fa واکاویی رابطه خودکارآمدی معلم و تدریس نوآورانه با نقش میانجی انگیزه تدریس و فرسودگی عاطفی مدیریت آموزش در آموزش عالی managing education in higher education كاربردي Applicable <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">پژوهش حاضر با هدف واکاوی رابطه خودکارآمدی معلم و تدریس نوآورانه با نقش میانجی انگیزه تدریس و فرسودگی عاطفی اساتید هیئت علمی دانشگاه ارومیه انجام گردیده است.</span></span></span> <span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">روش پژوهش توصیفی </span></span></span><span lang="FA" style="font-size:12.0pt"><span majalla="" sakkal="" style="font-family:"><span style="color:black">&ndash;</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"> همبستگی از نوع معادلات ساختاری است. جامعه آماری شامل کلیه اساتید زن و مرد دانشگاه ارومیه که 217 نفر به عنوان نمونه آماری به وسیله جدول گرجسی-مورگان و بصورت تصادفی نسبی، جهت مطالعه انتخاب شدند. ابزار پژوهش شامل پرسشنامه&shy; های خودکارآمدی معلم، فرسودگی عاطفی، انگیزه تدریس، و تدریس نوآورانه بودند. </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">پس</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">از تایید</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">روایی</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">صوری</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">و</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">محتوایی</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">ابزارهای</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">پژوهش</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">توسط</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">متخصصان روایی</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">سازه از طریق </span></span></span>&nbsp;<span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">تحلیل</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">عاملی</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">تائیدی مرحله اول و پایایی ابزار پژوهش از ضریب آلفای کرونباخ&nbsp; که به ترتیب 0/91، 0/79، 0/80 و 0/77 محاسبه گردید. </span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">برای تجزیه و تحلیل داده &shy;ها از نرم افزار </span></span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">SPSS26</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">&nbsp; و </span></span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">SmartPls3</span></span></span> <span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">استفاده شد.</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black"> نتایج نشان داد که، انگیزه تدریس و </span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">خودکارآمدی معلم بر تدریس نوآورانه تاثیر مستقیم، مثبت و معناداری و&nbsp; فرسودگی عاطفی بر تدریس نوآورانه تاثیر منفی و معناداری دارند. در رابطه خودکارآمدی معلم و تدریس نوآورانه انگیزه تدریس و فرسودگی عاطفی نقش میانجی داشت. لذا </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">پیشنهاد می&shy;شود </span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"><span style="color:black">برای بکارگیری بیشتر اساتید از تدریس نوآورانه در دانشگاه&shy;ها باید _&shy;تقویت خودکارآمدی معلم و انگیزه تدریس آنان بیشتر مورد توجه قرار گیرد.</span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The aim of the study is </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">a</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">analyzing the relationship between teacher self-efficacy and innovative teaching with the mediating role of teaching motivation and emotional exhaustion among faculty members of Urmia University. The research method is descriptive-correlation type of structural equations. The statistical population consisted of all Urmia University faculty members, 217 of whom were selected as a</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> statistical sample using the Georgia-Morgan table and by relative randomness for study.</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> Research Tools </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">i</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">includes Teacher&#39;s Self-efficacy questionnaire, Emotional exhaustion questionnaire, Teaching Motivation questionnaire, and Innovative Teaching questionnaire. After confirming the formal and content validity of the research tools by the experts, the validity of the structure through the confirmatory factor analysis at the first stage and the reliability of the research tool from Cronbach&#39;s alpha coefficient which is 0.91, 0.79, 0.80, and 0.77 was calculated respectively. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Data was analyzed by SPSS26 and SmartPls3. </span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The results showed that self-efficacy and teaching motivation had direct, positive and significant and Emotional exhaustion had a direct, negative and significant impact on innovative teaching. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Therefore, it is suggested that in order to use innovative teaching more in universities by faculty members, more attention should be paid to the strengthening of their teacher self-efficacy and teaching motivation.</span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span><br> &nbsp; خودکارآمدی معلم, انگیزه تدریس, فرسودگی عاطفی, تدریس نوآورانه, اساتید دانشگاه Self-efficacy, Emotional exhaustion, Teaching motivation, Innovative teaching, Faculty members. 53 70 http://journalieaa.ir/browse.php?a_code=A-10-1293-1&slc_lang=fa&sid=1 Mahdi Alizadeh Aghdam مهدی علیزاده اقدم mahdializadeh137878@gmail.com 10031947532846006261 10031947532846006261 No Urmia university دانشگاه ارومیه Mohammad Hasani محمد حسنی mhs_105@yahoo.com 10031947532846006262 10031947532846006262 Yes Urmia university دانشگاه ارومیه