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بررسـی رابطه خویشتنشناسی و عزتنفس با خودکارآمدی شغلی معلمان | ||
| مطالعات سیاست گذاری تربیت معلم | ||
| مقاله 2، دوره 7، شماره 4، دی 1404، صفحه 17-28 اصل مقاله (501.21 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/edup.2026.21675.1449 | ||
| نویسندگان | ||
| فائزه هدایت1؛ محمدرضا نوروزی همایون* 2؛ امیررضا علی محمدی3 | ||
| 1دانشجوی کارشناسی ارشد، رشته تحقیقات آموزشی، دانشگاه شهیدمدنی، تبریز، ایران. | ||
| 2دانشجوی دکتری تخصصی مشاوره، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران. | ||
| 3گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: در دنیای امروز که نظامهای آموزشی با چالشهای گوناگونی روبهرو هستند، توجه به متغیرهای روانشناختی مانند خویشتنشناسی، عزتنفس و خودکارآمدی شغلی بیش از پیش اهمیت یافته است. بنابراین، پژوهش حاضر با هدف بررسی رابطه خویشتنشناسی و عزتنفس با خودکارآمدی شغلی معلمان شهر مشکینشهر بود. روشها: روش این پژوهش توصیفی از نوع همبستگی بود. جامعهی آماری تمامی معلمان مدارس مشکینشهر در سالتحصیلی 1400-1399 به تعداد 1988 نفر و نمونهی آماری تعداد 322 نفر بودند که با استفاده از فرمول کوکران و به شیوه نمونهگیری تصادفی ساده انتخاب شدند. ابزار پژوهش سه نوع پرسشنامه خودکارآمدی شغلی ریگز و نایت، خویشتنشناسی دیوید وتن و کیم کامرون و عزتنفس روزنبرگ بود. یافتهها: نتایج تحقیق حاضر نشان داد که بین عزتنفس و خویشتنشناسی با خودکارآمدی شغلی رابطهی مثبت و معناداری وجود دارد. نتایج آزمون رگرسیون چندگانه نیز نشان داد که خودکارآمدی شغلی از طریق عزتنفس و خویشتنشناسی معنادار و قابل پیشبینی است. نتیجهگیری: نتایج بیانگر آن است که مهارتهای عزتنفس و خویشتنشناسی برای معلمان امری مهم و ضروری است که منجر به خودکارآمدی شغلی در معلمان میگردد و خویشتنشناسی سهم بیشتری در افزایش خودکارآمدی شغلی معلمان را داشته است. این مهارتها به معلمان کمک میکند تا درک عمیقتری از تواناییها، ارزشها و اهداف خود به دست آورند و در مواجهه با چالشهای شغلی، اعتمادبهنفس و ثبات بیشتری نشان دهند. در نتیجه، معلمانی که از عزتنفس و خویشتنشناسی بالاتری برخوردارند، عملکرد مؤثرتری در کلاس درس داشته و روابط سازندهتری با دانشآموزان برقرار میکنند. | ||
| کلیدواژهها | ||
| خویشتنشناسی؛ عزتنفس؛ خودکارآمدی؛ خودکارآمدی شغلی؛ معلمان | ||
| عنوان مقاله [English] | ||
| Investigation Relationship Between Self-Knowledge and Self-Esteem with Teachers' Job Self-Efficacy | ||
| نویسندگان [English] | ||
| Hedayat Faezeh1؛ Mohammadreza Noroozi Homayoon2؛ Amirreza Alimohammadi3 | ||
| 1M.A. Student in Educational Research, Shahid Madani University, Tabriz, Iran. | ||
| 2Ph.D. Candidate in Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. | ||
| 3Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran. | ||
| چکیده [English] | ||
| Objective: The aim of this study was to investigate the relationship between self-knowledge and self-esteem with job self-efficacy of teachers in Meshkinshahr. Method: The method of this research was descriptive-correlational. The statistical population of all teachers of Meshkinshahr schools in the academic year 1399-1400 was 1988 people and the statistical sample was 322 people who were selected using Cochran's formula and simple random sampling. The research instruments were three types of Rigs and Knight job self-efficacy questionnaire, David Whetten and Kim Camerons selfawareness questionnaire and Rosenberg self-esteem. Results: The results of the present study showed that there is a positive and significant relationship between self-esteem and self-knowledge with job self-efficacy. The results of multiple regression test also showed that job self-efficacy is significant and predictable through self-esteem and self-knowledge. Conclusion: Self-esteem and self-knowledge skills are important and necessary for teachers and lead to teachers' job self-efficacy; and self-knowledge has played a greater role in increasing teachers' job self-efficacy. | ||
| کلیدواژهها [English] | ||
| Self-knowledge, Self-esteem, self-efficacy, Job self-efficacy, Teacher | ||
| مراجع | ||
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