نقش سواد برنامه‌ریزی درسی در عملکرد شغلی معلمان با میانجی ‌گری جهت‌گیری تدریس

پژوهش حاضر با هدف تعیین نقش سواد برنامه ریزی درسی در عملکرد شغلی معلمان با میانجی‌گری جهت‌گیری تدریس انجام شد. طرح پژوهش، کمی و روش مورد استفاده، توصیفی- پیمایشی بود. جامعه آماری شامل معلمان مدارس مقطع متوسطه اول شهرستان بابل که تعداد آن‌ها 1229 نفر بود و بر اساس جدول مورگان 291 با روش نمونه‌گیری طبقه ای نسبتی انتخاب شدند. ابزارهای پژوهش؛ پرسشنامه سواد برنامه ریزی درسی نوربخش(1391)، عملکرد شغلی پترسون (1992) و جهت‌گیری تدریس ساموئلوویچ (1999) و پایایی پرسشنامه ها بر اساس ضریب آلفای کرونباخ به ترتیب 0.87، 0.86 و 0.91 بوده است. نتایج تحلیل داده‌ها نشان داد، بین سواد برنامه‌­ریزی درسی و عملکرد شغلی معلمان در سطح 0.01 معنادار است. همچنین بین مقیاس‌های سواد برنامه ریزی درسی و مقیاس تدریس محور معنادار نمی‌باشد اما با مقیاس یادگیری محور معنادار به دست آمد. بین جهت‌گیری تدریس و عملکرد شغلی نیز رابطه معناداری مشاهده شد و سواد برنامه‌ریزی درسی از طریق ابعاد جهت‌گیری تدریس (یادگیری محور و تدریس محور) با عملکرد شغلی رابطه دارد. در نهایت نتایج نشان داد مدل اثرگذاری پژوهش دارای برازش لازم است. با توجه به نتایج می‌توان نتیجه‌گیری نمود که جهت ارتقای عملکرد شغلی معلمان باید سواد برنامه ریزی درسی و جهت‌گیری تدریس آن‌ها توسط سازمان‌ آموزش و پرورش مورد توجه قرار گیرد.

the role of curriculum literacy in teachers’ job performance mediated by teaching orientation

in today’s world, the success of organizations directly depends on the effective use of human resources. in fact, it can be said that great organizational changes originate from the unlimited intellectual capabilities of human beings. on the other hand, the &performance& of each person in any situation, indicates his insight and awareness of a particular situation or issue. performance means achieving and completing the goals, tasks or tasks of the organization. performance is seen as a degree of cognition of goals and shows that any individual, group or unit of work can achieve their goal through it. performance is an action or behavior that is related to the purpose of the organization and can be measured based on an individual’s competence such as individual participation. job performance is the behavior or action of an individual towards specific tasks that he or she must be aware of as an employee. job performance is the set of job-related behaviors that individuals display. also, performance is defined as activities that are normally part of a person’s job and activities and should be done. in another definition, job performance is defined as the organizational value of an employee’s job behaviors at different times and job situations. organizational value is an estimate of the activities and services of its employees, such as doing a job with a good working relationship with other employees. in educational organizations, due to its sensitivity and infrastructure, the discussion of evaluation and attention to teacher performance is of particular importance, so that every year teacher performance is measured and compared based on specific worksheets. the survival and efficiency of educational systems depend on the diverse knowledge and expertise, abilities and skills of human resources, especially teachers. the more prepared, competent and capable teachers are, the more they will contribute to improving the efficiency of systems. more broadly, teachers’ job performance is defined as their contribution to the achievement of educational goals and objectives. while in some studies it is limited to teaching behavior. however, the job performance of teachers applies not only to the classroom or school, but to all the environments in which students are present. therefore, the job performance of teachers can be considered multidimensional. these dimensions include lesson preparation, education, student evaluation, commitment, extracurricular activities, effective supervision and supervision, effective leadership, motivation and discipline, educational, professional, personal characteristics, classroom management, taking into account students’ individual differences continuous use of motivational tools, teaching style and method, finding solutions to problems and guiding students.