بررسي رابطه آموزش هاي ضمن خدمت، سابقه خدمت و تحصيلات با توانمندي شغلي معلمان زن

Examining the Relation between In-service Training, Service Record and Education with Teacher\ʹʹs Occupational Capability

هدف از انجام اين تحقيق، بررسي رابطه آموزش هاي ضمن خدمت ، ميزان سابقه خدمت و تحصيلات با توانمندي شغلي معلمان است. اين تحقيق در صدد پاسخگويي به اين سوالات است كه آيا بين آموزش هاي ضمن خدمت، سابقه خدمت و تحصيلات معلمان با توانمندي شغلي آنان رابطه اي وجود دارد؟ همچنين بين آموزش هاي ضمن خدمت و هر يك از مولفه هاي توانمندي رابطه اي وجود دارد؟ بدين منظور، معلمان زن مدارس راهنمايي شهرري به عنوان جامعه آماري مورد مطالعه قرار گرفتند. نمونه گيري به روش خوشه اي از ميان سه ناحيه شهرري صورت گرفت. براي ارزيابي توانمندي شغلي و مولفه هاي مرتبط با آن از پرسش نامه اي مشتمل بر 5 مولفه و 34 گويه استفاده شد. پايايي پرسش نامه ذكر شده به روش محاسبه پايايي دروني ( آلفاي كرونباخ ) صورت گرفته و 92/0 به دست آمد، روايي آن نيز با ارجاع و با استناد به توافق كارشناسان به دست آمد. روش تحقيق بكار گرفته شده توصيفي و از نوع همبستگي است. جهت تحليل داده ها از آمار توصيفي و آمار استنباطي (ضريب همبستگي پيرسون، همبستگي پاره اي و رگرسيون به روش گام به گام) استفاده شد. نتايج تحقيق نشان داد كه از ميان سه عامل آموزش هاي ضمن خدمت، سابقه و تحصيلات، تنها آموزش ضمن خدمت به طور معناداري با توانمندي شغلي ارتباط دارد. همچنين بين آموزش ضمن خدمت و هر يك از مولفه هاي توانمندي شغلي، رابطه معناداري وجود ندارد. به طور كلي نتايج تحقيق حاكي از اين است كه آموزش هاي ضمن خدمت معلمان بر توانمندي شغلي آنان تاثير دارد و آن را افزايش مي دهد .

Occupational capability is one of the most important concerns of organizations and its members. This factor is also considered in educational organizations. The purpose of this research is examination of the relation between in-service training, years of service record and education with teacherʹs occupational capability. This research plans to answer the following questions: Is there any relation between in-service training, service record, teacherʹs education and their occupational capability? Also is there a relation between in-service training and each element of capability? For this purpose, female teachers of guidance school in Shahr-e-Rey were studied. Three regions of Shahr-e-Rey were selected based on cluster sampling. For evaluating occupational capability and related elements (communicational skills and group working, creativity and problem-solving, commitment and responsibility, cognition and specialized knowledge, practical and technical skills), a questionnaire has been used including 5 components and 34 questions based on Likert scale. Stability of the mentioned questionnaire was 0.92 which was calculated by internal stability calculation (Cronbach Alpha); its admissibility was also obtained with reference to agreement of specialists. The method used for the research was descriptive and correlational. For analyzing the data, descriptive statistics was used for indicating how data and demographic features of sample group distributed and for replying to research questions, deductive statistics and particularly partial correlation and stepwise regression was applied. Results showed that among three factors including in-service training, records and education there is a meaningful relation between in-service training and occupational capability. Also, there is no meaningful relation between in-service training and each component of occupational capability. Totally, the results of research show that in-service training of teachers affects their occupational capability and increases it.