مدل ارتباطی هوش هیجانی و اشتیاق شغلی با نقش واسطه گری کمال گرایی مثبت ومنفی در بین معلمان دبیرستانهای شیراز
محورهای موضوعی : تکتونواستراتیگرافی
بهنوش قدرقدرجهرمی
1
(دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
محمد خیر
2
(استاد، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
نادره سهرابی
3
(استادیار، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.ایران.)
سیامک سامانی
4
(دانشیار، گروه روان‌شناسی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.)
کلید واژه: هوش هیجانی, اشتیاق شغلی, کمالگرایی مثبت, کمالگرایی منفی,
چکیده مقاله :
مقدمه: بر اساس پژوهش‌های گذشته، با وجود این‌که اشتیاق شغلی معلمان یکی از موارد با اهمیت در نظام تعلیم و تربیت میباشد، ولی در ایران کم‌تر به این موضوع پرداخته شده است. از سوی دیگر، هوش هیجانی معلم، تأثیر بسزایی در تعامل معلم با دانش آموزان و اثربخشی آموزش دارد. به همین دلیل، این پژوهش با هدف بررسی مدل ارتباطی بین هوشهیجانی و اشتیاقشغلی و نقش واسطهای کمالگرایی مثبت و منفی در بین معلمان متوسطه دوم شیراز انجام شد.
روش: این پژوهش، یک پژوهش کاربردی به روش پژوهش همبستگی است و به گونه خاص از نوع مدلیابی معادلات ساختاری میباشد. در این پژوهش، جامعه آماری، معلمان دبیرستانهای متوسطه دوم چهار ناحیه شیراز در سال تحصیلی 99-1398 است که از طریق روش نمونه گیری خوشه ای دو مرحلهای و با استفاده از فرمول کوکران و خطای 5 درصد حجم تقریبی نمونه مورد نیاز مشخص شد و 128 نفر زن و 103 نفر مرد به عنوان نمونه پژوهش، انتخاب شدند. برای سنجش متغیرهای پژوهش، از پرسش‌نامه‌های هوش هیجانی شات (1998)، اشتیاقشغلی شاوفلی (2002) و کمالگرایی تری شورت (1995) استفاده و روایی و پایایی آن‌ها نیز بررسی شد. به منظور ارزیابی مدل‌های مفروض از روش معادلات ساختاری نرم افزار SPSSوAMOS استفاده گردید.
یافتهها: یافتههای پژوهش نشان میدهد که کمالگرایی مثبت و منفی، هر دو نقش واسطهای معناداری میان هوش هیجانی و اشتیاق شغلی دارند. افزایش کمالگرایی مثبت و کاهش کمالگرایی منفی، به طور غیر مستقیم، باعث افزایش اثر هوش هیجانی بر اشتیاقشغلی میشود.
نتیجهگیری: بر اساس مدل ذکر شده در پژوهش، با تدوین برنامههایی به منظور افزایش مهارت هوشهیجانی معلمان، افزایش کمالگرایی مثبت و کاهش کمالگرایی منفی می‌توان اشتیاقشغلی را افزایش داد و از آنجا که پیشرفت تحصیلی دانشآموزان با اشتیاق شغلی معلمان رابطه مستقیم معنادار دارد، بنابراین، برنامه تدوین شده، موجب اثربخشی بیش‌تر معلم در کلاس درس میگردد.
The purpose of this study is to investigate the Relationship model between Emotional Intelligence and Work Engagement with the mediating role of Positive perfections and Negative Perfections among High school teachers in Shiraz . This research is correlational studies and using structural equation modeling for testig the hypothsis. In this study, the statistical population is considered to be High School Techers in four districts of Shiraz in 1398. The sample size is 231 teachers composed of 128 females and 103 males, that were selected by two -stage cluster sampling. The instruments for measureing the variables, were Schutte's Emotional Intelligence(1998), Schaufeli's work Engagement(2002) and Terry-Short 's perfectionism(1995). The results were obtained using descriptive statistic and inferential statistic. In order to test the proposed model, the structural equation method was used. The results showed that both Positive Perfections and Negative Perfections have a significant mediating role between Emotional Intelligence and Work Engagement.
1- Rangriz, H., Sajjad, A., & Latifi Jaliseh, S. (2018). Factors affecting on work Engagement with Meta Analysis approach, Quarterly Journal of Career & Organizational Counseling, 10(37), 117-146.
2- Kotze, M. (2018). How Job Resources and Personal Resources Influence Work Engagement and Burnout, African Journal of Economic and Management Studies, 9(2), 148-164
3- Fani, A., Is, akhani, A., & Danaeefard, H. (2012). Explaining The Antecedents of Work Engagement and its Impact on Organizational Commitment. Management Research in Iran, 16(2), 151-166.
4- Falaki, Z., Tadbiri, S., Afshsr Nezhad, A., & Majidi, M. (2020). The mediating role of job motivation in The Relationship Between coaching competencies and Organizational Commitment: Evidence from a Private Bank. Journal of Sustainable Human Resource Management, 2(3), 117-137.
5- Schaufeli, W.B., Bakker, A.B., & Salanova, M. (2006). The Measurement of Work Engagement with a short questionnaire: Across–national study. Educational and psychological Measurment, 66(4), 701-716.
6- Hashem Matoori, H. (2018). The Relationship between Psychological Capital and Perceived Organizational Support with Work Engagement of Nurses. Iranian Journal of Psychiatric Nursing (IJPN), 5(2), 45-51.
7- Tesi, A. (2021). A Dual Path Model of Work-Related Well-Being in Healthcare and Social Work Settings: The Interweaving Between Trait Emotional Intelligence, End-User Job Demands, Coworkers Related Job Resources, Burnout, and Work Engagement. Frontiers in Psychology, 12, 23-33.
8- Salanova, M., Agut, S., & peiro, J, M. (2005). linking Organizational Resources and work Engagement to Employee Performance and Customer Loyalty: The medition of service climate, Journal of Applied Psychology, 90(6), 1217-1277.
9- Nouri, A., Arizi, H., Zaree, R., & Baba Miri, M. (2011). Relationship between Work Engagement's Components with Organizational Commitment, Journal of Modern Industrial/Organization Psychology, 1(5), 9-15.
10- Cooper-Hakim, A., & Viswesvaran, C. (2005). The Construct of Work Commitment: Testing an integrative framework. Psychological Bulletin, 131, 241-259.
11- Gonzales-R.V., Schaufeli, W.B., Bakker, A.B., & Lloret, S. (2006). Burnout and work Engagement: Independent factors or opposites poles? Journal of Vocational Behavior, 68(1), 165-174.
12- Rahimi Kolour, H., & Kazem Zadeh, R. (2019). Investigating the Relationship between Work Engagement and Psychological Well-being and Job Burnout: A case study of Teachers in Ardabil. Journal of School Psychology, 7(4), 69-80.
13- Yar Mohammadi Monfared, S., Hemmati Nezhad, M., & Ramazani Nezhad, R. (2010). The Relationship Between Emotional Intelligence and Job satisfaction of Physical Education Teachers, Journal of Sport Management, 2(6), 47-65.
14- Mayer, J. D., & Salovey, P. (1997). What is Emotional Intelligence? In P. Salovey, D. Sluyter (Eds.). Emotional Development and Emotional Intelligence: Implications for Educators, New York: Basic Book.
15- Alotaibi, S. M., Amin, M., & Winterton, J. (2020). Does Emotional Intelligence and Empowering leadership affect Psychological Empowerment and Work Engagement?. Leadership & Organization Development Journal. 41(8).
16- Salovey, P. (2002). Emotions. Current issues and Future directions. NewYork & London: Guitford press.
17- Mayer, J. D. Salovey, P. Caruso, D. (2008). In "Emotional Intelligence: New Ability or Eclectic Traits. American Psychologist, 63(6), 503-517.
18- Goleman, D. (2012).Working With Emotional Intelligence. Parsa, N. (1th ed.).Roshd.
19- Moharrami, S., Khalife, R., & Mohammadi Razi, M. (2020). The Positive Relationship between Thinking and Cultural Intelligence with Work Engagement of Professors of Payame Noor University of Zanjan. 1th National Conference on Psychopathology University of Mohaghegh Ardabili .16 Dec.
20- Permall, C.L. (2011). Emotional Intelligence and Work Engagement of leaders in a Financial services organisatiion undergoing change. Economic and Management Sciences.
21- Mir Hashemi, M., Pasha Sharifi, H. & Sabeti, Sh. (2009). The Relationship between Emotional Intelligence and Nurses' Job Involvement. Journal of Thought and Behavior in Clinical, 3(9), 17-26.
22- Soltani Fard, B., Sharifi Daramadi, P., & Askarian, M. (2008). The Relationship between Perfectionism and Emotional Intelligence of Male Athletes in Khorramabad City, Journal of Applied Psychology, 2(4), 625-635.
23- Stoeber, J., & Childs, J, H. (2010). The assessment of self-oriented and Socially prescribed perfectionism: Subscales make a difference. Journal of personality Assesment. 92(6). 577-585.
24- Miltenberger, R. G. (2015). Behavior Modification. Fathi Ashtiani, A. (1th ed.). Samt.
25- Adabi, H. (2018). The Relationship between Emotional Intelligence and Emotional Self-Regulation with Positive and Negative Perfectionism in Secondary School Girl Students. 11th International Conference on Psychology and Social Science, 2 july.
26- Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, Academic Burnout and Engagement among Chinese College Students: A Structural Equation Modeling Analysis. Personality and Individual Differences, 43(6), 1529-1540.
27- Kanten, P., & Yesiltas, M. (2015). The Effects of Positive and Negative Perfectionism on Work Engagement, Psychological Well-Being and Emotional Exhaustion, Procedia Economics and Finance, 23, 1367-1375.
28- Karimi. N., & Mohammadi, E. (2014). Relationship between Work Engagement and Perfectionism. First Conference on Future Research and Management and Development in Tehran, 12 oct.
29- Stoeber, J., & Damian, L. E. (2016). Perfectionism in Employees: Work Engagement,Workaholism, and Burnout. In F. M. Sirois & D. S. Molnar (Eds.). Perfectionism, Health, and Well-Being. New York: Springer, 265-283
30- Besharat, M., & Farahmand, H. (2018). The Relationship between Dimensions of Perfectionism and Procrastination. Rooyesh-e-Ravanshenasi, 7 (2), 79-96.
31- Dadras, N., Moradi, F., Karimi, Ch., & Kohnepoushi, S.N. (2017). Explaining the Relationship between Teacher Engagement and Academic Achievement in Marivan City High School Students. National Conference on Science and Technology of Psychology, Educational Sciences and Comprehensive Psychology of Iran, Tehran.19 Jan.
32- Saeedirad, H., Robat Jezi, E., Jamshidi moghaddam, M., Mohammadi Arya, A., & Lechinani, F. (2012). The Relationship between Teachers 'Emotional and Cognitive intelligence and Students' Academic achievement, Counseling Culture and Psychotherapy, 3(10), 51-63.
33- Terry-Short, L. A., Owens, R. G., Slade, P. D., & Dewey, M. E. (1995). Positive and Negative Perfectionism. Personality and Individual Differences, 18(5), 663-668.
34- Nastiezaie, N., & Jenaabadi, H. (2016). The Relationship of Organizational justice with Positive Organizational Behavior and Work Engagement from viewpoint of faculty members of Zahedan University of Medical Sciences, Research in Medical, 8(1),12-21.
35- Haase, A.M., & Prapavessis, H. (2004). Assessing the Factor Structure and Composition of the Positive and Negative Perfectionism Scale in Sport. Personality and Individual Differences, 36(7), 1725-1740.
36- Alizadeh Sahraee, E., khosravi, Z., & Besharat, M. (2010). The Relationship between Irrational Beliefs and Positive and Negative Perfectionism in Noshahr City Students. Psychological Studies, 6(1), 9-41.
37- Besharat, M. (2005). The Relationship between Posetive and Negative Perfectionism and Deefence Meehanism. Psychological Research, 8(15), 7-22.
38- Schutte, N., Malouff, J., Hall, L., Haggerty, D., Cooper, J., Golden, Ch., & Dornheim, L. (1998). Development and Validation of a Measure of Emotional Intelligence, Personality and Individual Differences, 25(2), 166-176.
39- Khosro Javid, M. (2002). Assessment of Construct Validity and Reliability of the Shot Emotional Intelligence Questionnaire in adolescents. Master's Degree in General Psychology, Tarbiat Modares University.
40- Jahangiry, M., Sanaee Zaker, B., & Navvabi NeZhad, SH. (2011). The Relationship between Family Functioning and Emotional Intelligence in Second and Third Grade Adolescents in Tehran. Journal of Consulting News and Research, 10(37), 45-60.
41- Mohammad Khani, SH. & Bash Ghare, R. (2008). The Relationship between Emotional Intelligence and Coping Styles with Students' General Health. Journal of Research in Psychological Health, 2(1), 37-47.
42- Lestari, S.D., & Sawitri, D. (2017). Correlation between Emotional Intelligence and Work Engagement of Special Need School. Advanced Science Letters, 23(4), 3480-3482.
43- Karimi, Z. (2014). The Relationship Between Spiritual Intelligence and Emotional Intelligence with Quality of Work Life and Passion Employees of Isfahan Azad University, Khorasgan Branch, Master thesis, Islamic Azad University of Khorasgan Branch.Isfahan.
44- Hosein Nezhad, A., & Mirani, K. (2017). Relationship between Emotional Hosein Nezhad, A., & Mirani, K. (2017). Relationship between Emotional Intelligence and Coaching Efficacy and Perfectionism School of Football Coaches. Shenakht Journal of Psychology and Psychiatry, 4(1), 13-25.
45- Abedini, M., Kia Nezhad, M., & Ramezani, F. (2021). Investigating the Relationship between Emotional intelligence and Job performance of Mazandaran University staff, 9th National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies, 20 June, Tehran, Iran.
46- Aparicio-Flores, M. P., Esteve-Faubel, J. M., Vicent, M., Gonzálvez, C., Sanmartín, R., & García-Fernández, J. M. (2021). Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts. The Spanish Journal of Psychology, 24.
47- Hasse, A.M., Prapavessis, H. & Owens, G. (2002). Perfectionism, Social Anxiety and Disorder Eating. Psychology of Sport and Exercise, 3(3), 209-222
_||_