Providing a structural model of professional self-development for faculty members
Subject Areas :Mitra Sadeghi Tabar 1 , nadergholi ghorchian 2 , parivash jafari 3 , Amir Hossein Mohammad Davoudi 4
1 - PhD Student, Faculty of Management and Economics, University of Science and Research, Tehran, Iran
2 - Professor, Department of Educational Management, Faculty of Management and Economics, University of Research Sciences, Tehran, Iran
3 - Associate Professor, Department of Educational Management, Faculty of Management and Economics, University of Science and Research, Tehran, Iran
4 - Associate Professor, Department of Educational Management, Faculty of Humanities, Islamic Azad University, Saveh Branch, Saveh, Iran
Keywords: professional self-development, faculty members, universities,
Abstract :
The present study aimed to provide a structural model of professional self-development of faculty members. The research method was descriptive-correlation and structural equations. The study population consisted of all faculty members of Tehran, Shahid Beheshti and Allameh Tabatabai universities, 3460 people, which was determined using random sampling method and with the help of Morgan table, 346 people. To collect the data, a researcher-made professional self-development questionnaire with reliability (α = 0.97) was used, which examines 5 dimensions of professional self-development. The results of analysis with the help of LISREL software and structural equation modeling analysis showed that the professional self-development structural model of faculty members has five key dimensions including professional self-development competencies, professional self-development action and implementation, professional self-development planning, professional self-development tendency and professional self-development effective factors. Which has a good fit with the data. The results showed that the effective factors with path coefficient (γ = 0.52) affected the tendency to professional self-development. Also, inclination with path coefficient (γ = 0.92) has affected professional self-development planning. In addition, path coefficient planning (γ = 0.95) has influenced professional self-development action and practice. Finally, action and practice have affected the professional self-development competencies with path coefficient (γ = 0.83).
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