الكفاءة الذاتية وعلاقتها بالدافعية للانجاز لدى أساتذة التكوين المهني دراسة ميدانية ببعض مراكز التكوين المهني لمدنتي تقرت ورقلة

Résumé: The present study aimed to know the relationship between Self-efficacy and achievement motivation to The teachers of professional formation Where it was relying on the descriptive approach in the study and basing on this It has been asking the The general question : is there a positive correlation relationship between self-efficacy and achievement motivation among professional formation teachers? following questions: 1. Is there a relationship between self-efficacy and achievement motivation among teachers of Professional formation? 2. Are there significant differences between the Professional formation teachers in self-efficacy due to qualification? 3. Are there significant differences between the Professional formation teachers in self-efficacy due to, years of experience? 4. Are there significant differences between the Professional formation teachers in self-efficacy due to Gender? 5. What level of achievement motivation among Professional formation teachers? After identifying the problematic study, the hypotheses were as follows: The general hypotheses: There is a positive correlation relationship between self-efficacy and achievement motivation among Professional formation teachers. Partial hypotheses: 1. There were statistically significant differences between the teachers of professional formation in self-efficacy due to qualification. 2. There were statistically significant differences between the Professional formation teachers in self-efficacy due to, years of experience 3. There were statistically significant differences between the vocational training teachers in self-efficacy due to Gender 4. Achievement motivation level of teachers professional formation is high. Measurement tools: To achieve the objectives of the study, It has been relying on two tools: 1. self-efficacy scale for SchwarzertranslateJamilSamerRadwan 1997). 2. Motivation achievement Scale, prepared by Harmenz 1975 and was translated into Arabic by Farouk Abdel Fattah, 1981. It was Verified of Reliability and validity of the scales, It has been applied to a sample of 100 professors in some professional formation centers in Touggourt and Ouargla and found the following results: 1. There is a correlative relationship between self-efficacy and achievement motivation among teachers professional formation 2. There is no statistically significant differences in self-efficacy among professional formation teachers by gender variable (male and female) 3. There is no statistically significant differences in self-efficacy among professional formation teachers by educational qualification variable (middle school, secondary, university) 4. There is no statistically significant differences between the professional formation teachers in self-efficacy due to years of work experience 5. The level of Self-efficacy among professional formation teachers is high

Publié dans la revue: