نقش هوش هیجانی در اثربخشی تدریس معلمان درمدارس راهنمایی

محورهای موضوعی : آموزش و پرورش

ویدا فلاحی ¹ (مدرس دانشگاه آزاد اسلامی،گروه علوم تربیتی واحد مرودشت)
کاوه رستمی ² (کارشناس ارشد آموزش دبستانی و پیش دبستانی)

تاریخ دریافت : 1394/09/10 تاریخ پذیرش : 1394/09/10 تاریخ انتشار : 1391/01/01

کلید واژه: هوش هیجانی درآموزش, هوش هیجانی معلمان, اثربخشی تدریس, تدریس اثربخش در مدارس راهنمایی,

چکیده مقاله :

این پژوهش به بررسی رابطه هوش هیجانی معلمان و اثربخشی تدریس و هم‌چنین، پیش بینی اثربخشی تدریس و زیر مقیاس‌های آن به وسیله متغیر هوش هیجانی معلمان می-پردازد. روش پژوهش توصیفی از نوع همبستگی بوده است. نمونه پژوهش شامل 704 نفر از دانش آموزان مدارس راهنمایی و هم‌چنین، 32 نفر از دبیران زن و مرد مدارس راهنمایی شهر شیراز می‌باشند که با روش تصادفی خوشه ای چند مرحله ای انتخاب شدند. ابزار جمع آوری داده‌ها پرسشنامه هوش هیجانی بار- آن با ضریب پایایی 89/0 و ابزار اثربخشی تدریس پاینتا و همر بوده است. اساساً این ابزار اثربخشی تدریس را با روش مشاهده ای می سنجد و دارای سه بعد (حمایت آموزشی، حمایت عاطفی و سازماندهی کلاسی) می‌باشد. برای پایایی این مقیاس ضریب همبستگی بین دو مشاهده مستقل محاسبه و مقدار (85/0 =r) بدست آمده است. افزون بر این ابزار مشاهده‌ای، سعی شد تا عوامل تدریس اثر بخش در سه بعد ذکر شده، با کمک پرسشنامه ای که به وسیله دانش آموزان پاسخ داده می‌شود، انداره گیری گردد که پیش از استفاده، روایی و پایایی آن مورد سنجش قرار گرفته است. پایایی این مقیاس با روش آلفای کرونباخ محاسبه و مقدار (78/0 = α) بدست آمد. جمع کل نمره های بدست آمده از این دو ابزار ( مشاهده ای و پرسشنامه دانش آموزی) به عنوان مبنای اثربخشی تدریس معلمان در نظر گرفته شد. روش آماری مورد استفاده در این پژوهش، ضریب همبستگی و محاسبه ضریب رگرسیون چند متغیری می‌باشد. نتایج بیانگر آن بودند که بین دو متغیر یاد شده رابطه‌ای مثبت وجود دارد و حتی با کنترل متغیرهای سن،‌ جنس و تحصیلات معلمان، فاکتور هوش هیجانی قادر است با قدرت بالایی اثربخشی تدریس معلمان را پیش بینی نماید) 73/0(Beta= و هم‌چنین، رابطه مجزای هوش هیجانی با زیر مقیاس های تدریس اثربخش نشان داد که هوش هیجانی با عامل حمایت عاطفی (,P<.00061/0r=)‌ و حمایت آموزشی (,P<.0542/0=r) به ترتیب بیش‌ترین همبستگی و با زیرمقیاس سازماندهی کلاسی کم‌ترین رابطه را نشان داده است، لذا فرضیه های پژوهش مورد پذیرش قرار گفت. از آنجایی که خوش بختانه هوش هیجانی قابل آموزش می باشد، پیشنهاد می‌شود که در برنامه های درسی تربیت معلم توجه به پرورش هوش هیجانی معلمان بیش‌تر مورد توجه قرار گیرد.

چکیده انگلیسی:

This research explored the relationship between teachers’ emotional intelligence and teaching effectiveness and the predictive power of emotional intelligence for effective teaching. Research method was descriptive-correlational. The sample of this study included 704 students and 32 teachers of secondary school in Shiraz selected through stage cluster sampling. Research instruments were Emotional Quotient Inventory (Bar-On, 1997) and Classroom Assessment Scoring System (CLASS) (Painta & Hamre, 2009). Basically, ClASS evaluates teaching effectiveness through observation and involves three dimensions of educational support, emotional support, and class organization. Its reliability as assessed by test-retest method was 0.85. Teaching effectiveness in terms of these three components was measured using a questionnaire answered by students. Its Cronbach's alpha reliability index was estimated to be 0.78. The mean score of both instruments (observation scale and student questionnaire) was viewed as the index of every teacher’s teaching effectiveness. Data were analyzed employing Pearson correlation and regression analysis. The results indicated that the variables of interest were significantly and positively correlated and even by controlling sex, age, and education EQ could strongly predict effective teaching (Beta=0.73). Furthermore, partial correlation of EQ with subscales of effective teaching revealed that there was a significant relationship between EQ and educational support and emotional support but not class organization. Therefore, the research hypothesis was confirmed. As emotional intelligence is teachable it is suggested that more attention be devoted to its development in teacher training programs.

منابع و مأخذ:

American Psychotherapy. (2007). Emotional Intelligence: transformative

theory and applied model of positive personal change.

www.Americanpsychotherapy.com. (Access in 2010, April)

Askanasy.N.M.&Dasborough,M.T. (2003).Emotional Awareness and

emotional intelligence in leadership teaching. Journal of education for business,

79, 18-22

Bar-on, R. (2000).Emotional and social intelligence: Insights from the

emotional Quotient Inventory (EQ-I). In the Bar-on&J.D.A. Parker(Eds). The

Handbook of Emotional Intelligence, (pp.363-388).San Francisco, CA: Health

system.

Bar-on, R. (2002).Bar- on Emotional Quotient: short Technical manual.

Toronto, Canada: Multi- Health System. 

Bar-on, R. (1997).Bar-on Emotional Quotient Inventory: Technical Manual

Toronto. Multi-Health Systems

Barchard, K.A.(2003).Does emotional intelligence assist in the prediction of

academic success? Educational psychological measurement, 63,840-858

Bracket, M., &mayer, j.D.(2003).Convergent discrimination and incremental

validity of competing measure of emotional intelligence. Personality and social

psychology Bulletin, 29, 1147-1158.

Chan, D. W. (1992). Teachers as clinicians: In adequacies in teacher

education. Education Journal,20, 37-42.

Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy

among Chinese secondary school teachers in Hong Kong. Personality and

Individual Differences, 36, 1781-1795.

Ciarrochi, J.V.,Deane,F.P,and Anderson,S.(2002).Emotional Intelligence

Moderate the relationship between stress and mental health. Personality and

Individual Differences,32.pp.197-209

Class.www.classobservation.com. (Access in 2010, March).

Defabio,A&Palazzeschi,L.(2008).Emotional intelligence and Self-efficacy in

A sample of Italian high school teachers. Social behavior and

Personality,36(3),315-326

DFES.(2003).Developing Children's social, emotional and behavioral skill,

a whole curriculum approach. London, DFES.

Eysenck,M.W.,&Calo.M.G.(1992).Anxiety and performance: the processing

efficiency theory.Cagnative Emotion,6,400-434

Fraser, BJ. (1990). Individualized Classroom Environment Questionnaire.

Melbourne: Australian Council for Educational Research.

Fraser, B.J., Anderson, G.J., & Walberg, H.J. (1982). Assessment of learning

environments: Manual for Learning Environment Inventory (LEI) and My Class

Inventory (3rd versions). Perth: Western Australian Institute of Technology.

Forgas, J.P. (Eds.) (2000) Felling and thinking. The role of affect in social

cognition. Cambridge, Cambridge University Press.

Gathercoal, F.(1993). Judicious discipline. San Francisco, Ca, Caddo Gap

Press.

Goleman, D.(1995).Educational Intelligence: why it can matter than IQ

.London: Bloomsbury.

Gardner, H. Hetch, T. (1989).Multiple Intelligence goes to School,

Educational Research, V.18, and N.8.

Gardner, Howard. (1993).Multiple Intelligence: The Theory in Practice.

New York: Basic Book.

Hargreaves, A.(2001).Emotional Geographies of teaching. Teachers College

Records,103(6),1056-1080 

Hwang, Fei-Fei (2007).The Relationship between Emotional Intelligence and

Teaching Effectiveness.

http://www.tamuk.edu/edu/kwei000/Research/Dissertations.htm

Kaufhold.J.A., & Johnson,L.R (2005).The Analysis of the emotional

intelligence skills and potential problem areas of elementary

educators.Education,125(4),615-626

Kremenitzer, p.J.(2005)The Emotionally Intelligence Early Childhood

Educators: Self-Reflective Journaling. Early Childhood Education

Journal.Vol.33, No.1, August.

Lam, L.T., & Kirby, S.L (2002).Is emotional Intelligence and advantage? An

Exploration of impact of emotional and general intelligence on individual

performance. Journal of Social Psychology, 142,133-143

Lupton,D .(1998).The motional self .London, Sage.

Mayer, J.D; Garuso, D. and Salovey,P.(2001).Emotional Intelligence Meets

Traditional Standards for an Intelligence,Intelligence,27(4),pp.267-98

Mayer, J.D., & Cobb,C.D.(2000).Educational policy on emotional

intelligence: does it make sense?. Educational Psychology Review, 12(2), 163-

183

Mayer, J. D., & Salovey,P.(1997).What is emotional intelligence?.In

P.Salvey& D.Sluyter(Eds). Emotional development and emotional intelligence:

Educational Implication (pp.3-31).New York: Basic Books.

Mayer, J.D.,Salovey,P.,Caruso,D.R.(2004).Emotional Intelligence: Theory,

Findings, and Implications. Psychological Inquiry, vol.15, No.3, 197-215

Moos, RH. & Trickett, EJ. (1974). Classroom Environment Scale: Manual

and Form. R. Palo Alto, CA: Consulting Psychologists Press.

Oately, K. & Jenkins, J.M. (1996).Understanding emotion .Cambridge, MA,

Blackwell.

Ostovar.Soghra, Amirzade .Mandana.(2009).An investigation into the

relationship among emotional intelligence, job satisfaction and organizational

commitment of a private company personnel. Quarterly Journal of New

Approaches in Educational Administration. Vol.1/No.2/Winter 2009.

Palmer,B.,Donaldson,C. And Stough, C.(2002).Emotional intelligence and

life satisfaction. Personality and Individual Differences,33,pp.1091-100

Petrides ,K.V.;Fredrickson,N.and Furnham,A.(2000).The Role of Trait

Emotional Intelligence in Academic Performance and deviant behavior at

school. Personality Individual Difference,36,P.P277-29.

Petrides, K.V., Fredrickson, N.and Furnham,A.(2001). Trait Emotional

Intelligence: psychometric Investigation with Reference to Established Trait

Taxonomies. European Journal of Personality,15, pp.425-48.

Pianta, R.C, & Hamre, B. (2009). Conceptualization, Measurement, and

Improvement of Classroom Processes: Standardized Observation Can Leverage 

Capacity. Educational Researcher, Vol. 38, No. 2, 109-119 (2009), American

Educational Research Association

Pianta, R.C, La Paro, K., & Hamre, B.K. (2008). Classroom Assessment

Scoring System (CLASS). Baltimore: Paul H. Brookes.

Pitt, A. & Brushwood Rose, C.(2007).The significance of emotion in

teaching and learning: on making emotional significance. International Journal

of Leadership in Education. October - December 2007.Vol.10, No4.327-337.

Qualter,P.,Gardner,K.J.,Whiteley,H.E.(2007).Emotional Intelligence:

Review of research and Educational Implications.Journal Complication,

Pastoral Care,NAPCE.

Rubin, M.M.(1999).Emotional Intelligence and it's role in mitigating

aggression. Correlation study of the relationship between emotional intelligence

and aggression in urban adolescents. Unpublished dissertation, Immacula

College, Immaculta, Pensylvania.

Salovey, P., Stroud.L.R, woolery.A And Epel,E.S.(2002).Perceived

Emotional Intelligence, Stress Reactivity, and Symptom Reports: Further

Exploration using the trait Meta-mood scale. Psychology and health,17,pp.611-

27

Samoiee, Rahele&others(2007).Emotional Intelligence: Iranian version of

Bar-on inventory. Sena Research instituation for Behavioral Science, Ravan

tajhiz.(In Persion)

Summerfeldt,L.J.,Kloosterman,P.H.,Antony,M.M and

Parker,J.A.(2006).Social Anxiety, Emotional Intelligence, and Interpersonal

Adjustment. Journal of Psychology and behavioral Assessment,28,pp.57-68

Suttorn, R.E&Wheatley,K.F.(2003).Teachers' emotion and teaching: a

review of the literature and directions for future research. Educational

Psychology Review, 15(4), P.327-358

Trinidad, D.R., &Johnson, C.A.(2002).The Association between emotional

intelligence and early adolescent tobacco and alcohol use. Personality&

Individual differences,32,95-105

Wear,K.&Gray,G.(2003).What works in developing children's emotional and

social competence and wellbeing?.Department for Education and skills

research report n.456, London, (DfES).