of 5 weeks. , 0.72 was calculated. Then the questionnaire was implemented on 350 professors of the virtual courses of Payam-Noor University and by using factor analysis with "rotational" method of "Varimax" type, 3 factors with characteristic value higher than 5 were determined as follows: "Satisfaction" from the organization", "student satisfaction" and "self satisfaction". Therefore, the reliability coefficients were between 0.68 and 0.89 for all subscales and 0.78 for the whole questionnaire by the test-retest method. The internal consistency coefficients for all subscales were between 0.62 and 0.75 and for the whole questionnaire was 0.93. In general, the validity and reliability coefficients obtained for the questionnaire were satisfactory. The designed questionnaire is distinguished from other questionnaires in the field of online teaching satisfaction for two reasons. First, this questionnaire covers areas of satisfaction that are related to organizational, student, and self-satisfaction. Second, each of its questions is derived from a defined index, and this issue makes the professors' "satisfaction with online teaching" based on a theoretical framework. Finally, it can be said that according to the reliability and validity results, this questionnaire is a relatively suitable tool for measuring the threshold of "satisfaction with online teaching" of online course professors at Payam Noor University. Obviously, building a scale to measure an existing structure is extremely difficult and time-consuming if done correctly; For example, studying the history of the formation of well-known tests in the world, which are highly reliable and valid.

The aim of this study was to investigate the effect of sustainable educational leadership on teacher productivity with the mediating role of psychological empowerment of primary school teachers in Qom province. This research is applied in terms of purpose and descriptive-correlational in terms of method. The study population in this study were all primary school teachers in Qom. Multi-stage cluster random sampling method was used to select the sample. At each stage, a school was randomly selected from the list of schools and by referring to that school, the teachers were surveyed; this process was repeated until the sample size was completed and finally 317 people were studied. The collecting tools include questionnaires of sustainable educational leadership, questionnaire of factors affecting human productivity and the standard questionnaire of Spreitzer psychological empowerment. The content validity of the questionnaires has been approved by 8 professors and experts in leadership and educational management. The reliability of the instruments was also confirmed by Cronbach's alpha method. In this study, confirmatory factor analysis, Pearson correlation coefficient and structural equation analysis were used to analyze the data. The results showed that sustainable educational leadership style with a mediating role of psychological empowerment has a positive and significant effect on teacher productivity, there is a positive and significant relationship between sustainable educational leadership style and psychological empowerment and with increasing sustainable educational leadership style, teachers' psychological empowerment increases; The results also showed that there is a significant relationship between psychological empowerment and teacher productivity and this relationship is direct and positive