مطالعات برنامه درسی

مطالعات برنامه درسی

بررسی وضعیت مطالعه معلمان و تحلیل عوامل مؤثر بر آن

نوع مقاله : مقاله پژوهشی

نویسندگان
گروه علوم تربیتی و مشاوره، دانشکده علوم انسانی، دانشگاه بجنورد، بجنورد، ایران
چکیده
پژوهش حاضر با هدف بررسی وضعیت مطالعه و تحلیل عوامل مؤثر بر آن در میان معلمان خراسان شمالی انجام شد. در این مطالعه توصیفی-پیمایشی، 384 نفر از اعضای جامعه آماری به‌صورت داوطلبانه پرسشنامه‌ای 43 سؤالی را تکمیل کردند. تجزیه و تحلیل داده‌ها نشان داد که معلمان به‌طور متوسط روزانه نیم تا یک ساعت مطالعه دارند و بیشتر از منابع غیرچاپی استفاده می‌کنند. معلمان علاوه بر محتوای درسی، محتوای غیردرسی را نیز مطالعه می‌کنند که در میان آن‌ها موضوعات روان‌شناسی و تربیتی بیشترین سهم را دارند. مهم‌ترین انگیزه معلمان برای مطالعه، افزایش آگاهی و اطلاعات عمومی است. بین میزان مطالعه معلمان از نظر جنسیت، سابقه خدمت و مقطع تدریس تفاوت معناداری مشاهده نشد، اما بر اساس مدرک تحصیلی و محل تدریس تفاوت‌ معناداری وجود داشت. همچنین، از دیدگاه معلمان سهم عوامل بیرونی-ساختاری در ارتقای وضعیت مطالعه بیش از عوامل درونی-شخصی است. یافته‌های این پژوهش می‌تواند به مسئولان آموزش و پرورش در تدوین برنامه‌های عملیاتی برای بهبود وضعیت مطالعه معلمان یاری رساند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Investigating Teachers’ Reading Status and the Factors Affecting It

نویسندگان English

Hadi Abbassi
Hossein Eskandari
Department of Educational Sciences and Counseling, Faculty of Humanities, University of Bojnord, Bojnord, Iran
چکیده English

This study aimed to examine the reading status and analyze the influencing factors among teachers in North Khorasan. In this descriptive-survey research, 384 teachers voluntarily completed a 43-item questionnaire. The data analysis revealed that teachers, on average, read for half an hour to one hour per day, mostly relying on non-print sources. In addition to academic materials, they also read non-academic content, with psychology and education topics being the most frequently studied. The primary motivation for teachers’ reading was to enhance general knowledge and awareness. No significant difference was observed between the amount of teachers' reading in terms of gender, service experience, and teaching level. The average amount of reading of teachers with a master's degree and higher was higher than that of teachers with a bachelor's degree. Also, teachers working in urban schools reported a higher amount of reading than their colleagues in rural schools. Moreover, teachers considered external-structural factors to have a greater impact on improving reading habits compared to internal-personal factors. The findings provide useful insights for educational policymakers to design practical programs aimed at promoting teachers’ reading practices.

کلیدواژه‌ها English

reading
encouraging and inhibiting factors
teachers
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  • تاریخ دریافت 06 مهر 1404
  • تاریخ بازنگری 18 دی 1404
  • تاریخ پذیرش 09 بهمن 1404