ارائه مدلی برای ارتقا صلاحیت های حرفه ای مشاوران آموزشی در ارائه خدمات به دانش آموزان مقطع متوسطه اول (مطالعه موردی: آموزش پرورش شهر تهران)

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشگاه آزاد اسلامی واحد علوم تحقیقات تهران

2 دکتری مدیریت آموزشی، دانشیار دانشگاه آزاد اسلامی واحد علوم تحقیقات تهران

3 دکتری تخصصی پزشکی اجتماعی، استادیار مدعو دانشگاه آزاد اسلامی واحد علوم تحقیقات تهران

4 دکتری مدیریت آموزش عالی، دانشیار دانشگاه آزاد اسلامی واحد علوم تحقیقات تهران

10.52547/mpes.2022.226083.1153

چکیده

هدف: این تحقیق با هدف ارائه مدلی برای ارتقاء صلاحیت های حرفه ای مشاوران آموزشی در ارائه خدمات به دانش آموزان مقطع متوسطه اول انجام شد.
مواد و روش ها: روش پژوهش حاضر، توصیفی و از نوع اکتشافی و از حیث رویکرد، ترکیبی (کیفی-کمی) بود. در بدو کار در بخش کیفی مبتنی بر بازنگری ادبیات تحقیق و مصاحبه های اکتشافی، ابعاد و مولفه ها شناسایی و در بخش کمی با بهره گیری از پرسشنامه، نسبت به جمع آوری داده ها اقدام شد. جامعه و نمونه تحقیق در بخش کیفی شامل کسب نظرات خبرگان حوزه مشاوره با استفاده از شیوه نمونه گیری غیر احتمالی هدفمند و در بخش کمی شامل کلیه مشاوران مناطق 19 گانه شهر تهران فعال در مدارس دخترانه و پسرانه در مقطع متوسطه اول با استفاده از روش نمونه گیری چند مرحله ای بود. همچنین روش تحلیل داده‌ها در بخش کیفی، با استفاده از روش تحلیل تم و در بخش کمی، اطلاعات موجود در پرسشنامه ها با استفاده از نرم‌افزارهای آماری متناسب در سطح اطمینان 95 درصد تحلیل شدند.
بحث و نتیجه گیری: یافته های بدست آمده از تحلیل داده های کیفی نشان داد که 4 بعد و 18 مولفه مربوطه می توانند مدل تحقیق را شکل دهند. بطوریکه بعد مهارت های فنی فرد مشاور، 4 مولفه: مهارت های مساله یابی و حل مساله،مهارت های یادگیری و یاددهی فرد مشاور،مهارت های دانشی فرد مشاور و مهارت های پژوهشی فرد مشاور را در بر می گیرد. بعد ویژگی های شخصیتی فرد مشاور، 6 مولفه: شامل مسوولیت پذیری و وجدان کاری فرد مشاور، پایبندی به ارزش های اخلاقی و انسانی فرد مشاور، ابتکار، ایده پردازی و خلاقیت فرد مشاور، تلاش، سعد صدر و بردباری فرد مشاور، ریسک پذیری فرد مشاور، تطبیق پذیری و سازگاری فرد مشاور را در بر می گیرد. بعد مهارت های مدیریتی فرد مشاور، 3 مولفه: مهارت های برنامه ریزی و مدیریت زمان فرد مشاور، مهارت های مرتبط با رصد محیط پیرامونی، مهارت های تصمیم گیری را در بر می گیرد و نهایتا بعد مهارت های روان شناختی فرد مشاور، 5 مولفه: مهارت ارتباطی و تعاملاتی فرد مشاور، مهارت های اعتمادسازی و اقناع سازی، مهارت های انگیزش بخشی، مهارت های شناختی مشاور و مهارت های آگاهی بخشی را در بر می گیرد. از طرف دیگر یافته های آزمون مدل تحقیق نشان داد 4 بعد شناسایی شده فوق، می توانند واریانس صلاحیت های حرفه ای مشاوران در ارائه خدمات به دانش آموزان مقطع متوسطه اول را تببین نمایند.

کلیدواژه‌ها


عنوان مقاله [English]

Providing of a model for improving the professional competencies of educational counselors in providing services to first high school students (Case study: Tehran Education)

نویسندگان [English]

  • Monireh Sharifi 1
  • Afsaneh Zamanimoghadam 2
  • Akhtar Jamali 3
  • Hamideh Reshadatjo 4
1 PhD student in Educational Management, Islamic Azad University Science and Research Branch
2 PhD in Educational Management, Associate Professor, Islamic Azad University Science and Research Branch
3 PhD in Social Medicine, Visiting Assistant Professor of Islamic Azad University Science and Research Branch
4 PhD in Educational Management, Associate Professor, Islamic Azad University Science and Research Branch
چکیده [English]

Objectives: The aim of this study was to providing of a model for improving the professional competencies of educational counselors in providing to first high school students.
Materials and Methods: The present study was descriptive and in terms of type, exploratory and in terms of approach, it was a mixed (qualitative-quantitative).At the first, in the quality part based on the review of research literature and exploratory interviews, dimensions and components were identified and in a quantity part, using a questionnaire, data were collected. population and sample of research in the qualitative part including obtaining the opinions of experts in the field of counseling using targeted non-probabilistic sampling method and in the quantitative part including all counselors in 19 districts of Tehran active in girls and boys schools in the first secondary school using Multi-stage sampling. Also, the data analysis in the qualitative part, using the theme analysis and in the quantitative part, the information in the questionnaires was analyzed using appropriate statistical software at a 95% confidence level.
Discussion and Conclusion: Findings obtained from the analysis of qualitative data showed that 4 dimensions and 18 relevant components can form the research model. So that the technical skills of the consultant, 4 components: problem-solving and problem-solving skills, learning and teaching skills of the consultant, knowledge skills of the consultant and research skills of the consultant. Personality traits of the consultant, 6 components: including responsibility and work conscience of the consultant, adherence to the moral and human values of the consultant, initiative, ideation and creativity of the consultant, effort, patience of the consultant, risk-taking the counselor includes the flexibility and adaptability of the counselor. Dimensions of the consultant's management skills, 3 components: planning and time management skills of the consultant, skills related to environmental monitoring, decision-making skills, and finally the psychological skills of the consultant, 5 components: The counselor's communication and interaction skills include trust and persuasion skills, motivational skills, counselor cognitive skills, and awareness skills. On the other hand, the test findings of the research model showed that the above four identified dimensions can well explain the variance of the professional competencies of counselors in providing services to junior high school students at the 95% confidence level.

کلیدواژه‌ها [English]

  • Professional competence
  • educational consultants
  • Education

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