نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه علوم تربیتی آموزش ابتدایی دانشگاه فرهنگیان اراک
2 کارشناسی امور تربیتی، دانشگاه فرهنگیان، اراک، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: This study investigates the impact of student-teachers’ sense of belonging to Farhangian University on their social education and its role in shaping professional teacher identity. It explores how belonging contributes to social participation, internalization of educational values, and development of professional attitudes.Method: A descriptive-analytical approach using Structural Equation Modeling (SEM) was applied. Data were collected through two researcher-developed questionnaires: one measuring sense of belonging (31 items across six dimensions), and another assessing social education (12 items across three dimensions). Validity was confirmed through content and construct analysis, and reliability was verified using Cronbach’s alpha (0.84 and 0.81). The statistical population included 2,558 student-teachers enrolled between 2021 and 2024 at Farhangian University in Markazi Province. A sample of 334 participants was selected via simple random sampling. Findings: Results showed that sense of belonging significantly affects professional identity both directly and indirectly through social education. The mediating role of social education was statistically significant. Faculty support, academic engagement, and positive perceptions of the university were key contributors to enhancing both social education and professional identity.Conclusion: Strengthening teacher identity and social education requires supportive structures, opportunities for meaningful participation, and a dynamic, ethical university environment
کلیدواژهها [English]
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