تأثیر جذبه شخصیتی استادان بر درک دانشجویان از اثربخشی تدریس

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار، گروه علوم تربیتی دانشگاه کردستان، سنندج، ایران؛

2 استادیار گروه روانشناسی- دانشگاه کردستان؛

3 دانشجوی دکتری مدیریت آموزشی ،دانشگاه کردستان

چکیده

هدف: پژوهش حاضر هدفی دوگانه داشت نخست، شناسایی متغیرهای مداخله‌کننده در نتایج ارزیابی دانشجویان از اثربخشی تدریس اعضای هیأت‌علمی و دوم، تبیین حیطه‌های تدریس اثربخش از دیدگاه دانشجویان.
روش: ازاین‌رو، با رویکردی کمی و راهبرد توصیفی- همبستگی، نمرات حاصل از اجرای یک پرسشنامه ارزیابی 12 سؤالی، بر روی250 نفر از دانشجویان مقطع کارشناسی دانشگاه کردستان، جمع‌آوری شدند. داده‌های گردآوری‌شده با استفاده از روش تحلیل عاملی تأییدی مورد بررسی قرار گرفت و پارامترهای یک مدل فرضی از تدریس اثربخش و جذبه شخصیتی، در قالب ماتریس کوواریانس و با استفاده از روش برآورد بیشینه درست نمایی، مورد آزمون قرار گرفتند. با توجه به شاخص‌های به‌دست‌ آمده از آزمون برازش مدل، نتایج نشان داد که مدل، برازش مطلوبی با داده‌های مورد بررسی دارد. همچنین، یافته‌ها گویای آن بود که تشخیص یک مدرس به‌عنوان شخصیتی پرجاذبه توسط دانشجویان، یک پیش‌بینی کننده مهم نمره ارزشیابی تدریس است. یافته‌ها چالشی را برای استفاده از ارزشیابی دانشجویان از اثربخشی تدریس در تصمیم‌های مهم برای استخدام و ارتقای اعضای هیأت‌علمی ارائه نمود. از این‌رو پیشنهاد می‌نماید که نتایج ارزشیابی دانشجویان از تدریس اعضای هیأت‌علمی باید بااحتیاط تفسیر شود.

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