وﯾﮋﮔﯽﻫﺎي روان ﺳﻨﺠﯽ ﻣﻘﯿﺎس ﮐﻮﺗﺎه ﺧﻮدﮐﺎرآﻣﺪي ﻣﻌﻠﻢ

The Psychometric Characteristics of Teacher's Self-Efficacy Scale

ﺑﺎورﻫﺎي ﺧﻮدﮐﺎرآﻣـﺪي ﺑـﻪ ﺑﺎورﻫـﺎي ﺷـﺨﺺ در ﻣـﻮرد ﺗﻮاﻧﺎﯾﯽﻫﺎﯾﺶ ﺑﺮاي اﻧﺠﺎم دادن ﻣﻮﻓﻘﯿﺖآﻣﯿﺰ ﯾﮏ ﺳـﺮي ﻓﻌﺎﻟﯿﺖﻫﺎ ﮔﻔﺘﻪ ﻣﯽﺷﻮد. ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﺷﺎﺧﺺﻫﺎي روانﺳﻨﺠﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮدﮐﺎرآﻣﺪي ﻣﻌﻠﻢ اﺳــــﭽﺎﻧﻦ- ﻣــــﻮران و ووﻟﻔﻮﻟــــﮏ، 2001(، ﺑــــﻮد. ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن 220 ﻣﻌﻠـﻢ از ﻣـﺪارس دوم ﻣﺘﻮﺳـﻄﻪ ﻣﻨﻄﻘﻪ ﺳـﻪ ﻣﺸـﻬﺪ ﺑﻮدﻧـﺪ ﮐـﻪ ﺑـﻪ روش ﻧﻤﻮﻧـﻪﮔﯿـﺮي ﺧﻮﺷﻪاي ﺗﺼﺎدﻓﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﻫﻤﻪ آن ﻫﺎ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮدﮐﺎرآﻣــﺪي ﻣﻌﻠــﻢ، ﭘﺮﺳﺸــﻨﺎﻣﻪ ﻫــﻮش ﻫﯿﺠــﺎﻧﯽ و رﺿﺎﯾﺖ ﺷﻐﻠﯽ را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. رواﯾﯽ ﺳﺎزه ﺑـﺎ ﺗﺤﻠﯿـﻞ ﻋﺎﻣﻠﯽ ﺗﺎﯾﯿﺪي، رواﯾﯽ ﻫﻤﮕـﺮا از ﻃﺮﯾـﻖ ﻫﻤﺒﺴـﺘﮕﯽ ﺑـﺎ ﻧﻤﺮات ﻫﻮش ﻫﯿﺠﺎﻧﯽ و رﺿﺎﯾﺖ ﺷﻐﻠﯽ، اﻋﺘﺒـﺎر ﺑـﺎ روش آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﺮرﺳﯽ ﺷﺪ ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺎﯾﯿـﺪي ﻧﺸﺎن داد ﮐـﻪ دادهﻫـﺎ ﺑـﺎ ﺳـﺎﺧﺘﺎر ﺳـﻪ ﻋـﺎﻣﻠﯽ ﺷـﺎﻣﻞ ﻣﺸـــﺎرﮐﺖ ﻓﺮاﮔﯿـــﺮان در اﻣـــﻮر ﺗﺤﺼـــﯿﻠﯽ، ﮐـــﺎراﯾﯽ راﻫﺒﺮدﻫــﺎي آﻣﻮزﺷــﯽ و ﮐــﺎراﯾﯽ در ﻣــﺪﯾﺮﯾﺖ ﮐــﻼس ﺑــﺮازش ﻣﻨﺎﺳــﺒﯽ در ﻧﻤﻮﻧــﻪ ﻣﻌﻠﻤــﺎن داﺷــﺖ. رواﯾــﯽ ﻫﻤﮕﺮاي ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮد ﮐﺎرآﻣﺪي ﺑـﺎ ﭘﺮﺳﺸـﻨﺎﻣﻪﻫـﺎي ﻫﻮش ﻫﯿﺠﺎﻧﯽ و ﺧﺸﻨﻮدي ﺷﻐﻠﯽ ﺗﺎﯾﯿـﺪ ﺷـﺪ. در ﮐـﻞ، ﭘﺮﺳﺸـﻨﺎﻣﻪ ﺧﻮدﮐﺎرآﻣــﺪي از اﻋﺘﺒـﺎر و رواﯾــﯽ ﻣﻨﺎﺳــﺒﯽ ﺑﺮﺧﻮردار اﺳﺖ و ﺑـﺮاي اﻧـﺪازهﮔﯿـﺮي ﺧﻮدﮐﺎرآﻣـﺪي در ﺟﺎﻣﻌﻪ ﻣﻌﻠﻤﺎن ﻣﻨﺎﺳﺐ اﺳﺖ.

self-efficacy beliefs refer to individuals’ beliefs about their capabilities to successfully carry out a particular course of action. The purpose of this study was to examine the psychometric indices of teacher’s self-efficacy questionnaire (Schwann-Moran & Wolfowlk, 2001). The population of the study consisted of 220 teachers from secondary schools in the third district of Mashhad which were randomly selected by cluster sampling. All of them answered a teacher’s self-efficacy, an emotional intelligence, and job satisfaction questionnaire. Structural validity was verified through factor analysis, convergent validity was verified through correlation with emotional intelligence and job satisfaction scores, and validity was assessed by Cronbach's alpha method. The results of confirmatory factor analysis showed that the data with three factor structure, including participation of learners in academic affairs, the effectiveness of training strategies and efficiency in classroom management had acceptable fit to data in the teacher’s sample. The convergent validity of self-efficacy questionnaire was confirmed by emotional intelligence and job satisfaction questionnaires. In general, self-efficacy questionnaire has appropriate validity and is appropriate for measuring self-efficacy in the teachers’ community.