The role of professional competence and scientific optimism in predicting academic productivity of faculty members

Articles in Press

Document Type : Original Article

Authors

1 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University

2 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran

3 Associate Professor of Philosophy of Education, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran

Abstract

The present research was conducted with the aim of the role of professional competence and scientific optimism in predicting the educational productivity of academic staff members. The descriptive research method was correlation type. The statistical population of the research was made up of all academic staff members of Mohaghegh Ardabili University in 2016-2016, from which 126 people were selected by stratified sampling method, and questionnaires were made of researcher's professional competence, Hoy and Myskal's scientific optimism, and Abdullahi's educational productivity. And the merchants answered. Data were analyzed using descriptive and inferential statistical methods (one-sample t test, Pearson correlation coefficient significance test, multivariate regression). The findings showed that there is a positive and significant relationship between professional competence and scientific optimism with educational productivity (P<0.01). Also, the results of the regression analysis revealed that approximately 35% of the variance of faculty members' educational productivity can be predicted based on professional competence and scientific optimism. Therefore, it can be concluded that professional competence and scientific optimism are important factors of educational productivity

Keywords

Main Subjects

Applied Educational Leadership

Articles in Press, Accepted Manuscript
Available Online from 20 March 2024

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History

  • Receive Date: 27 April 2023
  • Revise Date: 28 April 2023
  • Accept Date: 12 September 2023

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