مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

تحلیل عوامل مؤثر بر سواد چندفرهنگی معلمان در نظام آموزشی عمومی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.
2 دانشجوی دکتری فلسفه تعلیم و تربیت، دانشگاه پیام نور، تهران، ایران.
3 کارشناس ارشد تحقیقات آموزشی، دانشگاه پیام نور، تهران، ایران.
چکیده
پژوهش حاضر با هدف تحلیل عوامل مؤثر بر سواد چندفرهنگی معلمان به ‌روش توصیفی-پیمایشی انجام شد. جامعه‌ی آماری شامل 850 معلم با سابقه‌ی بیش از ۱۵ سال در شهرستان قوچان بود که بر اساس جدول کرجسیمورگان، 262 نفر به ‌صورت تصادفی طبقه‌ای انتخاب شدند. ابزار گردآوری داده‌ها، پرسشنامه‌ای محقق‌ساخته بود که پایایی آن با ضریب آلفای کرونباخ (83/0) تأیید شد. داده‌ها با استفاده به‌ کمک تحلیل عاملی اکتشافی، با محاسبه‌ی واریانس تبیین‌شده و بار عاملی مؤلفه‌ها، تحلیل شدند. یافته‌ها نشان داد که ۵۱ گویه از مؤلفه‌های پژوهش، بار عاملی بالاتر از 4/0 دارند و در قالب شش عامل دسته‌بندی می‌شوند. این عوامل در مجموع بیش از ۵۵٪ از واریانس کل سواد چندفرهنگی را تبیین می‌کنند. این عوامل عبارت‌اند از آموزش‌های مقدماتی و مستمر چندفرهنگی؛ آگاهی، نگرش و عملکرد چندفرهنگی؛ به‌کارگیری عناصر فرهنگی در زندگی شخصی و کاری؛ رعایت هنجارهای فرهنگی و پرهیز از تبعیض فرهنگی؛ ترویج چندفرهنگی و توجه اسناد بالادستی به سواد چندفرهنگی. بر اساس یافته‌ها، ارتقای سواد چندفرهنگی معلمان مستلزم فراهم‌سازی زیرساخت‌های آموزشی در دانشگاه فرهنگیان، تداوم آموزش‌ها پس از استخدام، ارزیابی شایستگی‌های چندفرهنگی در ابعاد فردی و شغلی و لحاظ نمودن رویکردهای تشویقی چندفرهنگی در بخشنامه‌های داخلی و اسناد بالادستی است.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

An Analysis of Factors Affecting Multicultural Literacy of Teachers in the Iranian Public Education System

نویسندگان English

Mahdi Mahmodi 1
Peyman Sadafi 2
Zahra NikKhah 3
1 Associate Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
2 PhD Student in Philosophy of Education, Payame Noor University, Tehran, Iran.
3 MA in Educational Research, Payame Noor University, Tehran, Iran
چکیده English

The present descriptive-survey study aimed to identify the factors influencing teachers' multicultural literacy. The population comprised 850 teachers with over 15 years of experience in Ghochan County, of whom 262 were selected through stratified random sampling based on the Krejcie-Morgan table. Data were collected using a researcher-made questionnaire, with reliability confirmed by Cronbach's alpha (α = 0.83). Exploratory factor analysis was employed to compute explained variance and factor loadings. Findings revealed that 51 items demonstrated factor loadings above 0.4, which were categorized into six factors that collectively accounted for over 55% of the total variance in multicultural literacy. These factors include: (1) preliminary and ongoing multicultural training; (2) multicultural awareness, attitudes, and practices; (3) integration of cultural elements into personal and professional life; (4) adherence to cultural norms and the prevention of cultural discrimination; (5) the promotion of multiculturalism; and (6) attention to multicultural literacy in high-level policy documents. Based on these results, enhancing teachers' multicultural literacy requires establishing educational infrastructure in Farhangian University, providing continuous in-service training, evaluating multicultural competencies in both individual and professional dimensions, and incorporating incentive-based multicultural approaches into internal regulations and national policy documents.

کلیدواژه‌ها English

Culture
Multicultural Literacy
Subculture Education
Teachers
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