مقايسه خودكارآمدي، تعهد حرفه اي و انگيزش نومعلمان با توجه به شيوه جذب (دانش آموختگان دانشگاه فرهنگيان و مهارت آموزان ماده 28)

Comparison of teachers' self-efficacy and teacher motivation and occupational commitment between new teachers' by the recruitment method

هدف پژوهش حاضر، مقايسه انگيزش، خودكارآمدي و تعهد حرفه اي نومعلمان دانش آموخته ي دانشگاه فرهنگيان و نومعلماني كه از طريق ماده 28 جذب دانشگاه فرهنگيان شده اند، مي باشد. روش تحقيق كمي، از نوع توصيفي (علي مقايسه اي) است. نومعلمان خراسان رضوي جامعه آماري تحقيق را تشكيل مي دهند. به منظور آزمون مدل، نمونه اي به حجم 347 آزمودني، از بين 3339 نومعلم خراسان رضوي انتخاب شد. جامعه تحقيق شامل 2426 نومعلم دانش آموخته ي دانشگاه فرهنگيان خراسان رضوي (مشهد) در سال هاي 1397 و 1396 مي باشد و نيز 913 نومعلماني كه از طريق ماده 28 در سال-هاي 1396 و 1397 جذب دانشگاه فرهنگيان شده اند. پرسشنامه هاي انگيزش معلمي و خودكارآمدي معلمي و تعهدحرفه اي توسط محقق ساخته و اعتبارسنجي شد. براي تحليل داده ها از ضريب همبستگي پيرسون، تحليل عاملي تاييدي و اكتشافي و آزمون تي استفاده گرديد. نتايج نشان داد كه تعهد حرفه اي و انگيزش معلمي نومعلمان دانش آموخته ي دانشگاه فرهنگيان به صورت معني داري بيشتراز انگيزش و تعهد حرفه اي نو معلمان جذب شده از طريق ماده 28 مي باشد، در حالي كه خودكارآمدي معلمي بين دوگروه تفاوت معني داري نداشت.

The research method is quantitative and descriptive using structural equation model. Causal-comparative method was used to compare variables between the two groups. Statistical population of the research includes new teachers in Khorasan Razavi province. To test the model, a sample of 347 subjects was selected from 3339 new teachers in Khorasan Razavi province using convenience sampling and quota sampling methods. The research population includes 2426 new teachers who graduated from Farhangian University of Khorasan Razavi (Mashhad) in the years 2017 and 2018 and 913 new teachers who were hired to Farhangian University according to the Article 28 in the years 2017 and 2018. Sample size for each variable was selected up to 30 subjects using Cochran's formula. Teacher motivation, teacher self-efficacy and occupational commitment questionnaires were developed and validated by the researcher. To analyze the data, Pearson correlation coefficient, confirmatory and exploratory factor analysis, t-test and structural equation modeling were used. The results showed that there was a significant positive relationship between teacher self-efficacy and occupational commitment of new teachers. Occupational commitment of new teachers graduated from Farhangian University was significantly higher than that of new teachers recruited by Article 28, and the teacher motivation of new teachers graduated from Farhangian University was significantly higher than that of new teachers recruited by Article 28. There was a significant positive relationship between teacher intrinsic motivation and occupational commitment of new teachers.