مقایسه سرمایه فکری معلمان مدارس هوشمند و عادی مقطع ابتدایی شهرستان ساری

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، واحد نکا، دانشگاه آزاد اسلامی ، نکا، ایران

2 استادیار گروه معارف اسلامی، واحد نکا، دانشگاه آزاد اسلامی، نکا، ایران

3 دانش آموخته کارشناسی ارشد تحقیقات آموزشی، واحد نکا، دانشگاه آزاد اسلامی، نکا، ایران

چکیده

هدف از پژوهش حاضر، مقایسه سرمایه فکری معلمان مدارس هوشمند و عادی مقطع ابتدایی شهرستان ساری می­باشد. این پژوهش از نظر هدف، کاربردی و از نظر روش، توصیفی از نوع پیمایشی است. جامعه آماری آن را کلیه معلمان مدارس هوشمند دوره ابتدایی شهرستان ساری به تعداد 79 نفر و معلمان مدارس عادی دوره ابتدایی شهرستان ساری به تعداد 535 نفر تشکیل می­ دادند که بر اساس جدول کرجسی و مورگان تعداد 66 نفر از معلمان مدارس هوشمند و 226 نفر از معلمان مدارس عادی با روش نمونه­ گیری تصادفی- طبقه ­ای بر حسب جنسیت به عنوان نمونه آماری انتخاب شدند. جهت جمع‌آوری داده ­ها از پرسش‌نامه سرمایه­ فکری بونتیس استفاده شده است که روایی آن بررسی و تأیید شد و پایایی آن با استفاده از آزمون ضریب آلفای کرونباخ 0/889 محاسبه شد. جهت تجزیه و تحلیل داده‌ها از آزمون­ های گروه‌های مستقل و تحلیل واریانس یک‌راهه استفاده شده است. نتایج نشان داد که بین سرمایه فکری معلمان مدارس هوشمند و عادی مقطع ابتدایی شهرستان ساری تفاوت معناداری وجود دارد. میانگین سرمایه فکری معلمان مدارس هوشمند به طور معنی‌داری بیشتر از معلمان مدارس عادی است. هم‌چنین، بین ابعاد سرمایه فکری شامل ابعاد انسانی، ساختاری و ارتباطی معلمان مدارس هوشمند و عادی تفاوت معنی‌داری وجود دارد و میانگین ابعاد سرمایه فکری معلمان مدارس هوشمند به‌طور معنی‌داری بیشتر از معلمان مدارس عادی است. بین سرمایه فکری معلمان برحسب جنسیت و سطح تحصیلات تفاوت معنی‌داری مشاهده نشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparison of Intellectual Capital of Teachers of Intelligent and Normal Schools in the Primary Schools of Sari

نویسندگان [English]

  • Marzieh Rezaei Kalantari 1
  • Hossein Bagheri 2
  • Roghieh Khoshi 3
1 Assistant Professor, Department of Educational Sciences, Neka Branch, Islamic Azad University, Neka, Iran
2 Assisted Professor, Department of Islamic Science, Neka Branch, Islamic Azad University, Neka, Iran
3 M.A.Graduated in Educational Research, Neka Branch, Islamic Azad University, Neka, Iran
چکیده [English]

The purpose of the present study was to compare the degree of intellectual capital among elementary school teachers of both ordinary and intelligent schools in Sari. Considering its purpose, this study is applied and considering its method, it is descriptive-survey. The population of the study consisted of all teachers working within Sari City's Intelligent elementary schools (n=79) and all teachers working in the same city's ordinary elementary schools (n=535). Based on Krejcie-Morgan's table, the sample was calculated to be 66 teachers from intelligent schools and 226 teachers from ordinary schools. This sample was chosen based on stratified random sampling and by considering their gender. Bontis' Intellectual Capital questionnaire was used to gather the data. The validity of this questionnaire was investigated and validated and its reliability was calculated as 0.889 using Chronbach's Alpha coefficient. The data for this study were analyzed using independent groups t-test and one-way ANOVA. The results showed that there's a significant difference between ordinary and intelligent schools' teachers regarding their intellectual capital. The intellectual capital mean for intelligent elementary schools' teachers was significantly higher than the intellectual capital mean for ordinary elementary schools' teachers. Furthermore, there's a significant difference between various dimensions of intellectual capital such as human, structural and relational dimensions between ordinary and intelligent schools' teachers. In other words, the mean for various dimensions of intellectual capital for intelligent elementary schools' teachers is significantly higher than ordinary elementary schools' teachers. There wasn’t any significant difference between teacher's intellectual capital in terms of their gender and educational degree.

کلیدواژه‌ها [English]

  • Intellectual Capital
  • human capital
  • structural capital
  • communication capital
  • intelligent schools
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