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ارزیابی سرمایه اجتماعی معلمان زبان خارجی بر پایه کارگزاری اجتماعی توسعهپذیر در مدارس | ||
مجله علمی "مدیریت فرهنگ سازمانی" | ||
دوره 22، شماره 4، دی 1403، صفحه 345-360 اصل مقاله (899.93 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22059/jomc.2024.378748.1008682 | ||
نویسنده | ||
سجاد عسکری متین* | ||
گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، تهران، ایران | ||
چکیده | ||
بررسی ابعاد و زوایای گوناگون برساخت سرمایة اجتماعی معلمی موضوعی نو به شمار میآید؛ همچنان که انگارش مدرسه به عنوان واحد کوچکی از جامعه نیز موضوعی بدیع است. نگارنده در نوشتار پیش رو در پی رویکردی بر سنجش سرمایة اجتماعی از منظر پیمایش مؤلفههای مطرح در امر کارگزاری توسعهپذیر معلمان زبان خارجی در بافت و متن مدارس بوده است. در این راه، در چارچوب مطالعات کمّی و ناظر بر شیوة تحلیل دادة مطالعات توصیفیـ همبستگی، الگوی معادلات ساختاری برگزیده شد. فرض بر آن بود که معلمان در راه گسترش و تحکیم برساخت سرمایة اجتماعی خود نیازمند بهرهگیری از ساختار توسعة حرفهایـ مشارکتی و حمایتگری دانشی و پژوهشی و عاطفی از یکدیگر در بافت مدارس هستند. برای گردآوری داده، بر اساس نمونهگیری تصادفی، از میان معلمان در دسترس 143 معلم زبان خارجی شاغل در آموزشوپرورش مشارکت داشتند. ناظر بر خروجی الگو و ضرایب مسیر برآورد میشود که توسعة حرفهایـ مشارکتی و تأمل حرفهای نقش مستقیم و کارگزاری توسعهپذیر نقش میانجی در برساخت سرمایة اجتماعی معلمان زبان دارد. بر اساس برآیند نتایج و همسو با مطالعات موازی، پیشنهاد میشود مشارکت معلمان در فعالیتهای توسعهپذیر و مشارکتی (همچون آموزش گروهی، اقدام پژوهشی مشترک، بازدید از سایر کلاسها و مدارس) همراه با فضای آکنده از حمایت (دانشی، پژوهشی، عاطفی) در برنامة درسی تربیت معلم (پیش، حین، پس از خدمت) گنجانده شود؛ امری که برانگیختگی حس اعتماد و استحکام سرمایة اجتماعی آنها در مدارس را در پی خواهد داشت. | ||
کلیدواژهها | ||
الگوی معادلات ساختاری؛ سرمایة اجتماعی؛ کارگزاری توسعهپذیر؛ مدرسه؛ معلمان زبان خارجی | ||
عنوان مقاله [English] | ||
Measuring Foreign Language Teachers’ Social Capital: A Structural Model of Teachers’ Participatory Engagement and Support in Public Schools | ||
نویسندگان [English] | ||
Sajjad Asgari Matin | ||
Department of Language and Literature, Farhangian Teacher Education University (FTEU), Tehran, Iran | ||
چکیده [English] | ||
Examining various dimensions of teachers’ social capital is considered a new topic; as is the idea of the school as a small unit of society. This paper follows an approach to measuring social capital from the perspective of surveying the components of social capital among foreign language teachers. To this end, Structural Equation Modeling (SEM) approach was adopted. It was assumed that teachers, to expand and consolidate their social capital, need to learn from the structure of professional-participatory development, and intellectual, research, and emotional support of each other in the context of schools. To collect data, a total of 143 foreign language teachers working in the Education department were selected. The tools were tested and confirmed in terms of validity (convergent and divergent) and reliability (Delwin-Goldstein & Cronbach's alpha). We used SmartPLS (V.4) and SPSS software to test the goodness of fit of the proposed structural model and the research hypotheses. Looking at the pattern output and path coefficients, it is estimated that participatory professional development and professional reflection have a direct role in building the social capital of language teachers, while expandable agency has a mediating role. Based on the results and in line with parallel studies, it is suggested that teachers' participation in developmental and collaborative activities (such as team training, joint research action, and visiting other classes and schools), along with an atmosphere of (knowledge, research and emotional) support should be included in the teacher training curriculum. | ||
کلیدواژهها [English] | ||
Foreign language teachers, Structural equation model, Social capital, participatory Engagement, Public school | ||
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