اعتباریابی الگوی پارادایمی توسعه حرفه‌ای پایدار معلمان

نوع مقاله : پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران .

2 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

چکیده

هدف از این پژوهش اعتباریابی الگوی پارادایمی توسعه حرفه‌ای پایدار معلمان بود. این پژوهش از نظر هدف کاربردی و از حیث روش آمیخته اکتشافی متوالی بود. مرحله کیفی مبتنی بر رویکرد نظریه داده بنیاد بود. ابزار جمع‌آوری داده‌ها، مصاحبه نیمه ساختاریافته بود. جهت تجزیه و تحلیل داده‌ها از کدگذاری باز، محوری و گزینشی و مکس کیودا (2020) استفاده شد. در مرحله کمی، جامعه آماری پژوهش کلیه معلمان ابتدایی مدارس استان اردبیل به تعداد 5009 نفر بود که تعداد 360 نفر با استفاده از روش نمونه‌گیری خوشه ای چند مرحله‌ای انتخاب شدند. ابزار جمع‌آوری داده‌ها، پرسش‌نامه محققساخته بود. برای بررسی معناداری روابط متغیر‌ها از مدل حداقل مربعات جزئی، روایی همگرا، واگرا، آلفای کرونباخ، پایایی ترکیبی، spss و smart pls 4 استفاده شد.
نتایج نشان داد که ضرایب مسیر بین متغیر‌های‌ پنهان و سازه‌های اصلی بالاتر از 7/0 و بارهای عاملی بین متغیرهای پنهان و آشکار بالاتر از 5/0 است، همچنین مقادیر p-values کمتر از 05/0 و آماره t بالاتر از 96/1 بود، بنابراین روابط متغیرهای پنهان و آشکار با سازه‌های اصلی معنادار است. همچنین مقادیر واریانس استخراج شده (AVE)، بالاتر از 5/0 و مقادیر شاخص یگانه-دوگانه ((HTMT کمتر از 9/0 بود و گویه‌های متغیرها دارای همبستگی درونی و روایی افتراقی مناسب بودند.
می‌توان نتیجه گرفت که نتایج حاصل از مرحله کمی، مدل پارادایمی حاصل از مرحله کیفی پژوهش را تایید می‌کند و این مدل از اعتبار مناسبی برخوردار است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Validation the paradigmatic model of teachers’ sustainable professional development

نویسندگان [English]

  • Michael Ahadpour 1
  • Taghi Akbari 2
  • Husein Tagavi 2
  • Adel ZahedBabelan 2
1 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
چکیده [English]

The aim of this research was Validation the paradigmatic model of teachers’ sustainable professional development.
This research was applied in terms of purpose and mixed method, sequential exploratory.The qualitative stage was based on a grounded theory approach. The data collection tool was a semi-structured interview. Open, axial, and selective coding and maxqda (2020) were used to analyze the data. In the quantitative stage, The statistical population of the study was all elementary school teachers in schools in Ardabil province, 5009 people, of whom 360 people were selected using a multi-stage cluster sampling method. The data collection tool was a researcher-made questionnaire.To examine the significance of the relationships between the variables, partial least squares model, convergent and divergent validity, Cronbach's alpha, composite reliability, SPSS and Smart PLS 4 were used.
The results showed that the path coefficients between latent variables and main constructs were higher than 0.7 and the factor loadings between latent and observered variables were higher than 0.5, also the p-values were lower than 0.05 and the t-statistic was higher than 1.96, so the relationships between latent and observered variables with the main constructs were significant. Also, the average variance extracted (AVE) values were higher than 0.5 and the heterotrait-monotrait ratio values (HTMT) were lower than 0.9 and the variable items had appropriate internal correlation and discriminant validity. It can be concluded that the results from the quantitative stage confirm the paradigm model obtained from the qualitative stage of the research and this model has appropriate validity.

کلیدواژه‌ها [English]

  • Sustainable professional development
  • continuous
  • effectiveness
  • Sustainable impact
  • paradigmatic model

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