Effective components of teachers’ professionalism in viewpoints of various stakeholders
نویسندگان
1 Department of Medical Education, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran,
2 Center for Healthcare Data Modeling, Department of Biostatistics and Epidemiology, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
3 Industrial Diseases Research Center, Occupational Medicine Department, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
doi
چکیده
BACKGROUND: The teacher must conduct educational responsibilities in the best way by observingthe ethical principles to meet students’ educational needs. The aim of the study was to investigate themain factors of professionalism among faculty members from the viewpoints of various stakeholdersincluding learners, peers, and educational officials, as well as the components were assessed fromthe viewpoints of the stakeholders.MATERIALS AND METHODS: This was a descriptive analytical study conducted in two phases. Inthe first phase, a questionnaire was developed and validated to assess the professional behaviorof faculty members. In the second phase, the evaluation of the teachers’ professional behavior wasdone from the viewpoint of various stakeholders, including learners, middle and senior educationmanagers and peers. The participants were faculty members from 10 schools enrolled in the studyby census (n = 427). To extract the factors that constitute professional behavior in faculty members,exploratory factor analysis was used. Data were summarized using descriptive indices (mean,standard deviation, and percent). Exploratory factor analysis (EFA) was used to extract the factorsthat constitute professional behavior in faculty members. Data was analyzed by using SPSSsoftware (version 23.0).RESULTS: In the first phase, the questionnaire with 11 items was developed. The validity and reliabilityof the tool was confirmed. The mean (SD) of the faculty members’ scores was 4.54(±0.34), with aminimum score of 2.33 and a maximum score of 5.00. The highest scores of faculty members werereported in the items of “altruism to colleagues and students” and the lowest scores were relatedto “feedback seeking and feedback acceptance”. Professional behavior was categorized under twodomains: accountability to professional duties and adherence to professional values. Fifty percentof the participants followed the adherence to professional values (P = 0.22), but less than 50% ofthe individuals followed the adherence to professional duties significantly (P = 0.002).CONCLUSION: The results of the present study showed that adherence to professional duties was lowin faculty members. Assessment of individuals’ adherence in these two domains showed that facultymembers’ compliance in the domain of accountability to professional duties was significantly lower.
