پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 932 |
| تعداد مقالات | 7,652 |
| تعداد مشاهده مقاله | 12,494,319 |
| تعداد دریافت فایل اصل مقاله | 8,885,715 |
عوامل موثر بر انتخاب شغل معلمی از دیدگاه دانشجو - معلمان دانشگاه فرهنگیان استان آذربایجان شرقی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 2، دوره 17، شماره 3 - شماره پیاپی 61، آبان 1400، صفحه 33-55 اصل مقاله (569.55 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.29234.2893 | ||
| نویسندگان | ||
| فیروز محمودی* 1؛ حمداله حبیبی1؛ جعفر خانزاده2 | ||
| 1دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران | ||
| 2گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران | ||
| چکیده | ||
| این پژوهش با هدف تحلیل عوامل موثر بر انتخاب شغل معلمی در بین دانشجو معلمان دانشگاه فرهنگیان استان آذربایجان شرقی در سال تحصیلی 97-1396 انجام گرفت. در این پژوهش توصیفی پیمایشی، تعداد 580 نفر از دانشجو معلمان دانشگاه فرهنگیان استان آذربایجان شرقی با روش نمونهگیری تصادفی ساده از بین 2130 نفر دانشجو معلم انتخاب شدند. ابزار جمع‌آوری دادهها، پرسشنامه عوامل موثر بر انتخاب شغل معلمی ریچاردسون و وات (2006) بود که 58 گویه با مقیاس 7 درجهای لیکرت دارد. تحلیل دادهها، با به‌کارگیری آزمون آماری تحلیل عاملی در نرم افزار SPSS 25 انجام شد. با اجرای تحلیل عاملی بر روی 58 گویه، 15 عامل استخراج گردید. سهم هر یک از عاملها به ترتیب: مشارکت اجتماعی 79/21 درصد، توانایی و ارزش درونی20/6 درصد، علاقه به کار با کودکان و نوجوانان 65/5 درصد، وضعیت اجتماعی 96/4 درصد، وقت گذاشتن برای خانواده 46/4 درصد، تجربیات آموزشی و یادگیری قبلی 94/3 درصد، تخصص 23/3 درصد، دلسرد کننده اجتماعی 68/2 درصد، تاثیرات اجتماعی 53/2 درصد، درآمد و حقوق 49/2 درصد، رضایت‌مندی از شغل 10/2 درصد، شغل جایگزین 00/2 درصد، امکان انتقال شغلی 93/1 درصد، دشواری 90/1 درصد و امنیت شغلی 72/1 درصد بود. این 15 عامل در مجموع 64/67 درصد کل واریانس را تبیین کردند. با توجه به تنوع عوامل موثر بر انتخاب شغل معلمی در دانشجویان و وجود عواملی مانند امنیت شغلی، شغل جایگزین و درآمد( که غیرمرتبط با ارتقاء کیفیت آموزش معلمان است)، به نظر میرسد تدوین راهبردهای علمی و عملی برای انتخاب و جذب دانشجویان مستعد و باانگیزه بسیار ضروری به نظر میرسد. | ||
| کلیدواژه‌ها | ||
| انگیزه؛ تدریس به عنوان شغل؛ دانشگاه فرهنگیان؛ عوامل موثر | ||
| عنوان مقاله [English] | ||
| Factors affecting teaching as a career choice from the perspective of student-teachers of Farhangian University in East Azarbaijan Province | ||
| نویسندگان [English] | ||
| Firooz Mahmoodi1؛ Hamdollah Habibi1؛ Jafar Khanzadeh2 | ||
| 1Associate professor, department, of education, University of Tabriz, Tabriz, Iran. | ||
| 2MA in Curriculum Studies, department, of education, University of Tabriz, Tabriz, Iran | ||
| چکیده [English] | ||
| Abstract The present study aimed to analyzing the “Factors Influencing Teaching Choice (FIT-Choice) Scale” by Richardson and Watt (2006) among the student- teachers of Farhangian University of East Azerbaijan in the academic year 2017-2018. In this descriptive survey study, 580 student- teachers of Farhangian University of East Azerbaijan were included by simple random sampling. The data collection tool was FIT-Choice Scale by Richardson and Watt (2006) that has 58 questions with a 7-point Likert scale. Data analysis was performed using factor analysis statistical test in SPSS 25 software. By performing exploratory factor analysis on 58 items, 15 factors were extracted. The share of each factor was as follows: social participation 21.79%, ability and intrinsic value 6.20%, willingness to work with children and adolescents 5.65%, social status 4.96%, time for family 4.46%, prior teaching and learning experiences 3.94%, expertise 3.23%, social dissuasion 2.68%, social influences 2.53%, income and salary 2.49%, satisfaction with occupation 2.10%, fallback career 2.00%, job transferability, 1.93%, high demand 1.90%, and job security, 1.72%. These 15 factors together explain 67.64% of the total variance. Given the diversity of factors affecting the choice of teacher profession in students and the existence of factors such as job security, alternative job, income that is not related to improving the quality of teacher education, it seems to develop scientific and practical strategies to select and attract talented and motivated students. Introduction The teaching profession, teacher education and primary motivations and problems of employment and retaining teachers are increasingly emphasized throughout the world (Mehrmohammadi, 2019). Good teachers are regarded as important factors in students' success and satisfaction with their school (OECD, 2018). Therefore, the motivation to join this profession and the factors that encourage or discourage teachers should be carefully considered and their needs should be met (Bernaus, Wilson & Gardner, 2009). The motivation to choose a profession comes from the individual’s personal values and expectations, and is experienced in particular conditions of social and cultural structures and different demand and reward structures. Understanding the effective motivations of individuals who have chosen education as their profession has important implications for promotion and efficiency. Employment and retaining a teacher follows the stage of understanding motivation (Watt, Richardson, Klusmann, Kunter, Beyer, Trautwein & Baumert, 2012). Therefore, given the importance of motivation in teaching as a career choice in teachers’ and students’ future performance, and considering the international attitude to Factors Influencing Teaching as a Career scale (FIT-Choice), to assess the motivations to enter this profession, the present study problem is to investigate the factors affecting teaching career choice in student-teachers studying at Farhangian University in East Azarbaijan Province. Thus, the following questions arise: What is the share of each of the motivational factors in teaching as a career choice in student-teachers of East Azarbaijan Province? What is the share of each of the attitudinal factors in teaching as a career choice in student-teachers of East Azarbaijan province? Method The present descriptive-survey study was conducted to investigate factors affecting the teaching career choice based on Factors Influencing Teaching Choice scale (FIT Choice) of Richardson & Watt (2006) in 2130 student-teachers of Farhangian University in East Azarbaijan Province in the academic year 2017-18. Given the number of questionnaire items, sample size was determined 580 students out of 2130. Results The exploratory factor analysis showed that out of 58 items, 58 had factor loadings > 0.30, and out of these 58 factors, only 15 had eigenvalue >1. Therefore, maximum number of main factors can be 15. These 15 factors explain 67.64% of the total variance: Factor 1, make social contribution, 21.79% with nine items; factor 2, ability and intrinsic career value, 6.201% with six items; factor 3, work with children/adolescents, 5.65% with three items; factor 4, social status, 4.966% with six items, factor 5, time for family, 4468% with eight items; factor 6, prior teaching and learning experience, 3.949% with three items; factor 7, expertise, 3.235% with three items; factor 8, social dissuasion, 2.686% with three items; factor 9, social influences, 2.530% with three items; factor 10, salary, 2.499% with three items; factor 11, satisfaction with choice, 2.101% with three items; factor 12, fallback career, 2.003% with three items; factor 13, job transferability, 1.932% with three items; factor 14, difficulty, 1.907% with three items, and finally, factor 15, job security, 1.729% with two items. Discussion Student-teachers’ social participation had a greater share than other factors, which shows that the main aim of student-teacher choice of teaching is to shape the future of children and adolescents, and enhance their social justice. The ability and intrinsic career value, and interest in working with children and adolescents had a greater share. Other factors such as social influences, fallback career, time for family, and job security and transferability ranked next. Attitude factors in the order of the explained variance included social status, expertise and skills, social dissuasion, income and salary, job satisfaction, and difficulty. Using a questionnaire and its particular limitations, including its conservatism and superficiality, could have affected complete and accurate study results. Thus, mixed method and qualitative studies on this subject are recommended. It is further recommended that their attitude and motivation be assessed according to reliable tests and scales in addition to their knowledge that is determined through GPA and tests in the process of employing student-teachers. Also, universities, officials and professors should be helped during the student-teacher education to create appropriate structures, processes and strategies to properly deal with the subject through knowing students' motivations. It is also recommended that positive aspects and social and spiritual benefits of teaching profession be explained for students through effective communication with the education system so as to reinforce their motivation and positive views about teaching, so that all applicants have stronger motivations for entering the teaching profession. | ||
| کلیدواژه‌ها [English] | ||
| Farhangian University, Motivation, Teaching profession, The effective factors | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Addison, R., Brundrett, M. (2008). Motivation and demotivation of teachers in primary schools: The challenge of change. Education, 36(1); 79-94. Bastick, T. (2000). Why teacher trainees choose the teaching profession: comparing trainees in metropolitan and developing countries. International Review of Education, 46: 343-349. Bernaus, M., Wilson, A., Gardner, R.C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12: 25-36. Blyer, A., & Ozcan, K. (2014). Choosing Teacher Profession as Career: Students Reasons. International Education Studies, 7(5); 104-115. Celikoz, N. (2009). Basic Factors that Affect General Academic Motivation Levels of Candidate Preschool Teachers. Procedia Social and Behavioral Sciences, 1(1); 1357-1365. Curtis, C., (2012). Why Do They Choose to Teach-And Why Do They Leave? A Study of Middle School and High School Mathematics Teachers. Journal of Teacher Education, 132(4); 779-788. Fackler, S., & Malmberg, L. E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and teacher education, 56, 185-195. Fokkens-Bruinsma, M. & Canrinus, E. T. (2012). The factors influencing teaching (FIT)-choice scale in a Dutch teacher education program. Asia-Pacific Journal of Teacher Education, 40(3); 249-269. Kilinc, A., Watt, H. M. G., Richardson, P. W. (2012). Factors Influencing Teaching Choice in Turkey. Asia-Pacific Journal of Teacher Education,40(3); 199-226. Klassen, R.M., Al-Dharfi, S., Hannok, W., Betts, S.M. (2011). Investigating pre-service teacher motivation across cultures using the Teachers’ ten statements test. Teaching and Teacher Education, 27 (3); 579-588. Kyriacou, C., Hultren, A., Stephens, P. (1999). Student teachers’ motivation to become a secondary school teacher in England and Norway. Teacher Development, 3; 373-381. Lin, E., Shi, Q., Wang, J., Zhang, Sh., & Hui, L. (2012). Initial Motivations for Teaching: Comparison Between Preservice Teachers in the United States and China. Asia-Pacific Journal of Teacher Education, 40(3); 227-248. Low, E., NG, P., HUI, C., & CAI, L. (2017). Teaching as a Career Choice: Triggers and Drivers. Australian Journal of Teacher Education, 42(2); http://dx.doi.org/10.14221/ajte.2017v42n2.3. Meyers L. S., Gamst, G., Guarino, A. J. (2013). Applied Multivariate Research: Design and Interpretation. Sage Pub. Nunnally, J. (1978). Psychometric Theory (2nd Ed). New York: McGraw – Hill. OECD (2018). Effective teacher policies. Insights from PISA. Paris: OECD Publishing. Pearson, Robert H. and Mundform, Daniel J. (2010). Recommended Sample Size for Conducting Exploratory Factor Analysis on Dichotomous Data. Journal of Modern Applied Statistical Methods, 9(2); 359-368. DOI: 10.22237/jmasm/1288584240. Richardson, P. W., & Watt, H. M. G. (2006). Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities. Asia-Pacific Journal of Teacher Education, 34(1); 27-56. Schmitt, T. A. (2011). Current Methodological Considerations in Exploratory and Confirmatory Factor Analysis. Journal of Psychoeducational Assessment, 29(4); 304-321. doi:10.1177/0734282911406653. Shabbir, M., Xie, W. Y., Nabi, G., Ahmed, B., & Ullah Khan, K. (2014). Motivation for Choosing teaching as a Career and Jab Satisfaction with Context of Pakistan Administrative Kashmir. Journal of Education and Practice, 5(38); 55-63. Tabachnick, B. G., & Fidel L. S. A. (2019). Practical Approach to using Multivariate Analyses. NK: Pearson. Taimalu, M., Luik, P., Kantelinen, R., & Kukkonen, J. (2021). Why They Choose A Teaching Career? Factors Motivating Career Choice Among Estonian And Finnish Student Teachers. Trames: A Journal of the Humanities and Social Sciences, 25(1); 19-35. Watt, H. M. & Richardson, P. W. (2007). Motivational Factors Influencing Teaching as A Career Choice: Development and Validation of the FIT-Choice Scale. The Journal of experimental education, 75(5); 167-202. Watt, H. M. & Richardson, P. W. (2012). An Introduction to Teaching Motivations in Different Countries: Comparisons Using the FIT- Choice Scale. Asia-Pacific Journal of Teacher Education, 40(3);185-197. Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J. (2012). Motivations for Choosing Teaching as a Career: An International Comparison Using the FIT-Choice Scale. Teaching and Teacher Education, 28(6); 791-805. Wong, R. (2020). Becoming an EFL Teacher: A Re-Investigation of Student Teachers' Motivation. English Language Teaching, 13(5), 64-79. Yong, B.C.S. (1995). Teacher trainees’ motives for entering into a teaching career in Brunei Yu, Y., & Bieger, G. (2013). Motivations for Choosing A Teaching career and Deciding Whether or not Teach in Urban Settings. Teacher Education Network, 8; 62-90 Yüce, K., Şahin, E. Y., Koçer, Ö., & Kana, F. (2013). Motivations for choosing teaching as a career: A perspective of pre-service teachers from a Turkish context. Asia Pacific Education Review, 14(3); 295-306. | ||
|
آمار تعداد مشاهده مقاله: 1,280 تعداد دریافت فایل اصل مقاله: 1,799 |
||
