Developing a Measurement Model of Micro- and Macro-Standards of Farhangian University Teacher-Students’ Professional Development

• Main Authors: وحیده کاشی نهنجی, علیرضا اسفندیاری مقدم, نصراله عرفانی
• Format: Article
• Language: fas
• Published: Shahid Beheshti University 2020-10-01
• Series: مشاوره شغلی و سازمانی
• Subjects: توسعه حرفه‌ای، دانشجو-معلمان، دانشگاه فرهنگیان (تربیت معلم)، مدل‌ توسعه حرفه‌ای
• Online Access: http://jcoc.sbu.ac.ir/article/view/27685

The study aimed to develop a measurement model of micro- and macro-standards of teacher-students’ professional development in Farhangian University, previously termed as Teacher Training College, in the west of Iran. The statistical sample of this correlational factor analysis consisted of 1080 subjects chosen from 1500 teacher-students of all courses studying in the west of Iran’s branches of Farhangian University and having passed mentoring courses. The instrument was a professional development questionnaire developed on the basis of New Jersey Teacher Professional Development Questionnaire (2014). The research measurement model relates the variables of professional development mico- and macro-standards to the latent variables and is confirmed by Smart PLS2 software. The study of the model revealed that the reliability measures of all micro- and macro-constructs were above the proposed value (.6), indicating the reliability and internal consistency of the model. The AVE values of all constructs were measured to be more than the accepted value of .5. In addition, the results showed that the factor loading of all items were above the proposed value of .7, suggesting the convergent validity of the model. Fornell and Larker test indicated that the model has divergent validity. Consequently, it can be claimed that the model enjoys validity and reliability. It is worthy of note that the model showed appropriate goodness-of-fit. The comparison of the results with those of the literature focusing on the six components of content, knowledge content, learner and learning, school leadership, teaching practice and professional responsibility revealed that the proposed model with four macro components and 11 micro components is more comprehensive than the previously-developed models. More specifically, the promotion of professional knowledge, skill and attitude among teachers is better treated in the current model. Finally, one of the benefits of the present study is the development of a standard professional development for teacher-students in Farhangian University.