درک و تجربه اعضای هیأت علمی از فرایند آشناسازی بدواستخدام و روزهای اول کار

نوع مقاله: مقاله پژوهشی

نویسندگان

دانشگاه کردستان

چکیده

هدف پژوهش حاضر توصیف درک و تجربه‌ی اعضای هیئت علمی از فرایندهای بدو استخدام و روزهای اول کار در دانشگاه بود. روش مطالعه‌ی حاضر آمیخته اکتشافی بوده است. در بخش کیفی پژوهش از روش پدیدارشناسی توصیفی و برای تحلیل داده‌های آن از روش کلایزی استفاده گردید. در بخش کمی روش توصیفی‌پیمایشی به اجرا درآمد. جامعه‌ی مورد مطالعه، تمامی اعضای هیئت علمی تمام‌وقت دانشگاه کردستان بودند. تعداد افراد مشارکت‌کننده در بخش کیفی 27 نفر که به‌صورت نمونه‌گیری هدفمند و با حداکثر تنوع انتخاب شدند و در بخش کمّی نیز با استفاده از نمونه‌گیری تصادفی طبقه‌ای 140 نفر از اعضای هیئت علمی دانشگاه انتخاب شدند. جمع‌آوری اطلاعات در بخش کیفی، با استفاده از پروتکل مصاحبه‌ی نیمه‌ساخت‌یافته صورت گرفت و در بخش کمّی از یک پرسش‌نامه‌ی محقق‌ساخته که از نتایج بخش کیفی استخراج شده بود استفاده گردید. یافته‌های برآمده از بخش کیفی در هشت مضمون: تجارب خوش‌آیند، تجارب ناخوش‌آیند، تنش و اضطراب، حمایت و پشتیبانی عاطفی، توجیه مقدماتی، آشناسازی، ادغام درون‌سازمانی و آموزش مهارت‌های حرفه‌ای دسته‌بندی شد. نتایج بخش کمّی نیز نشان داد که مهم‌ترین دغدغه‌های اعضای هیئت علمی در اوایل کار، عدم پذیرش توسط همکاران و دلهره‌آوربودن و دشواری تدریس است. همچنین درباره‌ی برنامه‌های آشناسازی، مهم‌ترین اولویت اعضای هیئت علمی مربوط به آشنایی با تسهیلات معیشتی دانشگاه و مقررات مالی است.

کلیدواژه‌ها


عنوان مقاله [English]

Experience and Understanding of University of Kurdistan’s Faculty Members From Their Induction Training Process And First Days Of Work

چکیده [English]

The present study aimed to describe the University of Kurdistan faculty members’ understanding and the lived experience from their induction training process and first days of work. The approach of the study was an exploratory mixed method. The Phenomenological description method and Colaizzi’s data analysis techniques was used. The main population of the study was all University of Kurdistan faculty members in 2013 academic year. The number of participants in the qualitative sample was 27 whom were selected from diverse purposefully sampling. In the quantitative section by a random stratified sample totally 140 members of the faculty have been selected. Semi-structured interviews and a researcher–made questionnaire were applied for gathering qualitative and quantitative data. The eight themes derived from the qualitative data: pleasant experience, unpleasant experiences, stress and anxiety, emotional support, justification and the introduction, internal organizational integration and professional skills. The results of the quantitative data show that the main concern of faculty member’s first days of work were as: acceptance by colleagues, anxiety and difficulty of teaching. The most priority of the faculty member’s induction program from their views was familiarity with the university facilities and financial regulations.

کلیدواژه‌ها [English]

  • Introduction process
  • First days of work
  • introductory explanation
  • induction
  • Phenomenology

دعایی، حبیب اله (1386). مدیریت منابع انسانی نگرش کاربردی، مشهد: انتشارات بیان هدایت نور.

صانعی، اشرف السادات و نیک بخت نصرآبادی، علیرضا (1382). روش­شناسی تحقیقات کیفی در علوم پزشکی، تهران: انتشارات برای فردا.

صباغیان، زهرا و اکبری، سهیلا (1389). آموزش جامع سازمانی (با رویکرد آموزش بزرگسالان)، تهران: انتشارات سمت.

گال، مردیت؛ بورگ، والتر و گال، جویس (2005). روش تحقیق کمّی و کیفی در علوم تربیتی و روان‌شناسی، ترجمه‌ی نصر و همکاران (1386) تهران: انتشارات دانشگاه شهید بهشتی.

محمدپور، احمد (1389). روش در روش، درباره‌ی ساخت معرفت در علوم انسانی، تهران: انتشارات جامعه‌شناسان.

میرسپاسی، ناصر (1377). مدیریت منابع انسانی و روابط کار نگرشی راهبردی، تهران: انتشارات میر.

Alvenfors, A. (2010). Introduction - Integration? On the Introduction Programs’ Importance forthe Integration of New Employees, Retrieved from: http:// urn.kb.se/ resolve?urn= urn:nbn: se: his:diva-4281.

American Federation of Teachers. (2001). Beginning Teacher Induction: The Essential Bridge. http:// www.aft.org /edissues/downloads /New Teach _Induct.pdf.

Arends, R. & Regazio-Digilio, A. (2000). Beginning Teacher Induction: Research andExamples of Contemporary Practice. (ERIC Document Reproduction ServiceNo. 450074).

Bartell, C. A. (2005). Cultivating High-Quality Teaching Through Induction and Mentoring. Thousand Oaks, CA: Corwin Press.

Boreen, J., Johnson, M., Niday, D., & Potts, J. (2000). Mentoring Beginning Teachers: Guiding, Reflecting, and Coaching. York, ME: Stenhouse Publishers.

Bosamata, J. (2011). Induction Experiences of Beginning Secondary Teachers in Solomon Islands. University of Waikato.

Creswell, J.W. (2003). Research Design; Qualitative. Qualitative & Mixed Method Approaches (Second edition). Sage Publications London: New Delhi.

Chapman, A. (2005). Induction Training Design Guide and Free Induction. Retrieved from: www.businessballs.com.

CharleSton-Cormier, P. A. (2006).Novice Teachers’ Perceptions of Their First Year Induction Program in Urban Schools. Texas A & M University.

Digwamaje, O.B. &Assan, T.B. (2012). Nature and Characteristics of the Induction Program for Primary School Principals in the North West Province, South Africa. Anthropologist, 14(4), 269-277.

Feiman-Nemser, S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Practice. Teachers College Record, 103 (6), 1013–1055.

Fideler, E. F., & Haselkorn, D. (1999). Learning the Ropes: Urban Teacher InductionPrograms and Practices in the United States. Belmont, MA: Recruiting New Teachers, Inc.

 

Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. (2001). Working in Special Education: Factors that Enhance Special Educators' Intent to Stay. Exceptional Children, 67, 549-567.

Griffin, C.C., Winn, J.A., Otis-Wilborn, A., & Kilgore, K.L. (2003). New TeacherInduction in Special Education. (COPSSE Document Number RS-5).Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.

Hall, A. (2003). ManagingUniversities and Colleges: Guides to Good Practice. Open University Press.

Hellsten, L. M,. Prytula, M.P., Ebanks,A.& Lai, H. (2009). Teacher Induction: Exploring Beginning Teacher Mentorship. Canadian Journal of Education, 32, (4), 703-733.

Horn, P. J., Sterling, H. A., & Subhan, S. (2002). Accountability Through "Best Practice"Induction Models. Paper Presented at the Annual Meeting of the AmericanAssociation of Colleges for Teacher Education, New York.

Hudson, S. & Beutel, D.A and Hudson, P. B. (2007). A Program for Beginning Teachers' Perceptions of their Induction into Teaching. InternationalJournal of Practical Experiences in Professional Education, 10(2), 1-7.

Huling-Austin, L. (1986). What can and cannot Reasonably be Expected from Teacher Induction Programs. Journal of Teacher Education, 37 (1), 2-5.

Ingersoll,R& Strong,M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Education Research, 81(2), 201-233.

Johnson, S., & Birkeland, S. (2003). The Schools that Teachers Choose. EducationalLeadership, 60 (8), 20-24.

Johnson, S., Kardos, S., Kauffman, D., Liu, E., & Donaldson, M. (2004). The Support Gap: New Teachers’ Early Experiences in High-Income and Low-Income schools. Education Policy Analysis Archives, 12 (61), 1-25.

Jorissen, K. (2002). 10 Things a Principal can do to Retain Teachers. Principal Leadership(Middle School Ed.), 3 (1), 48-54.

Kempen, M.E. (2010). Guidellines for an Effective Staff Induction Progrmme at a Special School in Gauteng: A Case Study. University of South Africa.

Khamis, M. (2000). The Beginning Teacher. In S. Dinham & C. Scott (Eds.), Teaching in Context. Camberwell, VIC.: ACER.

Lawson, H. A. (1992). Beyond the New Conception of Teacher Induction. Journal ofTeacher Education, 43, 163-172.

Main, S. A. (2008). An Analysis of Beginning Teacher Support in Low-Socioeconomic New Zealand Primary Schools. University of Auckland.

McCormack, R. S. (2001). Is it Just Natural? Beginning Teachers' Growth in Reflective Practice. Issues in Teacher Education, 10, 55-66.

Moir, E., & Gless, J. (2001). Quality Induction: An Investment in Teachers. TeacherEducation Quarterly, 28 (1), 109-114.

Moon Merchant, V.V.(2005). A Longitudinal Trend Study of a University-Based Teacher Induction Program:Observable Behaviors of Urban Teachers and their Perceptions. Texas A&M University.

Morrison, K. J. (2010). The Effects of Induction, Mentoring and Local School Culture on Retention of Beginning Special Education Teachers. George Mason University.

Moskowitz, J., & Stephens, M. (1997). From Students of Teaching to Teachers of Students: Teacher induction around the Pacific Rim. Washington, DC: AsiaPacific Economic Cooperation by the U.S. Department of Education.

 

Moustakas, C. E. (1994). Phenomenological Research Methods. Thousand Oaks, CA: Sage Publications.

Patton, Michael. Quinn. (2002). Qualitative Research and EvaluationMethods. London: Sage. Straus, Anselm & Corbin, Juliet. (1990). Basics of qualitative research. London: Sage.

Ramsey, G. (2000). Quality Matters--Revitalizing Teaching: Critical Times, CriticalChoices. Sydney, NSW, Australia: New South Wales Teacher Education &Training.

Rapport, F. & Wainwright, P. (2006). Phenomenology as a Paradigm of Movement,Nursing Inquiry, 13(3), 228-236.

Richin, R., Banyon, R. (2003). Induction: Connecting Teacher Recruitment to Retention. Thousand Oaks, CA: Corwin Press.

Seda, O & Bilge, B. (2011). A Review of Novice Teachers’ Relationships Among their Colleagues, Peers and Administrators Studies: Aims, Methodologies, General Knowledge Claims and Suggestions. Western Anatolia Journal of Educational Sciences. Turkey ISSN 1308-8971.

Seo, S., Bishop, A. G., & Langley, L. K. (2004). Special Educator Supply and Teacher Quality: The Critical Role of Teacher Induction. Paper Presented at the Annual Meeting of the Council for Exceptional Children, New Orleans, LA.

Smith, T. M. & Desimone, L.M. & Porter, A., Mcgraner, K. & Taylorhaynes, K. (2013). Vanderbilt University Learning to Teach: An Agenda for Research on the Induction and Mentoring of Beginning Teachers. National Society for the Study of Education 111(2), 219–247.

Stansbury, K. (2002). What new teachers need? Leadership, 30 (3), 18-21.

Sweeny, B. (2001). Induction Models. Retrieved October 14, 2004, from http:// teachermentors.com.

Stephen, G. (2003). Transformations: A World of Home hemodialysis. Health Care, 38(2):29-50.

Wischkaemper, B. M. (2005). A Comparative Case Study of the Principal’s Role in New Teacher Induction. Texas Tech University: Unpublished thesis of Educational Leadership.

Wong, H. (2005). New Teacher Induction: The Foundation for Comprehensive, Coherent, andSustained Professional Development. Retrieved 26 December, 2013 from: http://imoberg.com/files/unit_A_Ch.3_-_Breaux_Wong_excerpt.pdf.