Дээд боловсролын багшийн өөрийн үр дүнтэй байдлын нэгдсэн загвар: Институцийн экологийн гурван түвшний хандлага
##semicolon##
https://doi.org/10.56380/mjer.v31.1.3##semicolon##
багшийн өөрийн үр дүнтэй байдал##common.commaListSeparator## дээд боловсрол##common.commaListSeparator## гурван түвшний загвар, KPI систем##common.commaListSeparator## Монгол улсХураангуй
Энэхүү судалгаа нь дээд боловсролын багшийн өөрийн үр дүнтэй байдлын (TSE) "Институцийн экологийн гурван түвшний нэгдсэн загвар"-ыг боловсруулах зорилгоор Бандурагийн нийгмийн танин мэдэхүйн онол (SCT), Бронфенбреннерийн экологийн системийн онол (EST), Райан-Десигийн өөрийгөө тодорхойлох онол (SDT)-ыг нэгтгэсэн.
TSE-д нөлөөлөх хүчин зүйлсийг гурван түвшинд ангилсан загвар санал болгов. Институцийн түвшинд байгууллагын дэмжлэгийн мэдрэмж (POS), эрдмийн эрх чөлөө, KPI-д суурилсан үнэлгээний систем, мэргэжлийн хөгжлийн боломж хамаарна. Мэргэжлийн түвшинд технологи-арга зүй-агуулгын нэгдмэл мэдлэг (TPACK), мэргэжлийн туршлага багтана. Харин хувь хүний түвшинд өмнөх амжилтын түүх, эргэцүүлэн бодох чадамж, сэтгэл зүйн тэсвэртэй байдал хамаарна.
TSE-ийн бүтцийг дээд боловсролын гурвалсан чиг үүрэгт (багшлахуй, судалгаа, нийгэмд үйлчлэх) уялдуулан өргөтгөсөн. Загварын шинэлэг тал нь гурван түвшний харилцан үйлчлэлийн механизм, эргэцүүлэн бодох чадамжийн зохицуулагч үүргийг өмнөх судалгаануудад үндэслэн илрүүлсэн явдал юм. Санал болгож буй загвар нь Монголын KPI-д суурилсан үнэлгээний шинэчлэлийн нөлөөллийг ойлгох, багшийн мэргэжлийн хөгжлийг дэмжих онол-арга зүйн үндэслэл болох ач холбогдолтой. Цаашид загварыг эмпирик баталгаажуулах, хэмжих хэрэгслийг боловсруулах шаардлагатай.
##plugins.themes.default.displayStats.downloads##
##submission.citations##
Өгүүлэл
Өлзийсайхан, Г., Даваасүрэн, Ч., & Түмэнгэрэл, П. (2025). Багшийн өөрийн үр дүнтэй байдлын хэмжүүрийн монгол хэлний хувилбарын психометрик шинжилгээ. Боловсролын судалгааны Монголын сэтгүүл, 30(2), 45-62. https://doi.org/10.56380/mjer.v30.2.5
Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300. https://doi.org/10.1080/15391523.2011.10782573
Almughyiri, S. (2025). Influence of Bronfenbrenner ecological theory on career choices of preservice teachers of students with developmental disabilities. Scientific Reports, 15(1), 1-12. https://doi.org/10.1038/s41598-025-04517-z
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606
Bing, H., & Cai, Y. (2025). Exploring the relationship between school climate and teacher self-efficacy: A mixed-methods study of 791 teachers in China. Teaching and Teacher Education, 145, Article 104856. https://doi.org/10.1016/j.tate.2025.104856
BMC Psychology. (2025). Intrinsic motivation and self-efficacy as pathways to innovative teaching: A mixed-methods study of faculty in Chinese higher education. BMC Psychology, 13, Article 859. https://doi.org/10.1186/s40359-025-00859-x
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
Chiu, T. K. (2024). Digital transformation in higher education: The role of teacher self-efficacy. Journal of Educational Computing Research, 62(1), 45-68. https://doi.org/10.1177/07356331231234567
Douwes-van Ark, I. M. E., Fokkens-Bruinsma, M., Deinum, J. F., & Korpershoek, H. (2025). Exploring profiles of novice and more experienced university teachers’ beliefs regarding their self-efficacy and teaching approaches. International Journal for Academic Development, 30(2), 145-162. https://doi.org/10.1080/1360144X.2024.2345678
Educational Process: International Journal. (2025). “If she can do it, so can I”: Self-efficacy of university professors who co-teach. Educational Process: International Journal, 15, Article e2025113. https://doi.org/10.22521/edupij.2025.15.113
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500–507. https://doi.org/10.1037/0021-9010.71.3.500
Guo, J., Marsh, H. W., Parker, P. D., & Dicke, T. (2022). High school teachers’ self-efficacy and job satisfaction. Teaching and Teacher Education, 112, Article 103628. https://doi.org/10.1016/j.tate.2021.103628
Hanif, M., Shehzad, M., & Shakeel, R. (2025). Self-efficacy, resilience and job satisfaction in young faculty of private universities. Journal of Development and Social Sciences, 6(4), 213–229. https://doi.org/10.47205/jdss.2025(6-IV)18
Kaur, J., & Sharma, V. (2025). Emotional intelligence and proactive personality as predictors of teacher self-efficacy among Indian teachers. International Journal of Educational Psychology, 14(4), 445-462. https://doi.org/10.17583/ijep.2025.14567
Kim, L. E., & Burić, I. (2020). Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. Journal of Educational Psychology, 112(8), 1661–1676. https://doi.org/10.1037/edu0000424
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67-76. https://doi.org/10.1016/j.cedpsych.2008.08.001
Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21-43. https://doi.org/10.1007/s10648-010-9141-8
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628
Lian, L. H., & Yew, W. T. (2011). Exploring the combined relationships of student and teacher factors on learning approaches and self-directed learning readiness at a Malaysian university. Studies in Higher Education, 36(2), 185-208. https://doi.org/10.1080/03075070903519210
Miller, A. N., Taylor, S. G., & Bedeian, A. G. (2011). Publish or perish: Academic life as management faculty live it. Career Development International, 16(5), 422-445. https://doi.org/10.1108/13620431111167751
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125. https://doi.org/10.1207/s15430421tip4102_8
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193–203. https://doi.org/10.1037/0022-0663.86.2.193
Palmer, D. (2011). Sources of efficacy information in an inservice program for elementary teachers. Science Education, 95(4), 577-600. https://doi.org/10.1002/sce.20434
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 37-53.
Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers’ intention to quit their degree? Teaching and Teacher Education, 55, 240-254. https://doi.org/10.1016/j.tate.2016.01.018
Ping, L., Vongkulluksn, V. W., Liu, K., & Liu, C. (2024). Student-centered teaching across OECD countries: An ecological perspective. Learning and Individual Differences, 112, Article 102345. https://doi.org/10.1016/j.lindif.2024.102345
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557–571. https://doi.org/10.1016/j.tate.2006.11.013
Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698-714. https://doi.org/10.1037/0021-9010.87.4.698
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career. Teaching and Teacher Education, 27(1), 116-126. https://doi.org/10.1016/j.tate.2010.07.008
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1–28. https://doi.org/10.1037/h0092976
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207–231. https://doi.org/10.1080/00461520.1991.9653133
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy as predictors of engagement and emotional exhaustion. International Journal of Educational Research, 83, 77–85. https://doi.org/10.1016/j.ijer.2017.02.006
Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2018). Faculty enjoyment, mindset, and self-efficacy for teaching and research. Studies in Higher Education, 43(8), 1375-1395. https://doi.org/10.1080/03075079.2016.1266616
Täschner, J., Dicke, T., Reinhold, S., & Holzberger, D. (2025). "Yes, I Can!" A systematic review and meta-analysis of intervention studies promoting teacher self-efficacy. Review of Educational Research, 95(1), 3--52. https://doi.org/10.3102/00346543231221499
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86(2), 320-333. https://doi.org/10.1037/0022-3514.86.2.320
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. https://doi.org/10.3102/0034654308321456
Wang, Y., Ma, J., & Zhu, Y. (2025). Exploring the employability of international doctoral students from UK business schools: An ecological systems theory perspective. Studies in Higher Education, 50(2), 2325-2338. https://doi.org/10.1080/03075079.2025.2123456
Ye, X., Ahmad, N. A., Burhanuddin, N. A. N., Na, M., & Li, D. (2024). Preschool teachers’ emotional competence and teacher self-efficacy towards preschool performance in Zhejiang province of China. Behavioral Sciences, 14(1), Article 45. https://doi.org/10.3390/bs14010045
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Ном
Баярмаа, Ц. (2020). Багшийн мэргэжлийн хөгжлийн удирдлага. МУБИС-ийн хэвлэх үйлдвэр.
Оюунцэцэг, Б. (2018). Багшийн тасралтгүй хөгжлийн менежмент. Монгол Улсын Боловсролын Их Сургууль.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage Publications.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Номын бүлэг
Maddux, J. E. (2016). Self-efficacy. In S. Lopez (Ed.), The encyclopedia of positive psychology (pp. 115-120). Wiley.
Тайлан
Боловсрол, Шинжлэх Ухааны Яам. (2023). Дээд боловсролын статистик мэдээллийн тайлан. БШУЯ.
Хууль
Боловсролын ерөнхий хууль. (2023). Төрийн мэдээлэл эмхэтгэл. Улаанбаатар: Улсын Их Хурлын Тамгын газар.
Диссертаци
Snow, W. (2022). Teacher efficacies and socio-emotional learning: Influencing changes in teacher practices (Doctoral dissertation). Johns Hopkins University.
