Razi Journal of Medical Sciences

fa ساخت و هنجاریابی مقیاسی برای سنجش کارآمدی استاد Construction and Standardization of A Scale to Measure the Efficiency of the Professor روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: از میان عوامل متعدد تاثیرگذار در آموزش و یادگیری نقش اساتید پررنگ تر است. پژوهش حاضر با هدف ساخت و هنجاریابی مقیاسی برای سنجش کارآمدی استاد انجام شد. روش کار: برای انجام تحقیق کاربردی و هنجاریابی حاضر از بین کلیه اساتید مشغول به تدریس دانشگاههای فرهنگیان کشور در سال تحصیلی 1402-1401 با استفاده از جدول مورگان و به روش نمونهگیری در دسترس 260 نفر بعنوان نمونه انتخاب شدند و پرسشنامه محقق ساخته (مبنی بر ادبیات پژوهش) را تکمیل کردند، که روایی آن با استفاده از همسانی درونی بررسی شد و مورد تایید 5 نفر از اساتید مدیریت آموزشی قرار گرفت. پس از جمعآوری دادهها و حدف پرسشنامههای فاقد اعتبار تعداد 246 پرسشنامه با استفاده از نرمافزار Minitab و در بخش کیفی با روش داده‌ بنیاد و در بخش کمی با تحلیل عامل اکتشافی و تأییدی تجزیه و تحلیل شدند. یافته ها: نتایج نشان داد بطور کلی ضرائب اعتبار و روایی مقیاس کارآمدی استاد رضایت بخش بوده و بنابراین فرم 22 سوالی مجموعه همگنی را تشکیل میدهد که واجد شرایط لازم جهت پژوهشهای روانشناختی و فعالیتهای آموزشی میباشد. نتیجه گیری: با توجه به نتایج پیشنهاد میشود جهت سنجش کارآیی اساتید از مقایس تحقیق حاضر استفاده شود.</div> <div style="text-align: justify;">Background & Aims: Training is an effort made by an individual or an organization to change people's behavior through the learning process and to increase their effectiveness. One or more students are carried out in the form of mutual action or bilateral relationship" classically, three major missions and functions; That is, educational, research and service functions can be drawn for the university (1). Among the many influencing factors in teaching and learning, the role of professors is the most prominent. International studies in the field of professional growth and development of educational teachers emphasize research in the classroom, so that teachers try to be more involved in decisions related to Improve the quality of education in the classroom to participate (4). Building a scale to evaluate professors' performance is to improve professors' effectiveness through the performance evaluation process by integrating organizational goals with individual and group efforts (5). Evaluation is a systematic process for collecting, analyzing and interpreting information in order to determine whether the intended goals have been realized or are being realized and to what extent? (2). Performance is the activities that are usually part of a person's job and activities and should be performed. Evaluating professors' efficiency can be a source of motivation for professors because its results are used for future promotion, education and development (8). According to the above, if the evaluation is supportive and is done correctly, its results can identify the defects and gaps and give feedback on the professional development of professors (5). In fact, evaluating the performance of licensing to professors is for development and motivation (11). The professors believe that the current evaluation system is not effective in terms of identifying professors who are suitable for promotion, employees who deserve to be demoted, optimizing the payment system and determining people subject to dismissal. The existence of the existing components in the efficiency scale of professors, which has a view of development and excellence, and the indicators of professional qualifications of professors are properly considered, as a result, it can cover the expectations of the educational system (12). According to the above information and the importance and role of professors and their teaching method and the lack of a scale or method to examine the teaching method of professors on the one hand and since by reviewing the research done inside and outside the country, no research was found that was made and Normization is a scale to measure the efficiency of the professor, so it is necessary to carry out the present research. Methods: The purpose of the current applied research and standardization was to develop and standardize a scale to measure the efficiency of the professor. For this purpose, 246 people were selected as a sample from among all the professors of Farhangian University across the country who were teaching associate, bachelor and master degrees in the academic year of 1400-1401 using Morgan's table. After data collection, 246 questionnaires were evaluated by removing invalid items. Tools In this research, the researcher made a tool whose validity and reliability were approved by five professors in the field of educational management. This scale had 22 questions that measure three dimensions of basic skills (before teaching, during teaching and after teaching) for professors. The questions of this scale were designed in the form of five options (always, often, sometimes, rarely, never) in the Likert scale, which the professor answered based on his experiences. Also, the skill dimension before teaching included questions 1-8, the skill dimension during teaching included questions 9 to 15, and the skill dimension after teaching included questions 16 to 22. After formulating the questions, in order to check the reliability of the research, a preliminary test was conducted separately on 30 samples using the Cronbach's alpha test, and the results of the Cronbach's alpha of the questionnaire were equal to (0.83). The mixed research method was exploratory. To check the normality of the data, the coefficient of skewness and kurtosis were used. Data analysis was done in the qualitative part with the database method and in the quantitative part with exploratory and confirmatory factor analysis and data analysis using Minitab software. Results: The results showed that the value of skewness and elongation obtained for all variables is between 2 and -2, so it can be concluded that all variables were normal. Next, the result of Bartlett's test, which is an approximation of the chi-square statistic, showed that the significance level of Bartlett's test (0.000) is less than 5%, which shows that factor analysis is suitable for identifying the structure, factor model, and the assumption is known. The correlation matrix is rejected. Also, the KMO index with a value of 0.83 is at the beginning of this table, and since its value is towards one, the number of samples is sufficient for analysis (Table 1). Considering the highest factor load of three components of basic teaching skills, it is confirmed according to the hypothetical model. Also, Table No. 2 shows the correlation matrix of the three extracted factors of the teacher's efficiency scale. As can be seen, the correlation between the three factors and the total scale is significant. And finally, Cronbach's alpha coefficient was used to determine the validity of the scale. Table No. 3 shows the Cronbach's alpha coefficients obtained for the total scale and three components of the basic teaching skills scale, which indicates the appropriate validity of the total scale and components. Conclusion: The results of this research showed that the teacher efficiency questionnaire is at an acceptable level in terms of reliability and validity. As the findings of the research showed, Cronbach's alpha was calculated as 0.76 for the overall scale of teacher efficiency. On the other hand, the correlation coefficients of each dimension of the mentioned questionnaire in both stages of the trial implementation and the final implementation show the acceptable validity and reliability of this scale. Therefore, this scale can be used for academic research, and psychological and educational research. The prolongation of the data collection process due to the non-cooperation of the students in distributing, completing and collecting the questionnaires, as well as the wrong culture, the private research of the previous perceptions that individuals and institutions somehow refuse to transfer their findings to others. It is one of the limitations of this research. It is suggested to use the scale of the efficient professor for the implementation of university research and psychological research as well as the assessment of professors during teaching.</div> کارآمدی استاد, تدریس, روایی, پایایی Teacher Efficiency, Teaching, Validity, Reliability 1 7 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8100-1&slc_lang=fa&sid=1 Tayebe Bahaadini طیبه بهاء الدینی 3900319475328460090940 3900319475328460090940 No PhD Student Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran دانشجوی دکتری روانشناسی تربیتی، گروه روان‌شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران Tayebe Sharifi طیبه شریفی Sharifi_ta@yahoo.com 3900319475328460090941 3900319475328460090941 Yes Assistant Professor, Department, of Psychology Shahrekord Branch, Islamic Azad University, Sharekord, Iran استاد، گروه روان‌شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران Reza Ahmadi رضا احمدی 3900319475328460090942 3900319475328460090942 No Assistant professor, Department, of Psychology, Shahrekord Branch, Islamic Azad University, Sharekord, Iran دانشیار، گروه روان‌شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران