نگرش معلمان نسبت به کاربرد تکنولوژی آموزشی در تدریس و رابطه آن با رضایت شغلی در مدارس هوشمند

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران

2 استاد گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران

3 کارشناس ارشد برنامه‎ریزی درسی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران

4 کارشناس‎ارشد مدیریت آموزشی، دانشگاه پیام نور، تهران، ایران

چکیده

هدف کلی پژوهش حاضر بررسی نگرش معلمان نسبت به کاربرد تکنولوژی آموزشی در تدریس و رابطه آن با رضایت شغلی در مدارس هوشمند بود. روش تحقیق پژوهش حاضر توصیفی از نوع همبستگی است. جامعه آماری را کلیه معلمان مدارس هوشمند شهر اراک تشکیل می‌دهد (650=N)، که از این تعداد، 242 معلم به روش نمونه‌گیری خوشه‌ای انتخاب‌شدند. برای جمع آوری داده‎ها از دو پرسش‌نامه استاندارد نگرش نسبت به کاربرد تکنولوژی در آموزش یاووز و رضایت شغلی ارشادی استفاده شد. روایی هر دو پرسش‎نامه بر اساس نظر متخصصان تأیید و پایایی آنها از طریق آزمون آلفای کرونباخ به ترتیب 0/826 و 0/816 به دست آمد. داده‌های به دست آمده، با استفاده از ضریب همبستگی پیرسون و رگرسیون چندگانه استاندارد تحلیل شد. نتایج نشان داد که به‌ غیر از بعد عدم تأثیرگذاری تکنولوژی در آموزش، ابعاد چهارگانه کاربرد تکنولوژی در آموزش ضمن داشتن رابطه معنادار با رضایت شغلی معلمان، 0/54 از پراکندگی این متغیر را تبیین می‌کنند. در بررسی سهم تبیینی انفرادی ابعاد، سهم کاربرد تکنولوژی در آموزش، تصورات در مورد کاربرد تکنولوژی در آموزش، پیش‎بایست­های کاربرد تکنولوژی در آموزش و اثربخشی تجهیزات تکنولوژی در آموزش معنادار محاسبه شد. یافته‌های این پژوهش ضمن تأکید بر اهمیت رضایت شغلی معلمان در مدارس هوشمند، نقش تعیین‌کننده کاربرد تکنولوژی آموزشی در تدریس را خاطر نشان می‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Teachers' Attitude toward the Application of Educational Technology in Teaching and its Relationship with Job Satisfaction in Smart Schools

نویسندگان [English]

  • Yasin Saeedi 1
  • Ebrahim Salehi Omran 2
  • Fatemeh Shabani 3
  • Zohreh Faramarzi 4
1 M.A. in Educational Management, Kharazmi University, Tehran, Iran
2 Full Professor, Department of Educational Sciences, Mazandaran University, Mazandaran, Iran
3 M.A. in Curriculum Planning, South Tehran Branch, Islamic Azad University, Tehran, Iran
4 M.A. in Educational Management, Payame Noor University, Tehran, Iran
چکیده [English]

The general purpose of this study was to investigate the teachers' attitude toward the application of teaching technology in teaching and its relationship with job satisfaction in smart schools. The research method was descriptive correlation. The statistical population consists of all teachers of the smart schools of Arak (N = 650), of which 242 teachers were selected by cluster sampling method. Data were collected using two standard questionnaires of Yavuz attitude toward the application of technology in education and Ershadi job satisfaction. Validity of both questionnaires was confirmed by experts and their reliability was 0.826 and 0.816 respectively, using Cronbach's alpha test, respectively. Data were analyzed using Pearson correlation coefficient and multiple standard regressions. The results showed that, apart from the lack of impact of technology in education, the four dimensions of the use of technology in education, while having a meaningful relationship with teachers' job satisfaction, explained 0.54 of the dispersion of this variable. In the study of the individual contribution dimension of dimensions, the contribution of technology in education, the perceptions about the application of technology in education, the pre-requisites for applying technology in training and the effectiveness of equipment technology were calculated in meaningful education. The findings of this study, while emphasizing the importance of teachers' job satisfaction in intelligent schools, also point to the crucial role of the application of teaching technology in teaching.

کلیدواژه‌ها [English]

  • teachers' attitudes
  • technology application in education
  • Smart schools
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