اثربخشی آموزش گروهی شفقت خود بر فرسودگی شغلی و رضایت شغلی معلمان
محورهای موضوعی : تکتونواستراتیگرافی
1 - دانشیار گروه برنامه ریزی درسی، دانشگاه آزاد اسلامی واحد لامرد، لامرد، ایران
کلید واژه: رضایت شغلی, معلمان, شفقت خود, فرسودگی شغلی,
چکیده مقاله :
پژوهش حاضر با هدف اثربخشی آموزش گروهی شفقت خود بر فرسودگی شغلی و رضایت شغلی معلمان شهر لامرد انجام شد. پژوهش از نوع نیمه تجربی با پیش آزمون پس آزمون و گروه کنترل بود. جامعه آماری شامل معلمانی بود که در آموزش و پرورش شهرستان لامرد مشغول به کار در سال 1396 بودند. بعد از غربالگری اولیه آزمون فرسودگی شغلی مازلاچ 30 نفر از کارکنان که دارای 1.5 نمره انحراف معیار بالای میانگین بودند انتخاب و به صورت تصادفی در دو گروه آزمایش و گواه گماشته شدند. همه کارکنان بعد از مداخله به پرسشنامه فرسودگی شغلی مازلاچ ، رضایت شغلی برایفیلد و روث، مقیاس رضایت معلم لیم هو و تانگ آو (2006) پاسخ گفتند. گروه آزمایش تحت مداخله آموزش گروهی متمرکز بر خود شفقت ورزی براساس نظریه گیلبرت 2009 به مدت 8 جلسه 90 دقیقه‌ای قرار گرفتند و گروه کنترل هیچ مداخله ای را دریافت نکردند. داده‌ها با استفاده از روش تحلیل واریانس چند متغیری برای نمرات تفاضلی (پیش آزمون از پس آزمون) مورد تجزیه و تحلیل قرار گرفتند. در کل نتیجه این پژوهش نشانگر این بود که برنامه آموزش گروهی مبتنی بر ذهن آگاهی تأثیر معنی‌داری در کاهش مشکلات مربوط به فرسودگی شغلی کارکنان و افزایش مثبتی در نمرات رضایت شغلی کارکنان شرکت کننده در این برنامه ها دارد. نتایج حاکی از اثربخشی آموزش گروهی شفقت خود در کارکنان دارای فرسودگی شغلی بود.
The purpose of this study was to determine the effectiveness of self-compassion training on burnout and job satisfaction of teachers in Lamerd city. The research was semi-experimental with pre-test, post-test and control group. The statistical population consisted of teachers who were working in the education of Lamerd city in 1396. After the first screening of Maslach's burnout test, 30 employees with 1.5 standard deviations above average were selected and randomly assigned to two groups of experimental and control. All employees responded to the Maslach Job Burnout Questionnaire, Job Satisfaction for Field and Roth after the intervention, and Teachers' Satisfaction Scale by Lim Ho and Tang Aw (2006). The experimental group under the intervention of group self-centered self-esteem training based on Gilbert's theory of 2009 for 8 sessions of 90 minutes and control group did not receive any intervention. Data were analyzed by multivariate analysis of variance for differential scores (pre-test from post-test). Overall, the results of this study indicated that the group-based Mindfulness-based group training program had a significant effect on reducing the burnout problems of employees and a positive increase in the job satisfaction scores of employees participating in these programs. The results showed the effectiveness of group self-compassion training in employees with burnout.
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