بررسی عوامل موثر در تدریس نوآورانه اساتید دانشگاه ارومیه براساس مدل تقاضا-منابع شغلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه مدیریت آموزشی / دانشکده ادبیات و علوم انسانی / دانشگاه ارومیه / ارومیه / ایران

2 گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

3 گروه علوم تربیتی، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

چکیده

مقدمه و هدف: تدریس نوآورانه باتوجه به وضعیت جهان امروز و پیچیدگی های خاص باید به عنوان ابزاری مهم در جهت پرورش و بهبود مهارت حل مسئله مورد توجه واقع شود. پژوهش حاضر با هدف بررسی عوامل موثردرتدریس نوآورانه اساتید دانشگاه ارومیه براساس مدل تقاضا-منابع شغلی انجام گردیده است.
روش‌شناسی پژوهش: روش پژوهش توصیفی – همبستگی از نوع معادلات ساختاری است. 217 نفر از کلیه اساتید  دانشگاه ارومیه به عنوان نمونه آماری به وسیله جدول گرجسی-مورگان و بصورت تصادفی نسبی، جهت مطالعه انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه خودکارآمدی معلم شانن موران و هوی (2001)، فرسودگی عاطفی ماسلاخ، جکسون و لیتر (1996)، انگیزه تدریس سوئننس و همکاران (2012)، تعارض تدریس-پژوهش لای، دو و لی (2014) و تدریس نوآورانه کمپ و دی یونگ (2003) بودند.  به منظور بررسی روایی سازه تحلیل عاملی تائیدی  و برای پایایی ابزار پژوهش نیز از ضریب آلفای کرونباخ  بوسیله نرم افزار  SPSS26  و SmartPls3 استفاده شد.
یافته‌ها: نتایج نشان داد که، اثر انگیزه تدریس و خودکارآمدی بر تدریس نوآورانه مستقیم، مثبت و اثر فرسودگی عاطفی بر تدریس نوآورانه مستقیم، منفی و معنی دار بود. نقش میانجی­گری فرسودگی عاطفی در رابطه تعارض تدریس-پژوهش و تدریس نوآورانه تایید نشد.. در مقابل نقش میانجی­گری انگیزه تدریس در رابطه تعارض تدریس-پژوهش و تدریس نوآورانه و نقش میانجی­گری انگیزه تدریس و فرسودگی عاطفی در رابطه خودکارآمدی و تدریس نوآورانه تایید شد.
بحث و نتیجه‌گیری: به نظر می­رسد برای افزایش بکارگیری تدریس نوآورانه در دانشگاه ها باید خودکارآمدی و انگیزه تدریس اساتید مورد توجه و تقویت قرار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the effective factors in innovative teaching of Urmia University Faculty members based on job demands-resources model

نویسندگان [English]

  • Mahdi Alizadeh Aghdam 1
  • Mohammad Hasani 2
  • Naser Shirbagi 3
1 Educational management / Urmia University / Urmia / Iran
2 Department of Educational Management, Urmia University, Urmia, Iran
3 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
چکیده [English]

Background and Objective: Considering the current global landscape and its complexities, innovative teaching should be regarded as a vital tool for cultivating and improving problem-solving skills. Therefore, current research aims to investigate the effective factors in the innovative teaching of Urmia University faculty members based on the job demands-resources model.
research methodology: The research method is descriptive- correlational of structural equations. 217 faculty members of Urmia University were selected by the Georgian-Morgan table via relative random sampling. Research Tools Includes Tschannen-Moran & Hoy Teacher's Self-efficacy questionnaire (2001), Maslach, Jackson and Leiter's Emotional exhaustion questionnaire (1996), Teaching Motivation questionnaire of Soenens et al. (2012), Teaching-Research Conflict questionnaire of Lai, Du and Li (2014), and Innovative Teaching questionnaire of Kemp and De Jong (2003). The confirmation factor analysis was used to evaluate the validity of the structural analysis, and the Cronbach's alpha coefficient was used for the reliability of the research tools by using SPSS26 and SmartPls3 software.
Findings: The findings revealed that teaching motivation and self-efficacy had a direct, positive effect, while emotional exhaustion had a direct, negative, and significant effect on innovative teaching. The mediating role of emotional exhaustion in the relationship between teaching-research conflict and innovative teaching was not confirmed. However, the mediating role of teaching motivation in the link between teaching-research conflict and self-efficacy with innovative teaching and the mediating role of emotional exhaustion in the relationship between self-efficacy and innovative teaching were confirmed.
Conclusion: It seems that self-efficacy and teaching motivation development lead to the use of innovative teaching methods in classes.

کلیدواژه‌ها [English]

  • Teaching-research conflict
  • Self-efficacy
  • Emotional exhaustion
  • Teaching motivation
  • Innovative teaching

مراجع

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رهبری آموزشی کاربردی
دوره 7، شماره 1
اردیبهشت 1405
صفحه 84-105

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  • تاریخ دریافت: 28 فروردین 1404
  • تاریخ بازنگری: 14 دی 1404
  • تاریخ پذیرش: 25 دی 1404

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