طراحی و اعتبار سنجی الگوی شایستگی‌ اعضای هیات علمی دانشگاه فرهنگیان مبتنی بر اسناد بالادستی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران.

2 گروه آموزش معارف اسلامی، دانشگاه فرهنگیان، تهران، ایران

چکیده

مقدمه و هدف: هدف پژوهش حاضر طراحی و اعتبارسنجی الگوی شایستگی اعضای هیئت‌ علمی دانشگاه فرهنگیان بوده است.
روش‌شناسی پژوهش: این پژوهش از نظر هدف کاربردی و از نوع روش تحقیق آمیخته و به‌صورت کیفی و کمی انجام یافته است. میدان مطالعه پژوهش در بخش کیفی شامل سند تحول بنیادین آموزش‌وپرورش، بیانیه گام دوم انقلاب اسلامی و آیین‌نامه ارتقاء دانشگاه فرهنگیان بوده است که به‌صورت سرشماری به‌عنوان نمونه مورد تحلیل قرارگرفته است. در بخش کمی جامعه آماری را اساتید پردیس‌های دانشگاه فرهنگیان استان آذربایجان شرقی به تعداد 260 نفر تشکیل داده است که بر اساس جدول مورگان حجم نمونه 152 نفر برآورد و با استفاده از روش نمونه‌گیری در دسترس انتخاب شدند. ابزار پژوهش پرسشنامه‌ای در طیف 10 درجه‌ای مبتنی بر اسناد بالادستی است. به‌منظور تحلیل داده‌های کیفی از روش تحلیل مضمون و برای تحلیل داده‌های کمی از آزمون‌های T تک نمونه‌ای، تحلیل عاملی با استفاده از نرم‌افزار AMOS به‌منظور مدل‌سازی ساختاری و شاخص‌های برازش استفاده شد.
یافته‌ها: یافته‌های پژوهش نشان داد که الگوی شایستگی اعضای هیئت علمی دانشگاه فرهنگیان دارای 2 مضمون فراگیر شایستگی‌های حرفه‌ای و پایه در قالب 6 بعد آموزشی و پژوهشی، فرهنگی و اجتماعی، نگرشی، جهادی و انقلابی، اخلاقی و معنوی، شخصیتی و 78 مضمون پایه است.
بحث و نتیجه‌گیری: نتایج این پژوهش می‎تواند به‌عنوان مبنایی برای ایجاد تغییرات مطلوب در سنجش و ارتقاء شایستگی‌ها، برنامه‌های خود توسعه‌ای ، برنامه‌های توسعه حرفه‌ای و توسعه تعهد حرفه‌ای اعضای هیئت علمی دانشگاه فرهنگیان قرار گیرد که منجر به تعالی نظام تربیت ‌معلم کشور شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Developing and validating competency model of faculty members at Farhangian University on upstream documents

نویسندگان [English]

  • asadollah khadivi 1
  • Homa Rahmani 2
1 Department of Educational Administration, Farhangian University, Tehran, Iran.
2 Department of Islamic Education, Farhangian University, Tehran, Iran
چکیده [English]

Background and Objective: The purpose of the present research was to developing and validating the competency model of the faculty members of Farhangian University upon upstream documents.
research methodology: This research has been conducted in terms of applied p urpose and mixed research method, qualitatively and quantitatively. The field of research in the qualitative part included the document of the fundamental transformation of education, the statement of the second step of the Islamic revolution and the regulation of the promotion of Farhangian University, which was analyzed in the form of a census as a sample. In the quantitative part, the statistical population was formed by the professors of Farhangian University of East Azarbaijan Province in 1402 in the number of 260 people, based on Morgan's table, the sample size was estimated to be 152 people and they were selected using available sampling method. The research tool is a 10-point scale questionnaire based on upstream documents. In order to analyze qualitative data using thematic analysis method, and to analyze quantitative data from single-sample T-tests, factor analysis using AMOS software was used for structural modeling and fit indices.
Findings: The findings of the research showed that the competency model of Farhangian University faculty members has 2 comprehensive themes of professional and basic competencies in the form of 6 educational and research dimensions, cultural and social, attitudinal, jihadist and revolutionary, ethics and spirituality, personality traits and 78 basic themes.
Conclusion: The results of this research can be used as a basis for creating desirable changes in measuring and improving competencies, self-development programs, professional development programs, and the development of continuous professional commitment of Farhangian University faculty members. Which will lead to the excellence of the country's teacher training system.

کلیدواژه‌ها [English]

  • competency
  • faculty members
  • Farhangian University
  • statement of the second step of the revolution
  • fundamental change document
Abili, K, Mustafavi, Z. S, &Naranja, S, F. (2017). Identifying thecompetencies of teaching assistants in the electronic teaching-learning process: a qualitative research, Human Resources Education and Development Quarterly, 5th year, number, 16, pp. 1-20. (in Persian) [http://istd.saminatech.ir/fa/Issue/3942].
Aithal, P, & Aithal, S. (2020). Promoting Faculty and Student Centered Research and Innovation based Excellence Model to Reimage Universities. International Journal of Management, Technology, and Social Sciences (IJMTS), 5(1), 24-41 .[http://Doi.org/10.5281/zenodo.3702399].
Ajayi, T.O. (2010) Pritive Universities in Nigeria: The Chsllenges Ahead American Journal of Scientific Research (7):15-24[http://www.eurojournals.com/ajsr.htm].
BakhshAlizade,S, Fathi,V.K.,& Arefi,M., & Kiamanesh.A.R. (2019) Competencies required of faculty members for teaching in higher education institutions in the age of technology, Scientific Journal of Education Technology, Volume 15, Number1.(in Persian) [https://Doi.org/10.22061/tej.2020.6360.2386].
Beatty, M. R. (2013). Factors influencing faculty participation in internationalization at the University of Minnesota's schools of nursing and public health: A case study: University of Minnesota.
Blaskova, M. R. Blasko, E. Matuska & Rosak-S.J. (2015). Development of key competences of university teachers and managers. Procedia-Social and Behavioral Sciences, 182: 187-196. [https://Doi.org/10.1016/j.sbspro.2015.04.755].
Blaskova, M., Blasko, R., Jankolova, M, & jankal, R. (2014) Key personality competence of university teacher: comparison of requirements defined by teachers and versus defined by students. Social and behavioral sciences. 114, 466-475. [ DOI :10.1016/j. sbspro .2013 .12 .731].
Blašková, M, Blaško., R, & Kucharčíková, A. (2014) Competences and competence model of university teachers. Procedia-Social and Behavioral Sciences. 159: 457-467. [https://Doi.org/10.1016/j.sbspro.2014.12.407].
Chitsaz, E. (2018). Competence model of faculty members of universities and higher education institutions of the country. Tehran: Ministry of Science, Research and Technology, publisher of Social Planning and Cultural Studies Office.
Chun-mei, H (2016). An Analysis of Components and Characteristics of Faculty Academic Competence. Contemporary Teacher Education, 21 (4).
Fakhrutdinova, A.V, Ziganshina, M.R., Mendelson, V.A., Chumarova, L.G. (2020). Pedagogical Competence of the High School Teacher. Int. J. High. Educ. 9 (8), 84-89. [Doi:10.5430/ijhe. v9n8p84].
Farzaneh, M., Zeinabadi.Z., NaveEbrahim., & Abdolahi, B. (2023). A comparative study of the degree of convergence of Iranian comprehensive universities with the model of competence of world-class university faculty members, Scientific Journal of Educational Leadership,4thyear, st, issue,13thconsecutive. (in Persian) [DOI:10.22098/ael.2023.12289.125]
Hazrat Ayatollah Khamenei (2013). Statement of the second step of the revolution, on the occasion of the 40th anniversary of the victory of the Islamic Revolution. (in Persian)
Hodhodi, B. (2017) Comprehensive model of competence, professional development and empowerment of faculty members. Tehran: Academic. (in Persian)
Horta H, Sato M, &Yonezawa, A. (2011). Academic Inbreeding: Exploring Its Characteristics and Rationale in Japanese Universities Using a Qualitative Perspective. Asia Pacific Education Review. 2011; 12 (1): 35– 44.[http://link.springer.com/10.1007/s12564-010-9126-9. 24].
Hosseini, H, AbulQasemi, M., Yadollahi., J &, Rezaizadeh, M. (2016). Identifying the entrepreneurial skills of faculty members of Iran's public universities (case study: Shahid Beheshti University), Journal of Educational Sciences of Shahid Chamran University of Ahvaz, Spring and Summer, 9016, sixth term, year 24, number 9, pp: 9-959.(in Persian)[https://Doi.org/10.22055/edu.2017.22142.2211].
Hyatt, L. &Williams, P. E (2011). 21st Century Competencies for Doctoral Leadership Faculty. Innov High Educ, 36: 53 -66. [DOI:10.1007/s10755-010-9157-5].
Jahani, J., Mirshojaeyan, s.a., & Marzoghi, s. (2019) Development and Validation of the Model of Professional Competencies of Faculty Members of Farhangian University, Journal of Psychological Sciences, Volume 19, No. 93, 1061-1081. (in Persian) [https://psychologicalscience.ir/article-1-777-en.pdf].
Maria, A, M., Begoña, R.A., Tania, G, S., Rosarío, B, G., &María., J, R, M. (2023). Teachers' pedagogical competences in higher education: A systematic literature review, Journal of University Teaching & Learning Practice. [https://ro.uow.edu.au/jutlp/vol20/iss1/07].
 Milner, R, J., Gusic, M, E, &Thorndyke, L, E. (2011). Perspective: Toward a competency framework for faculty. Academic Medicine; 86(10): 1204-1210. New York: John Wiley & Sons.[DOI :10.097/ACM.0b013e31822b d524].
Mohabbat, H, Fathi, V, K, & Jafari, P. (2018). Identifying the model and compiling the competencies of the faculty members of universities and institutions of higher education in Iran: a qualitative study. Human Resources Education and Development Quarterly, 6th year, No. 21, 91-67. (in Persian) [http://istd.saminatech.ir/Article/29887].
Mosafer, L., Nejadirani, F, Beykzad, J., & Dadash Karimi, Y. (2022). Comparative comparison of the components of professional competency models of professors in universities, leadership and educational management quarterly, Islamic Azad University, Garmsar branch, 16th year, number 4, pp. 297-326.(in Persian) [http://islamiclifej.com/article-1-1505-fa.html].
Nazarzadeh Zare, M.(2020).Academic consensus as a challenging approach in recruiting facultymembers1.        (in Persian) [DOI:20.1001.1.10272690.1395.26.63.7.4].
Nazarzadeh Zare, M, Pourkarim.k., & Zaker, S, G. (2015). Presenting the competency model of faculty members in international interactions: a phenomenological study, Scientific and Research Quarterly of Science and Technology Policy, Year 8, Number 3.  (in Persian) [https://jstp.nrisp.ac.ir/article_12960.html].
Perez-Poch, A., López, D. (2016). Do differences exist between how Engineering and non-Engineering lecturers perceive the importance of teaching competences? Frontiers in Education (FIE) Conference. 8.[Doi:10.1109/FIE.2016.7757559].
Ragan,L .C.Bigatel,P. M.& Dillon, J. M(2012).From Research to Practice: Towards an Integrated and Comprehensive Faculty Development Program». Journal of Asynchronous Learning Networks. No 16 (5):71- 86. [https://www.learntechlib.org/p/113585/.]
Razavi Saidi, S.R. (2021). Presenting the model and ranking of visiting professors' competencies of Islamic Azad University, North Tehran Branch, Iranian Higher Education Journal, 13th year of summer, number 2. (in Persian)[http://ihej.ir/article-1-1689-fa.html].
Reneau, M. (2013). Teaching nurse's sight unseen: comparing the cultural competency of online and on-campus BSN faculty. Journal of Transcultural Nursing, 24(1), 78-85. Report to the National Institute of Education. Retrieved Feb. 3, 2008, from [http://www.kravetz.com/art2/art2p1.html].
Rezayat, G.H, & Qolizadeh, I. (2021). Competency model of faculty members of Taraz University of Islamic Revolution, Management in Islamic University 22/10th year, number 2/autumn and winter 303-324.            (in Persian) [https://www.researchgate.net/publication/359939919].
Ripley, B., Jean, B, Kenneth, W, & Katherine. J, Henderson.M (2019)"A Competency-based Approach to Faculty Development; international Conference on Residency Development.
Salimi, Q, Heydari, E., & Keshavarzi., F. (2014) Competencies of faculty members to fulfill the academic mission; A reflection on the perceptions and expectations of doctoral students. Two Quarterly Journals of Innovation and Value Creation, 3(7),103-85. (in Persian) [http://journalie.ir/Article/332].
Samii Zafarqandi, M. (2011). Teacher training in Iran and the world, teacher development ,26. (in Persian)
Sangri, N. (2016). Compilation of the core competencies model of Islamic University faculty members, case study: Al-Zahra University (S). Management in Islamic University, 6th year, number 1. (in Persian) [https://ecc.isc.ac/showJournal/25265/92626/1198581].
Sarimanah, E. R. (2016) Improving lecturers' pedagogics competence through the implementation of lesson study [DOI:10.26737/jetl.v1i2.37].
Soltani, Falah, A.H., Bagheri Dadoklaei, M.(2022). Explaining the pattern of recruitment and employment of school teachers based on the statement of the second step of the revolution, Islamic Human Sciences Quarterly, Year 8, Number 29, pp. 19-35. (in Persian) [https://www.johi.ir/user/articles/832].
Sudarsono, F. (2019) Pereption towards competence study in MASTERS study program of English language education, teacher training, and education faculty, Tanjungpura University.Proceedings international conference on teaching and education. 2: 2685-1407.
Sugumar, V. (2009). Competency mapping of teachers in tertiary education: ANNA University.faculty of management studies in partial fulfillment for the award of the degree of madter of business administration centre for distance education, ANNA UNIVERSITY.
Supreme Council of Cultural Revolution (2013). Fundamental transformation of education, Tehran, Secretariat of the Supreme Council of Cultural Revolution.
Sutthikarn,B.,Rukthin,L.,&Thada,J.(2023).Synthesizing Digital Teacher Competencies for Teaching Profession Students in Higher Education,Higher Education Studies; Vol. 13, No. 4; 20.[DOI:10.5539/hes.v13n4p227].
Timurzadeh, A., Zamani Moghadam, A, & Mirspasi, N. (2021). Presenting a model for improving the professional competence of the faculty members of the Islamic Azad University, Tehran Science and Research Unit (an approach to improve productivity). ProductivityManagement, 15(3(58) Fall,185208. (in Persian) [https://jmfr.srbiau.ac.ir/article_16806.html?lang=fa]
Wang, L& Malechwanzi, J. M. Lei, H (2016) Students' Perceptions and Faculty Measured Competencies in Higher Education.International Journal of Higher. [Doi :10.5430 /ijhe .v5n3p56 208].
Wuttke, E., Seifried, J. (2017). Modeling and Measurement of Teacher Competence: Old Wine in New Skins? . In: Mulder, M.(eds) Competence-based Vocational and Professional Education. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 23. Springer, Cham. [Doi.org/10.1007/978-3-319-41713-4_4].