Predicting Self-Efficacy based on Professional Ethics and Professional Development

IF 0.7 Q4 COMPUTER SCIENCE, HARDWARE & ARCHITECTURE

International Journal of Embedded Systems Pub Date : 2021-02-01 DOI:10.52547/IJETHICS.2.4.28

Mohammad Khaki Najafabadi, S. Aroufzad, M. Mostahfezian, Mahdi Navidadham

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引用次数: 0

Abstract

Background: Today, teachers' self-efficacy is one of the most important issues in education. On the other hand, studies have shown that ethics and professional development play an important role in self-efficacy. Therefore, the aim of the present study was to predict self-efficacy based on professional ethics and professional development. Method: The method of the present study was descriptive-correlation and applied in terms of purpose. The statistical population was all student-teachers of Farhangian University of Isfahan province in the academic year 2009-2010. Based on Morgan and Krejcie (1990) table, 150 people were selected as a research sample by random sampling method. The research instruments were Martin (2003) Teacher self-efficacy questionnaire, Petty professional ethics questionnaire (1995) and professional development questionnaire, the reliability of which was 0.86 with Cronbach's test. Descriptive statistics (frequency, percentage and mean) were analyzed by Spss26 software and inferential statistics (structural equations) were analyzed by Amos24 software. Results: Data analysis showed that the path coefficient of professional development with self-efficacy is equal to 0.54 and professional ethics with self-efficacy is 0.69 (P <0.05). Also, about 0.76 of the changes in the criterion variable, i.e. self-efficacy, can be explained by "professional development" and "professional ethics." Conclusion: It can be concluded that professional ethics and professional development have a significant relationship with self-efficacy and therefore it is necessary to pay more attention to the ethics and professional development of student physical education teachers.

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基于职业道德与职业发展的自我效能感预测

背景:教师自我效能感是当今教育领域最重要的问题之一。另一方面，研究表明，道德和专业发展在自我效能感中起着重要作用。因此，本研究的目的是基于职业道德和专业发展来预测自我效能感。方法:本研究采用描述性相关分析方法，目的一致。统计人群均为2009-2010学年伊斯法罕省法尔汉吉安大学在校师生。根据Morgan and Krejcie(1990)的表格，采用随机抽样的方法选取150人作为研究样本。研究工具为Martin(2003)教师自我效能感问卷、Petty职业道德问卷(1995)和专业发展问卷，经Cronbach检验信度为0.86。描述性统计(频率、百分比、平均值)采用Spss26软件进行分析，推理统计(结构方程)采用Amos24软件进行分析。结果:数据分析显示，职业发展与自我效能的路径系数为0.54，职业道德与自我效能的路径系数为0.69 (P <0.05)。此外，约0.76的标准变量，即自我效能感的变化可以用“专业发展”和“职业道德”来解释。结论:学生体育教师的职业道德和专业发展与自我效能感有显著的关系，因此有必要对学生体育教师的职业道德和专业发展给予更多的关注。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Embedded Systems COMPUTER SCIENCE, HARDWARE & ARCHITECTURE-

CiteScore

2.50

自引率

41.70%

发文量

期刊介绍： With the advent of VLSI system level integration and system-on-chip, the centre of gravity of the computer industry is now moving from personal computing into embedded computing. Embedded systems are increasingly becoming a key technological component of all kinds of complex technical systems, ranging from vehicles, telephones, audio-video-equipment, aircraft, toys, security systems, medical diagnostics, to weapons, pacemakers, climate control systems, manufacturing systems, intelligent power systems etc. IJES addresses the state of the art of all aspects of embedded computing systems with emphasis on algorithms, systems, models, compilers, architectures, tools, design methodologies, test and applications.