بررسـی رابطه خویشتن‌شناسی و عزت‌نفس با خودکارآمدی شغلی معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، رشته تحقیقات آموزشی، دانشگاه شهیدمدنی، تبریز، ایران.

2 دانشجوی دکتری تخصصی مشاوره، گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

3 گروه آموزش روان‌شناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران.

10.48310/edup.2026.21675.1449

چکیده

پیشینه و اهداف: در دنیای امروز که نظام‌های آموزشی با چالش‌های گوناگونی روبه‌رو هستند، توجه به متغیرهای روان‌شناختی مانند خویشتن‌شناسی، عزت‌نفس و خودکارآمدی شغلی بیش از پیش اهمیت یافته است. بنابراین، پژوهش حاضر با هدف بررسی رابطه خویشتن‌شناسی و عزت‌نفس با خودکارآمدی شغلی معلمان شهر مشکین‌شهر بود.

روش‌ها‌: روش این پژوهش توصیفی از نوع همبستگی بود. جامعه‌ی آماری تمامی معلمان مدارس مشکین‌شهر در سال‌تحصیلی 1400-1399 به تعداد 1988 نفر و نمونه‌ی آماری تعداد 322 نفر بودند که با استفاده از فرمول کوکران و به شیوه نمونه‌گیری تصادفی ساده انتخاب شدند. ابزار پژوهش سه نوع پرسشنامه خودکارآمدی شغلی ریگز و نایت، خویشتن‌شناسی دیوید وتن و کیم کامرون و عزت‌نفس روزنبرگ بود.

یافته‌ها: نتایج تحقیق حاضر نشان داد که بین عزت‌نفس و خویشتن‌شناسی با خودکارآمدی شغلی رابطه‌ی مثبت و معناداری وجود دارد. نتایج آزمون رگرسیون چندگانه نیز نشان داد که خودکارآمدی شغلی از طریق عزت‌نفس و خویشتن‌شناسی معنادار و قابل پیش‌بینی است.

نتیجه‌گیری: نتایج بیانگر آن است که مهارت‌های عزت‌نفس و خویشتن‌شناسی برای معلمان امری مهم و ضروری است که منجر به خودکارآمدی شغلی در معلمان می‌گردد و خویشتن‌شناسی سهم بیشتری در افزایش خودکارآمدی شغلی معلمان را داشته است. این مهارت‌ها به معلمان کمک می‌کند تا درک عمیق‌تری از توانایی‌ها، ارزش‌ها و اهداف خود به دست آورند و در مواجهه با چالش‌های شغلی، اعتمادبه‌نفس و ثبات بیشتری نشان دهند. در نتیجه، معلمانی که از عزت‌نفس و خویشتن‌شناسی بالاتری برخوردارند، عملکرد مؤثرتری در کلاس درس داشته و روابط سازنده‌تری با دانش‌آموزان برقرار می‌کنند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigation Relationship Between Self-Knowledge and Self-Esteem with Teachers' Job Self-Efficacy

نویسندگان [English]

  • Hedayat Faezeh 1
  • Mohammadreza Noroozi Homayoon 2
  • Amirreza Alimohammadi 3
1 M.A. Student in Educational Research, Shahid Madani University, Tabriz, Iran.
2 Ph.D. Candidate in Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
3 Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
چکیده [English]

Objective: The aim of this study was to investigate the relationship between self-knowledge and self-esteem with job self-efficacy of teachers in Meshkinshahr.

Method: The method of this research was descriptive-correlational. The statistical population of all teachers of Meshkinshahr schools in the academic year 1399-1400 was 1988 people and the statistical sample was 322 people who were selected using Cochran's formula and simple random sampling. The research instruments were three types of Rigs and Knight job self-efficacy questionnaire, David Whetten and Kim Camerons selfawareness questionnaire and Rosenberg self-esteem.

Results: The results of the present study showed that there is a positive and significant relationship between self-esteem and self-knowledge with job self-efficacy. The results of multiple regression test also showed that job self-efficacy is significant and predictable through self-esteem and self-knowledge.

Conclusion: Self-esteem and self-knowledge skills are important and necessary for teachers and lead to teachers' job self-efficacy; and self-knowledge has played a greater role in increasing teachers' job self-efficacy.

کلیدواژه‌ها [English]

  • Self-knowledge
  • Self-esteem
  • self-efficacy
  • Job self-efficacy
  • Teacher
Alibakhshi, M., & Barkat, G. (2016). The relationship between organizational culture and managers’ efficiency in Seydoun city schools in the 2015–2016 academic year. 2nd National Conference on Modern Management Sciences and Cultural-Social Planning of Iran, 1–12.
Baghaeian, M. (2011). The relationship between perceived parenting styles, self-esteem, and procrastination [Master’s thesis, Allameh Tabataba’i University].
Bandura, A. (2002). Social foundations of thought and action. In D. F. Marks (Ed.), The health psychology reader (pp. 94–106). Sage Publications.
Borhani, S., Dehghani, M., & Samadi, P. (2017). The effect of spiritual intelligence and teacher's self-efficacy on their teaching styles with different demographic characteristics in Roodbar city. New Educational Approaches, 12(1), 25–45.
Burnet, S., & Wright, K. (2002). The relationship between connectedness with family and self-esteem in university students. Department of Sociology, Furman University.
Dehghani, M., Javadipour, M., & Islamdost, S. (2015). The relationship between metacognitive and self-efficacy of teachers and their professional qualifications. Applied Psychological Research Quarterly, 5(4), 51–68.
Dithole, K. S., Thupayagale, G., Akpor, O. A., & Moleki, M. M. (2017). Communication skills intervention: Promoting effective communication between nurses and mechanically ventilated patients. BMC Nursing, 16, 74–86. https://doi.org/10.1186/s12912-017-0251-3
Forootan, M. R., Ahadi, H., Askari, P., Sahebi, A., & Pishghadam, K. (2020). The effectiveness of musical poetry performance on self-esteem and hope among dysthymic depressed individuals. Psychological Sciences, 19(91), 865–874.
Freeman, H., & Almond, T. (2009). Predicting adolescent self-differentiation from relationships with parents and romantic partners. International Journal of Adolescence and Youth, 15(1–2), 121–143. https://doi.org/10.1080/02673843.2009.9748072
Ghanji, H. (2002). Personality evaluation: Questionnaires. Tehran: Savalan Publication.
Ghorbani, N., Christopher, J., & Watson, P. (2010). Comparative analysis of integrative self-knowledge, mindfulness, and private self-consciousness in predicting responses to stress in Iran. International Journal of Psychology, 45(2), 147–154.
Ghorbani, N., Watson, P. J., Yi, J., & Hargie, M. B. (2008). Self-knowledge: Correlations and incremental validity of a cross-cultural measure in Iran and the United States. Journal of Psychology: Interdisciplinary and Applied, 142, 395–412.
Ghanbari,S. , Norollahee,S. and jabbarizohd,F. (2024). The effect of organizational justice on job well-being of teachers mediated by job autonomy among elementary teachers. Psychological Researches in Management, 10(3), 135-160.
Khedmati, Hassan, Behrangi, Mohammad Reza, & Sorani Yanchasmeh, Reza. (2023). Designing a training andlearning management model that empowers employees. Applied Educational Leadership, [in Persian] 4(3), 19-36.
Kazemi, Y. (2020). The role of teachers in students’ academic progress process. 1st National Conference on Applied Research in Educational Processes, Minab.
Khosravi, M., & Qazalbash, S. (2021). A comparative study of self-esteem and social anxiety among first- to fourth-year nursing students. Educational Strategies in Medical Sciences, 13(6), 579–587.
Klassen, R. M., & Klassen, J. R. L. (2018). Self-efficacy beliefs of medical students: A critical review. Perspectives on Medical Education, 7(2), 76–82.
Kaki, H., Khayali, F., Karimidoost, R., & Naemi, H. (2025). Analysis of the relationship between teachers’ teaching styles and classroom discipline. Quarterly Journal of Strategic Research in Education, 3(64), 161–185.
Mirsafian, H. (2018). Role of perceived organizational image on staff's change management in sport organizations of Isfahan, with mediating emotional intelligence. Journal of Human Resource Management in Sport, 4(2), 275–287.
Nasir, M., Mydin, A. A., & Abdullah, A. G. K. (2023). Empowering teachers: A catalyst for elevating teaching effectiveness in the Maldives. International Academic Research Journal of Social Science, 9(2), 56–85.
Onen, A. S., & Ulusoy, F. M. (2015). Investigating the relationship between pre-service teachers’ self-esteem and stress coping attitudes. Procedia – Social and Behavioral Sciences, 186, 613–617. https://doi.org/10.1016/j.sbspro.2015.04.090
Orth U, Robins RW. Is high self-esteem beneficial? Revisiting a classic question. Am Psycho
Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers’ intention to quit their teaching degree? Teaching and Teacher Education, 55, 240–254. https://doi.org/10.1016/j.tate.2016.01.018
Pritchard, M. (2010). Does self-esteem moderate the relation between gender and weight preoccupation in undergraduates? Personality and Individual Differences, 48(2), 224–227. https://doi.org/10.1016/j.paid.2009.10.016
Rajabi, G., & Bahlouli, N. (2007). Reliability and validity assessment of the Rosenberg Self-Esteem Scale among first-year students at Shahid Chamran University. Educational and Psychological Research, 3(2), 33–48.
Rasouli, A., Karami, F., & Tajik, L. (2019). The relationship between job adaptability based on job self-efficacy and personality traits and job mediation. Job and Organizational Counseling, 11(3), 49–66.
Razaghpour, A., Panahi, R., Shafaee, M., Mafi, M., & Dehghan-kar, L. (2021). The relationship between self-esteem and self-efficacy among nursing students in Qazvin: A cross-sectional study. Health in the Field Quarterly, 8(4), 34–44.
Rostami, M., Ghazlseflo, M., Mohamadlo, H., & Ghorbaniyan, E. (2014). Predicting mental health based on self-compassion, identity, and student self-esteem. Journal of Counseling and Psychotherapy, 15(4), 30–44.
Sakellari, E., Psychogiou, A., Georgiou, M., Papanidi, M., Vlachou, V., & Sapountzi-Krepia, D. (2018). Exploring religiosity, self-esteem, stress, and depression among students of a Cypriot university. Journal of Religion and Health, 57(1), 136–145.
Shariat, A., Ghazanfari, A., Yarmohammadian, A., Solati, K., & Chorami, M. (2020). The effectiveness of Gestalt therapy on depression, self-differentiation, integrative self-knowledge and positive psychological characteristics in the elderly. Aging Psychology, 6(3), 249–267. https://doi.org/10.22126/jap.2020.5573.1456
Swanepoel, S., Botha, P. A., & Rose-Innes, R. (2015). Organizational behavior: Exploring the relationship between ethical climate, self-efficacy, and hope. Applied Business Research, 31(4), 1409–1424.
Tsai, C. C., Ho, H. N. J., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757–769.
Xu, X. F., Huebner, S., & Tian, L. (2020). Profiles of narcissism and self-esteem associated with comprehensive mental health in adolescents. Journal of Adolescence, 20(1), 275–287. https://doi.org/10.1016/j.adolescence.2020.02.010
Yegi, R. (2017). Alienation: New orientations in critical theory (A. Tadin, Trans.). Tehran: World of Economics Publications.
Zarghami-Hamrah, S. and Ahmadi-Hedayat, H. (2025). Rethinking the Role of the Teacher: From Architect of Education to Realistic Collaboration with Artificial Intelligence. Journal of Philosophical Investigations, 19(52), 301-320.
https://doi.org/10.22034/jpiut.2025.67502.4119
Zee, M., Koomen, H. M. Y., Jellesma, F. C., Geerlings, J., & de Jong, P. F. (2016). Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55, 39–56. https://doi.org/10.1016/j.jsp.2015.12.003