ارائه الگوی ساختاری خودتوسعه‌ای حرفه‌ای اعضای هیأت علمی
محورهای موضوعی : الگوهای تدوین برنامه های توسعه فردیمیترا صادقی تبار 1 , نادرقلی قورچیان 2 * , پریوش جعفری 3 , امیرحسین محمد داودی 4
1 - گروه مدیریت آموزشی ،دانشکده مدیریت و اقتصاد، واحدعلوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 - گروه مدیریت آموزشی، دانشکده مدیریت و اقتصاد، واحدعلوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
3 - گروه مدیریت آموزشی، دانشکده مدیریت و اقتصاد، واحدعلوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
4 - گروه مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد ساوه، ساوه، ایران
کلید واژه: خودتوسعه‌ای حرفه‌ای, اعضای هیأت علمی, دانشگاه,
چکیده مقاله :
پژوهش حاضر با هدف ارائه الگوی ساختاری خودتوسعه‌ای حرفه‌ای اعضای هیأت علمی انجام شده است. روش پژوهش آمیخته بوده است. جامعه پژوهش در بخش کیفی شامل صاحبنظران که با 16 و براساس قاعده اشباع مصاحبه شد. در بخش کمی نیز جامعه شامل کلیه اعضای هیأت علمی دانشگاه‌های تهران، شهید بهشتی و علامه طباطبائی به تعداد 3460 نفر بوده است که با استفاده از روش نمونه‌گیری تصادفی و با کمک جدول مورگان، 346 نفر تعیین شد. برای جمع‌آوری داده‌ها از مصاحبه نیمه ساختاریافته و همچنین پرسش‌نامه محقق ساخته خودتوسعه‌ای حرفه‌ای با پایایی(97/0=α) استفاده شد که 5بعد خودتوسعه‌ای حرفه‌ای را مورد بررسی قرار می‌دهد. نتایج تحلیل کیفی منجر به شناسایی 5 بعد خودتوسعه‌ای حرفه‌ای گردید که تحلیل با کمک نرم افزار لیزرل و تحلیل مدل‌یابی معادلات ساختاری، نشان داد مدل ساختاری خودتوسعه‌ای حرفه‌ای اعضای هیأت علمی دارای پنج بعد کلیدی از جمله شایستگی‌های خودتوسعه‌ای حرفه‌ای، اقدام و اجرای خودتوسعه‌ای، برنامه‌ریزی خودتوسعه‌ای، تمایل به خودتوسعه‌ای و عوامل مؤثر بر خودتوسعه‌ای بوده است که از برازش مناسبی با داده‌ها برخودار بوده است. نتایج نشان داد، عوامل مؤثر با ضریب مسیر (52/0=γ)، بر تمایل به خودتوسعه‌ای حرفه‌ای تأثیرگذاشته است. همچنین، تمایل به خود توسعه ای حرفه ای با ضریب مسیر (92/0=γ)، بر برنامه‌ریزی خودتوسعه‌ای تأثیرگذاشته است. علاوه بر آن، برنامه‌ریزی با ضریب مسیر (95/0=γ)، بر اقدام و عمل خودتوسعه‌ای تأثیرگذاشته است. در نهایت، اقدام و عمل بر شایستگی‌های خودتوسعه‌ای حرفه‌ای با ضریب مسیر (83/0=γ)، تأثیرگذاشته است.
The present study aimed to provide a structural model of professional self-development of faculty members. The research method was descriptive-correlation and structural equations. The study population consisted of all faculty members of Tehran, Shahid Beheshti and Allameh Tabatabai universities, 3460 people, which was determined using random sampling method and with the help of Morgan table, 346 people. To collect the data, a researcher-made professional self-development questionnaire with reliability (α = 0.97) was used, which examines 5 dimensions of professional self-development. The results of analysis with the help of LISREL software and structural equation modeling analysis showed that the professional self-development structural model of faculty members has five key dimensions including professional self-development competencies, professional self-development action and implementation, professional self-development planning, professional self-development tendency and professional self-development effective factors. Which has a good fit with the data. The results showed that the effective factors with path coefficient (γ = 0.52) affected the tendency to professional self-development. Also, inclination with path coefficient (γ = 0.92) has affected professional self-development planning. In addition, path coefficient planning (γ = 0.95) has influenced professional self-development action and practice. Finally, action and practice have affected the professional self-development competencies with path coefficient (γ = 0.83).
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