تحليل كانوني رابطه مؤلفه هاي اعتبار معلم ( تخصص ، ملاحظه گري و اخلاق ) با مؤلفه هاي احساس عدالت در بين دانش آموزان

Canonical Analysis of the Relationship between College Students’ Perceptions of Instructor Credibility (Competence, Morality, and Caring) & Their Perceptions of Classroom Justice

زﻣﯿﻨﻪ: در اﯾﺮان در زﻣﯿﻨﻪ ﺗﺤﻘﯿﻘﺎت آﻣﻮزﺷﯽ ﺑﻮﯾﮋه در ﻣﻄﺎﻟﻌﺎت ﻋﺪاﻟﺖ و ﺗﺄﺛﯿﺮ آن ﺑﺮ ﻧﺘﺎﯾﺞ داﻧﺶ آﻣﻮزان ﻣﻄﺎﻟﻌﺎت ﭼﻨﺪاﻧﯽ ﺻﻮرت ﻧﮕﺮﻓﺘﻪ اﺳﺖ ﺑﻄﻮرﯾﮑﻪ ﺷﮑﺎف ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ در اﯾﻦ زﻣﯿﻨﻪ ﻣﺸﺎﻫﺪه ﻣﯽ ﺷﻮد .ﺑﺮ ﻫﻤﯿﻦ اﺳﺎس ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ راﺑﻄﮥ ﺑﯿﻦ ﻣﺆﻟﻔﻪ ﻫﺎي اﻋﺘﺒﺎر ﻣﻌﻠﻢ) ﺗﺨﺼﺼﯽ ، ﻣﻠﺎﺣﻈﻪ ﮔﺮي و اﺧﻠﺎق ( واﺣﺴﺎس ﻋﺪاﻟﺖ ﮐﻠﺎﺳﯽ در ﺑﯿﻦ داﻧﺶ آﻣﻮزان اﻧﺠﺎم ﻣﯽ ﮔﯿﺮد روش : اﯾﻦ ﭘﮋوﻫﺶ از ﻟﺤﺎظ ﻫﺪف ﮐﺎرﯾﺮدي و از ﻧﻈﺮ ﻧﺤﻮة ﮔﺮدآوري داده ﻫﺎ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﮐﺎﻧﻮﻧﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﮥ داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ اروﻣﯿﻪ ﺑﻮد .ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪ اي ﺗﻌﺪاد 528 ﻧﻔﺮ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. داده ﻫﺎي ﻣﻮرد ﻧﯿﺎز ﺑﺎ اﺳﺘﻔﺎده از 4ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد اﻋﺘﺒﺎر ﻣﻌﻠﻢ ، اﺣﺴﺎس ﻋﺪاﻟﺖ )ﺗﻮزﯾﻌﯽ و روﯾﻪ اي ( ، ﺗﻌﺎ ﻣﻠﯽ و اﻃﻠﺎﻋﺎﺗﯽ ﺟﻤﻊ آوري ﺷﺪ . ﻓﺮﺿﯿﻪ ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﻣﺎﺗﺮﯾﺲ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و ﻫﻤﺒﺴﺘﮕﯽ ﮐﺎﻧﻮﻧﯽ ﺗﺠﺰﯾﻪ ﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺸﺎن دادﻧﺪ ﮐﻪ ادراك داﻧﺶ آﻣﻮزان از اﻋﺘﺒﺎر ﻣﻌﻠﻢ ﺑﻄﻮر ﻣﺜﺒﺖ ادراﮐﺎت ﻋﺪاﻟﺖ را ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽ ﮐﻨﺪ . و اﺑﻌﺎد اﻋﺘﺒﺎر ﻣﻌﻠﻢ )ﺗﺨﺼﺺ ﻣﺮاﻗﺒﺖ و اﺧﻠﺎﻗﯿﺎت( ، ﺑﺎ ادراك ﻋﺪاﻟﺖ ﮐﻠﺎﺳﯽ ﻫﻤﺒﺴﺘﮕﯽ ﻣﺜﺒﺖ دارد ﺑﻪ ﻃﻮر ﺧﺎص، اﺧﻠﺎﻗﯿﺎت ﻣﻌﻠﻢ ﺑﺎﻟﺎﺗﺮﯾﻦ ﻫﻤﺒﺴﺘﮕﯽ را ﺑﺎ ﻋﺪاﻟﺖ ﮐﻠﺎﺳﯽ داﺷﺖ ﻫﻤﭽﻨﯿﻦ ، اﻋﺘﺒﺎر ﻣﺮﺑﯽ ﺑﯿﺸﺘﺮ ﺑﻪ راﺑﻄﻪ ﻋﺪاﻟﺖ ﺗﻌﺎﻣﻠﯽ ﻣﺮﺗﺒﻂ ﺑﻮد ﻧﺘﯿﺠﻪ ﮔﯿﺮي : ﻣﻌﻠﻤﺎﻧﯽ ﮐﻪ ﻣﯽ ﺧﻮاﻫﻨﺪ ادراﮐﺎت داﻧﺶ آﻣﻮزان از ﻋﺪاﻟﺖ در ﮐﻠﺎس را اﻓﺰاﯾﺶ دﻫﻨﺪ، ﺑﺎﯾﺪ ﺗﻠﺎش ﮐﻨﻨﺪ ﮐﻪ داﻧﺶ آﻣﻮزان آﻧﻬﺎ را ﺑﻪ ﻋﻨﻮان ﻣﻌﻠﻤﺎﻧﯽ ﺑﺎ ﺗﺨﺼﺺ ، ﻣﻠﺎﺣﻈﻪ ﮔﺮي و اﺧﻠﺎق ﺑﺎﻟﺎ ﺷﻨﺎﺳﺎﯾﯽ ﮐﻨﻨﺪ

Background: In Iran, within educational contexts, especially in justice literature and on the students' point of view, there has been little research, so that there is a significant gap in this field. Therefore, the present study investigated the relationships between college students’ perceptions of instructor credibility (competence, morality, and caring) and their perceptions of classroom justice. Method: This study is applied in terms of purpose, and in terms of data collection is canonical correlation. The statistical population included all high school students in Urmia. 528 people were selected by stratified random sampling. Data were gathered through relative stratified sampling way by using 4 scales: Student perceptions of instructor credibility, student perceptions of classroom (justice distributive and procedural justice), interactional justice and informational justice questionnaires. Hypotheses were analyzed using Pearson correlation matrix and focal correlation. Results: Results indicate that perceptions of instructor credibility positively predicted perceptions of classroom justice. Instructor competence, caring and morality predicted classroom justice. Specifically, instructor morality character (versus competence or caring) was the most consistent predictor of classroom justice. Also, instructor credibility was most strongly related to interactional (versus distributive and procedural) justice. Conclusion: Teachers who want to increase students' perceptions of justice in the classroom should strive to identify students as teachers with expertise, consideration, and high ethics.