Volume 4, Issue 4 (December 2022)
IEEPJ 2022, 4(4): 252-259 |
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Nesari K, Rahmani J, Sharifi Rad G. (2022). Examining a Professional Competency Model for Teachers in the E-Learning Environment. IEEPJ. 4(4), 252-259. doi:10.52547/ieepj.4.4.252
URL: http://ieepj.hormozgan.ac.ir/article-1-628-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-628-en.html
1- PhD student in Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
2- Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran ,0384459@gmail.com
3- Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
2- Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran ,
3- Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
Abstract: (1145 Views)
The current study aimed to provide a model of professional competency of teachers in the e-learning environment. The research method was correlational, and the data was analyzed using structural equation modeling. The statistical population included all male and female elementary school teachers in Qom city that 375 of whom were selected by stratified random sampling method. Data were collected using a researcher-made questionnaire. The validity and reliability of the questionnaire was evaluated at a satisfactory level. Results of confirmatory factor analysis indicated that seven dimensions of professional competency of teachers in the e-learning environment were confirmed. According to the results, these dimensions include educational (pedagogical), social, evaluation, technological, organizational, ethical and individual dimensions. Also, the model fit indices showed that the research model benefited from a good fit. Correspondingly, the model of professional competence of teachers in the electronic learning environment includes seven dimensions and 16 components. The findings can be used in the design of plans to improve the professional competence of teachers in e-learning environments.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/07/24 | Accepted: 2022/10/6 | Published: 2022/12/1
Received: 2022/07/24 | Accepted: 2022/10/6 | Published: 2022/12/1
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