ارزشیابی وضعیت صلاحیت‌های حرفه‌ای معلمان از دیدگاه مدیران ابتدایی استان مرکزی

روش پژوهش حاضر توصیفی بوده که به صورت پیمایشی انجام شده است. جامعه آماری شامل مدیران مدارس دولتی ابتدایی استان مرکزی بود. حجم نمونه طبق جدول جرسی و مورگان 103 نفر برآورد شد که با روش نمونه‌گیری تصادفی طبقه‌ای با انتساب نسبی انتخاب شدند. به منظور گردآوری داده‌ها پرسشنامه محقق ساخته صلاحیت‌های حرفه‌ای معلمان استفاده شد. روایی صوری پرسشنامه توسط تعدادی از پاسخ‌دهندگان و روایی محتوایی پس از بررسی چهار تن از اساتید متخصص حوزه صلاحیت‌های حرفه‌ای مورد تایید قرار گرفت. پایایی پرسشنامه از طریق ضریب آلفای کرونباخ 0.98 محاسبه شد. تجزیه و تحلیل داده‌ها با استفاده از آمار توصیفی و استنباطی شامل آزمون دوجمله‌ای و فریدمن صورت گرفت. نتایج نشان داد وضعیت موجود صلاحیت‌های حرفه‌ای معلمان در تمام مولفه‌ها بالاتر از حد متوسط است. توزیع نمرات بر روی پیوستار صلاحیت‌های حرفه‌ای نشان داد 96% از معلمان در طیف دارای صلاحیت و 04% از معلمان در طیف فاقد صلاحیت قرار می‌گیرند. نتایج رتبه‌بندی ابعاد صلاحیت‌های حرفه‌ای معلمان نشان داد بعد اخلاق حرفه‌ای، بعد شخصی، بعد بین فردی و بعد تخصصی از لحاظ اولویت‌بندی به ترتیب در رتبه اول تا چهارم قرار دارند.

Evaluation of professional competences of elementary teachers "from the perspective of administrators" in Markazi province

Education has the most important task in developing knowledge and informing people by providing an appropriate educational environment. This can only be achieved when the education system has the most competent and deserving people to fulfill its mission. Therefore this study has been done by the purpose of evaluating the professional competences of elementary teachers "from the perspective of administrators" in Markazi province. The research method base on the purpose is applied and base on the data collection is quantitative in descriptive type which has been done as a survey method. The statistical population consisted of elementary school administrators of Markazi province. Stratified random sampling method with appropriate (relative) assignment was used for sampling. School districts of Arak, Komijan and Mahalat were selected as the sample. According to the Jersey and Morgan table of 141 school administrators, 103 administrators were considered as the sample of the study. The data collection tool was a researchermade questionnaire of teachers’ professional competences under the supervision of three professors in four areas: personal (14 items), interpersonal (6 items), specialized (29 items) and professional ethics (17 items). The face validity of the questionnaire was confirmed by a number of respondents and the content validity was confirmed after examining by four professional professors. The reliability of the questionnaire was calculated by Cronbach’s alpha coefficient using SPSS software. The coefficient alpha of the total questionnaire was 0.98, personal dimension 0.96, interpersonal dimension 0.95, professional dimension 0.97 and professional ethics dimension 0.96. Questionnaires were distributed to 60 percent of the teachers in each school. In order to be random and noninterfering with the teacher’s taste in teacher selection and on the other hand to keep the name of the teacher confidential, the researcher selected the number of teachers from the school staff’s absence note book as a code and placed these codes on the questionnaires. In this case, the school administrator by visiting the attendance notebook knew which teacher completed the questionnaire, while the researcher had only the code in question. After distributing all questionnaires and receiving them, 405 questionnaires were finally received, out of which 50 administrators in one district (244 questionnaires), 27 administrators in Komijan city (101 questionnaires) and 13 administrators in Mahallat city (60 questionnaires) were completed and delivered. Data were analyzed using descriptive and inferential statistics including binomial and Friedman tests. The results showed that the status of teachers’ professional competences were above average. Distribution of scores on the continuum of professional competences showed that 96% of teachers were in the range of competent teachers and 04% of teachers were in the range of incompetent teachers. Teachers who are not qualified as a result of assessments are considered as incompetent teachers. In fact the mean score of the questionnaire that is less than 3.5 shows that that teacher does not have a minimum acceptable level of professional competence for teaching. Although the professional competences of elementary teachers in Markazi province are at a desirable level, should not neglect the 04% incompetent teachers. It may seem that 04% is not significant, but it has been carefully realized that this is a significant number and requires seriousness and diligence in managing incompetent teachers. According to the latest statistics from the Ministry of Education’s Communication and Information Technology Statistics Center in 1398, 358,000 elementary teachers are teaching students in the education system. According to the Director General of Primary Education, the average student density in primary school classrooms was 28 in 1398. Now, if we multiply the percentage of incompetent teachers by the number of elementary teachers, we get 14,320 incompetent teachers. The 14,320 teachers who are responsible for the education of an average of 28 students every year. That means 400,690 students just in one year. Ignorance of this subject causes educational injustice and overcrowding to thousands of students. Therefore, it is necessary to intelligently design a planned and longterm approach to this important and effective issue. The results of ranking the dimensions of teachers’ professional competences showed that the professional ethics, personal dimension, interpersonal dimension and specialized dimension were ranked first to fourth respectively. However, no matter how much the teachers have the necessary personal competences, but they are poor scientifically and professionally, they will not be effective. The most important suggestions and strategies for improving the status of teachers’ professional competences are: 1: It is suggested that teachers’ professional competences be determined in a comprehensive and accurate methods and employment of teacherstudent be done based on specified indicators. 2:  In addition, careful consideration is needed in employing and training school principals. Given the key and important role of school administrators, it is imperative that individuals with highlevel skills and abilities be in charge of this task. Therefore, in this regard, competent and highly qualified persons should be responsible for school administration. 3: It is suggested that the education system design a system of evaluation of teachers’ performance based on professional competences and based on this accurately evaluate and assess the degree of competence.  4: The education system needs serious attention to the issue of teachers’ professional competence at all levels of education and society, and there is a strong resolve in all management disciplines to improve the competences of teachers. 5: To coordinate teachers with scientific advances in various fields of education, to adapt to new students’ needs, to develop their knowledge, attitudes and skills, and ultimately to adapt to changing conditions, they must provide the basis for their professional development. Education is one of the tools of teachers’ professional development. Teachers who fail to meet the minimum professional standards of teachers need to be educated in the areas of their weaknesses and shortcomings. It is recommended that specialized training courses, based on the educational needs of teachers be provided with rich content and practical and attractive ways for teachers to develop and empower teachers. 6: It is recommended to empower teachers with careful planning. In this regard, it is suggested that empowerment programs be put on the agenda through educational professionals, colleagues, administrators, and teachers themselves.