بررسی اثر بخشی آموزش ذهن آگاهی بر خودکارآمدی و روحیه‌ی معلمان زن شهرستان مشهد
محورهای موضوعی : تکتونواستراتیگرافی
معصومه کرامتی
1
(مدیر دفتر نظارت و ارزیابی-ریاست مرکز مشاوره)
مریم رحمانی رحمانی
2
(کارشناس ارشد)
دکتر ابراهیم علیزاده موسوی
3
(عضو هیات علمی)
کلید واژه: خودکارآمدی, آموزش ذهن آگاهی, روحیه‌ی,
چکیده مقاله :
هدف پژوهش حاضر تعیین اثر بخشی آموزش ذهن آگاهی بر خودکارآمدی و روحیه‌ی معلمان زن شهرستان مشهد بود. طرح پژوهش، نیمه آزمایشی و از نوع پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری پژوهش حاضر کلیه معلمان زن شهر مشهد بودند که در سال تحصیلی 2016-2015 در این شهرستان مشغول به کار بودند. نمونه پژوهش حاضر شامل 30 معلم زن شهر مشهد بودند که به شیوه‌ی تصادفی چند مرحله‌ای انتخاب گردیدند. ابزار جمع‌آوری اطلاعات در پژوهش حاضر پرسشنامه‌های خودکارآمدی عمومی (1982) Sherer et al. و روحیه معلم (1998)mirkamali بود. در پژوهش حاضر پس از مشخص شدن دو گروه پیش آزمون به عمل آمد و گروه آزمایش به مدت 8 جلسه هر جلسه 2 ساعت بصورت گروهی آموزش ذهن آگاهی را دیدند سپس بعد از اتمام آموزش گروهی پس آزمونی از هر دو گروه به عمل آمد. اطلاعات پژوهش حاضر با استفاده از روش تجزیه و و تحلیل کواریانس چند متغیر تحلیل گردیدند. نتایج نشان داد که پس از انجام مداخلات بین دو گروه آزمایش و کنترل از لحاظ متغیرهای خودکارآمدی و روحیه‌ی معلم تفاوت معناداری وجود دارد. پژوهش حاضر گویای اثربخشی آموزش ذهن-آگاهی بر خودکارآمدی و روحیه‌ی معلمان می‌باشد. پیشنهاد می‌شود که این روش از طریق برگزاری دوره‌ها و کارگاه‌های آموزشی به مشاوران و معلمان آموزش داده شود.
The goal of this research Investigate the effectiveness Mindfulness training on morale and self-efficacy of female teachers in Mashhad city. The research design was semi-experimental and pre-test-post-test with control group. The statistical population of this study was all female teachers in Mashhad. Who worked in the city during the school year of 2015-2016. The sample consisted of 30 female teachers in Mashhad who were selected by multi-stage random sampling method. The data gathering tool in this study was General self-efficacy questionnaire of Sherer et al. (1982) and Moral-Muhammad Mirkamali (1998). In the present study, two groups were identified as pretest and the experimental group received mindfulness training for 8 sessions per session for 2 hours. Then after the completion of group training, a post-test was performed from both groups. The present research data were analyzed using multi-variance covariance analysis. The results showed that there is a significant difference between the two experimental and control groups after the intervention in terms of self-efficacy and morale variables. The present study demonstrates the effectiveness of teaching mindfulness on self-efficacy and morale of teachers. It is suggested that this method be taught to consultants and teachers through courses and workshops.
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