Designing and validating the educational maturity model of the faculty members and lecturers of Farhangiān University

Document Type : Original Article

Authors

1 Associate Professor of Educational, Management, Fculty of Literature and Humanities, Urmia University, Urmia, Iran

2 Assistant Professor of Educational, Management, Farhangian University, Urmia, Iran

Abstract

The aim of this study was to design and validate the educational maturity model of faculty members and lecturers of Farhangiān University. It was an applied research of exploratory mixed-methods type. The research sample in the qualitative section consisted of 12 specialists in the field of educational maturity (faculty members of Farhangiān University of Tehran, East Azerbāijān, Yazd and West Azerbāijān provinces) who were selected using purposive sampling method. Also, the sample in the quantitative section consisted of 240 professors and faculty members of the Farhangiān University who were selected from among 806 formal and contract instructors of Farhangiān University campuses by random multi-stage cluster sampling method and based on Morgan table. The research instruments included two researcher-made questionnaires on educational maturity of the faculty members. Also, pairwise comparisons were conducted based on the hierarchical analysis process. Content validity was used to assess validity and the reliability of the questionnaire was obtained using Cronbach's alpha coefficient (α = 0.86). The statistical tests including the confirmatory factor analysis, one sample t-test and hierarchical analysis process were used. Findings of the qualitative section included 5 sub-categories of the educational maturity in the form of 1- classroom management, 2- knowledge enhancement, 3- role model, 4- teaching skills, 5- assessment skills, and the validity of the conceptual model was confirmed by the goodness of fit indicators. Also, the field findings showed that the current level of educational maturity of the faculty members of Farhangiān University in terms of categories such as class management, knowledge enhancement and assessment skills was at a relatively desirable level and in terms of the categories of role model and teaching skills, it was in a favorable situation. Based on another finding, the importance of the categories of educational maturity was determined as follows: role model (with a relative weight of 0.394), teaching skills (with a relative weight of 0.384), assessment skills (with a relative weight of 0.364), knowledge enhancement (with Relative weight of 0.354) and class management (with relative weight of 0.350). Finally, the most important practical suggestions of the present study for the managers and staff of Farhangiān University were to have a comprehensive and holistic view towards the educational maturity programs of faculty members and lecturers of this University and to include the educational maturity in the faculty development programs.

Keywords

References

باقرپناهی، س؛ جمشیدی، ل؛ امین‌بیدختی، ع. ا. ‌(۱۳۹۴)، ارزیابی وضعیت موجود و مطلوب برنامه‌های بالندگی سازمانی اعضای هیأت علمی در دانشگاه قم، دومین کنفرانس ملی توسعه پایدار در علوم تربیتی و روان‌شناسی، مطالعات اجتماعی و فرهنگی تهران.
بارزگان، ع؛ حجازی، ی؛ اسحاقی، ف. (1386)، فرایند اجرایی ارزیابی درونی در گروه‌های آموزشی دانشگاهی(راهنمای عملی)، نشر دوران.
خدیوی، ا؛ سیدکلان، س.م. (1397)، بررسی عوامل تاثیرگذار برکیفیت تدریس دردانشگاه فرهنگیان؛ مطالعه موردی: پردیس‌های استان اردبیل، فصلنامه مطالعات آموزشی و آموزشگاهی، 7(18)، 70-39.
رضایی، ع. م. (1385). بالندگی سازمانی و شاخص‌های سنجش آن. دوماهنامه توسعه انسانی پلیس، 3(7)، 87-63.
فرهی‌بوزنجانی، ب؛ عابدی‌جعفری، ح؛ مهدوی، م. (1387). طراحی و تبیین الگوی توسعۀ منابع انسانی(استادان دانشگاه) مبتنی بر نگرش فطرت‌گرا و توسعۀ ارتباطات چهارگانه، فصلنامه پژوهش‌های مدیریت منابع انسانی، 1(1)، 50-19.
کارکوب، ز. (1393). بررسی رابطه بین ادراکات آموزگاران دبستان‌های شهر اهواز نسبت به بالندگی سازمانی در آموزش و پرورش و حمایت سازمان از بالندگی در تدریس. پایان‌نامه کارشناسی ارشد مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز.
محب‌زادگان، یو؛ پرداخت‌چی، م.ح؛ قهرمانی، م؛ فراستخواه، م. (1395)، اعتبارسنجی الگوی بالندگی اعضای هیات‌علمی دانشگاه‌های شهرتهران، فصلنامه آموزش و توسعه منابع انسانی، 3(10)، 94-73.
هماینی‌دمیرچی، ا؛ محجوب عشرت‌آبادی، ح؛ مهری، دا؛ وثوقی‌نیری، ع. (1395)، ارزیابی وضعیت بالندگی اعضای هیات علمی و ارائه راهکارهای مطلوب برای ارتقاء آن، فصلنامه مدیریت نظامی، 16(61)، 59-29 .
Schindler, A.-K; Seidel, T; Böheim, R; Knogler, M; Weil, M; Alles, M & Gröschner. A. (2021). Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development. Teaching and Teacher Education, 100. https://doi.org/10.1016/j.tate.2021.103281.
Bergquist, W. H., & Phillips, S. R. (1977). A handbook for faculty development. V2, Washington DC: The Council of the Advancement of Small Colleges.
Cooper, C.L., Quick, J.C., Quick, J.D., & Gavin, J.H. (2006). Strength of character: exceptional leadership in a crisis. In R. Burke & C.L. Cooper (Eds), Inspiring Leaders, 272–295. London: Rutledge, Taylor and Francis.
Dehghani, S; Gharooni, A; & Arabzadeh, A. (2014). Staff Empowerment, Entrepreneurial Behaviors and Organizational Efficiency in Iranian Headquarter Education. Social and Behavioral Sciences, 109, 1130 – 1141.
Grant, M. (2005). Faculty development in community colleges: A model for Part-time faculty, to improve the academy: Resources for faculty. Instructional and Organizational Development, 23(6), 284-298.
Lieberman, M. J., & Wilkins, E. A. (2006). The professional development pathways model: From policy to practice. Kappa Delta Pi Record, 42(3), 124-128.
Mclean, M., Cilliers, F., & Van Wyk, J. (2008). Faculty development: Yesterday, today and tomorrow. Medical Teacher, 30(6), 555-584.
Noben, I; Folkert Deinum, J; M.E, Irene; Douwes-van, & A; Hofman, A. (2021). How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions?. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2020.100966.
POD Network (Professional and Organizational Development Network in Higher Education, (2013). http://www.podnetwork.org/faculty
Redmon, K. D. (2012). Effectiveness of Faculty Development Programs from the Perceptions of Faculty Member at the Selected Illinois Community Colleges. Doctoral Thesis, Illinois University, Department of Educational Administration and Foundations.
Ross, J. A., & Bruce, C. (2007).Professional development effects on teacher efficacy; Results of randomized field trial. The Journal of Educational Research, 101(1), 50-60.
Stanley, Christine A. (2001). The Faculty Development Portfolio: A Framework for Documenting the Professional Development of Faculty Developers. Innovative Higher Education, 26(1), 23-36.

Files

History

  • Receive Date: 09 December 2020
  • Revise Date: 18 April 2021
  • Accept Date: 05 April 2021

Share

How to cite

Statistics