نقش هوش هیجانی در اثربخشی تدریس معلمان درمدارس راهنمایی

محورهای موضوعی : آموزش و پرورش

ویدا فلاحی ¹ , کاوه رستمی ²

1 - مدرس دانشگاه آزاد اسلامی،گروه علوم تربیتی واحد مرودشت
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.

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