پیش‌بینی خودکارآمدی بر اساس نگرش به آموزش ترکیبی در معلمان مقطع ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد، رشته برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

2 استاد، رشته روانشناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

3 کارشناس ارشد برنامه‌‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

چکیده

هدف: پژوهش حاضر با هدف پیش‌بینی خودکارآمدی بر اساس نگرش به آموزش ترکیبی در معلمان مقطع ابتدایی شهر تبریز انجام شده است.
روش: این پژوهش از لحاظ هدف کاربردی و از لحاظ روش، توصیفی از نوع همبستگی بود. جامعه آماری مورد مطالعه، کلیه معلمان مقطع ابتدایی نواحی پنج‌گانه شهر تبریز در سال تحصیلی 1402-1401 به تعداد 3199 نفر بودند که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای، 343 نفر به عنوان نمونه انتخاب شدند. جهت سنجش متغیرها از پرسشنامه‌های نگرش به آموزش ترکیبی بنی‌هاشم و همکاران (2023) و پرسشنامه استاندارد باورهای خودکارآمدی اسچانن-موران و وولفولک (2001) استفاده شد. بررسی فرضیه‌های پژوهش با استفاده از آزمون همبستگی پیرسون و آزمون رگرسیون چندگانه همزمان صورت گرفت. کلیه تجزیه‌ و تحلیل داده‌ها با استفاده از نرم‌افزار SPSS 21 انجام شد.
یافته‌ها: یافته‌های پژوهش نشان داد که همبستگی مثبت معنی‌داری بین مولفه‌های نگرش به آموزش ترکیبی با خودکارآمدی معلمان ابتدایی وجود دارد (001/0 = p و 33/0 = r). به علاوه نتایج تحلیل رگرسیون نیز بیانگر آن بود که از میان مولفه‌های نگرش به آموزش ترکیبی، فقط مولفه انگیزه، پیش‌بینی‌کننده مثبت خودکارآمدی معلمان ابتدایی تبریز می‌باشد و مولفه‌های حجم کار، استرس و رفاه تاثیر معنی‌داری در پیش‌بینی خودکارآمدی معلمان ابتدایی شهر تبریز ندارند.
نتیجه‌گیری: یافته‌های پژوهش حاکی از آن است که نگرش معلمان در رابطه با تکنولوژی‌های آموزشی باید بیش از پیش مورد عنایت مسئولان مربوطه قرار گیرد و با ایجاد نگرش مثبت در آن‌ها، روند تغییر آموزش از شیوه‌های سنتی به شیوه‌های جدید و ترکیبی تسهیل شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Predicting the Self-Efficacy Based on Attitude Toward Blended Learning in Primary School Teachers

نویسندگان [English]

  • Yousef Adib 1
  • Rahim Badri Gargari 2
  • Ayda Mohammadi 3
1 Professor, Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
2 Professor, Department of Educational Psychology, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
3 Master of Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
چکیده [English]

Objective: This research aims to predicting the self-efficacy based on attitude toward blended learning in primary school teachers in the city of Tabriz.
Methods: The study is applied in terms of its aim and descriptive correlational in terms of its method. The statistical population consists of all primary school teachers in the five districts of Tabriz in the academic year 2022-2023, totaling 3,199 individuals. Using multi-stage cluster random sampling, 343 individuals were selected as the sample. To measure the variables, the Blended Learning Attitude Questionnaire by Banihashem et al (2023) and the standard Self-Efficacy Beliefs Questionnaire by Tschannen-Moran and Woolfolk Hoy (2001) were utilized. The research hypotheses were tested using Pearson correlation and simultaneous multiple regression analysis. All data analyses were conducted using SPSS 21 software.
Results: The findings indicated a significant positive correlation between the components of attitude toward blended learning and the self-efficacy of primary school teachers (p= 0.001, r= 0.33). Furthermore, the results of the regression analysis showed that among the components of attitude toward blended learning, only the motivation component is a positive predictor of the self-efficacy of Tabriz primary school teachers, while the components of workload, stress, and well-being did not have a significant impact on predicting the self-efficacy of primary teachers in Tabriz.
Conclusions: Research findings indicate that teachers' attitudes toward educational technologies require greater attention from relevant authorities. By fostering a positive attitude among teachers, the transition from traditional teaching methods to modern and blended approaches can be facilitated more effectively. 

کلیدواژه‌ها [English]

  • Blended Learning
  • Self-efficacy
  • Elementary Teachers
  • Teachers' Attitudes

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راهبردهای شناختی در یادگیری
دوره 12، شماره 23
پاییز و زمستان 1403
بهمن 1403

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