تحلیل پدیدار شناختی عوامل مؤثر بر کیفیت زندگی معلمان در دوران آموزش مجازی..

الموضوعات :

مرجان ترک زاده ¹ , زینب نوروزی زاد ² , فهیمه دهقانی ³

1 - کارشناس ارشد روانشناسی عمومی، دانشگاه یزد، یزد، ایران
2 - کارشناس ارشد روانشناسی عمومی، دانشگاه یزد، یزد، ایران
3 - دانشیار روانشناسی عمومی، دانشکده روان شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران

تاريخ الإرسال : 26 الأحد , صفر, 1443 تاريخ التأكيد : 03 الأحد , شعبان, 1443 تاريخ الإصدار : 18 الإثنين , شعبان, 1443

الکلمات المفتاحية: کیفیت زندگی, معلمان, پدیدارشناسی, آموزش مجازی,

ملخص المقالة :

همه‌گیری ویروس کرونا بحران بی‌سابقه‌ای درزمینهٔ اشتغال و آموزش‌وپرورش ایجاد کرده است. شیوع این ویروس و متعاقب آن مجازی شدن آموزش، تأثیرات منفی و زیان باری بر کیفیت زندگی معلمان داشته و باعث به وجود آمدن چالش‌هایی در امر آموزش وزندگی شخصی آنان شده است. پژوهش حاضر با اتخاذ رویکرد کیفی و روش پدیدارشناسانه به شناسایی عوامل مؤثر بر کیفیت زندگی معلمان در دوران آموزش مجازی پرداخته است. جامعه آماری پژوهش حاضر شامل معلمان ساکن شهر اصفهان در سال تحصیلی 1400-1399 بود که 17 نفر از آن‌ها از طریق نمونه‌گیری هدفمند تا رسیدن به حد اشباع انتخاب شدند. جهت گردآوری داده‌ها از مصاحبه نیمه ساختاریافته و برای تحلیل داده‌ها از روش تحلیل مبتنی بر ون منن استفاده شد. نتایج نشان می‌دهد که کیفیت زندگی معلمان در دوران آموزش مجازی متأثر از دوازده مضمون فرعی بود که در پنج عامل اصلی شامل مشکلات اقتصادی، فرسایش شغلی، کاهش تعاملات بین فردی، فقدان اوقات فراغت و فشار روانی طبقه‌بندی شد. این پژوهش می‌تواند در شناخت بیشتر مشکلات و نیازهای جامعه معلمان در در دوران آموزش مجازی، راهگشا باشد.

المصادر:

Allen, R., Jerrim, J., & Sims, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing.

Centre for Education Policy and Equalising Opportunities (CEPEO) Working Paper, (20-15), 20-15.‏ Alves, R., Lopes, T., y Precioso, J. (2020). Teachers' well-being in times of Covid-19 pandemic: Factors that explain professional well-being. International Journal of Educational Research and Innovation, 15, 203-217.

Avunduk, Y. (2021). The Relationship between Leisure Satisfaction and Hopelessness. International Journal of Applied Exercise Physiology, 10(1), 6-11.‏ Bautista Jr., A., Balibrea, D., & Bleza, D. G. (2020). Knowledge, attitude, and practice toward the coronavirus disease (COVID-19) outbreak among selected employed people in the National Capital Region, Philippines. Asian Journal for Public Opinion Research, 8(3), 324-350.

Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920.

De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo‐Malmivaara, L., & Chiacchio, C. D. (2017). Burnout in special needs teachers at kindergarten and primary school: Investigating the role of personal resources and work wellbeing. Psychology in the Schools, 54(5), 472-486.‏ Guillasper, J. N., Soriano, G. P., & Oducado, R. M. F. (2020). Psychometric properties of ‘attitude towards e-learning scale’among nursing students. International Journal of Educational Sciences, 30(1-3), 1-5.‏ Kenworthy, J., Fay, C., Frame, M., & Petree, R. (2014). A meta‐analytic review of the relationship between emotional dissonance and emotional exhaustion. Journal of Applied Social Psychology, 44(2), 94-105.‏ Li, Q., Miao, Y., Zeng, X., Tarimo, C. S., Wu, C., & Wu, J. (2020). Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China. Journal of affective disorders, 277, 153-158.‏ Maggio, L. A., Daley, B. J., Pratt, D, D., & Torre, D. M. (2018). Honoring Thyself in the Transition to Onlinee Teaching. Academic Medicline, 93 (8), 1129-1134.

Mahdian, S, Hakimzadeh, R, Safaei Movahed, S, Salehi, K. (2018). Teacher's Perception of their Social Status: A Phenomenological Study Based on their Lived Experiences, Journal of Family and Research, 15(1), 19-38. (in Persian).

Moralista, R. B., & Oducado, R. M. F. (2020). Faculty perception toward online education in a state college in the Philippines during the coronavirus disease 19 (COVID-19) pandemic. Universal Journal of Educational Research, 8(10), 4736-4742.

Moreno, L., Martín, J., Rubio, S., and Díaz, E. (2004). “Factores psicosociales en el entorno laboral, estrés y enfermedad” . Edupsykhé. Rev. Psicol. Educ. 3, 95–108.

Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., & Dosil Santamaría, M. (2021). The psychological state of teachers during the COVID-19 crisis: The challenge of returning to face-to-face teaching. Frontiers in Psychology, 11, 3861.‏ Pellerone, M. (2021). Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic: A Study of a Group of Italian School Teachers. European Journal of Investigation in Health, Psychology and Education, 11(2), 496-512.‏ Pérez, V. M. O. (2003). Estrés y Ansiedad en los Docentes. Pulso: Revista de Educación, (26), 9–22.

Qazi, A., Qazi, J., Naseer, K., Muhammad, Z., Glenn, H., Jaafar, Z. & Khalid, H. (2020). Analyzing situational awareness through public opinion to predict adoption of social distancing amid pandemic COVID-19. Journal of Medical Virology, 92(7), 849–855.

Reimer, F., & Schleicher, A. (2020). Schooling disrupted, schooling rethought. How the COVID-19 Pandeminc is Changing Education. Retrieved December, 14, 2020.‏ Rubin, G. J., & Wessely, S. (2020). The psychological effects of quarantining a city. BMJ (Clinical Research Ed.), 308, 313. Seyyed Ahmad Ahmadi, Iftikhar al-Sadat Khalifa Soltani, (2012). Investigating the burnout of educational managers in the three stages of Isfahan, Research Journal of the University of Isfahan, 1, 14. (in Persian).

Shek, D. T. (2021). COVID-19 and Quality of Life: Twelve Reflections. Applied Research in Quality of Life, 1-11.‏ Stelitano, L., Doan, S., Woo, A., Diliberti, M., Kaufman, J. H., & Henry, D. (2020). The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning. Data Note: Insights from the American Educator Panels. Research Report. RR-A134-3. RAND Corporation.‏ Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7), 573-579. Tamizifar, R, Azizimehr, Kh. (2015). The Relationship between Leisure and Social Happiness in the City of Isfahan, Social Work Research, 2(6), 209-231. (in Persian).

Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. Routledge.

Videla, C. G. B., Meneses, E. L., & Diaz, J. M. (2020). Teachers’ perception of educational challenges in the face of the COVID 19. New Trends and Issues Proceedings on Humanities and Social Sciences, 7(3), 224-234.‏ Wang, C., Horby, P. W., Hayden, F. G., & Gao, G. F. (2020). A novel coronavirus outbreak of global health concern. The Lancet, 395(10223), 470–473.

Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International journal of environmental research and public health, 17 (5), 1729.

Weston, S., Frieman, M. B. (2020). Covid- 19: Knows, Unkowns, and Questions. Msphere, 5 (2).1-5. World Health Organization. (2020). Mental health and psychosocial considerations during the COVID-19 outbreak, 18 March 2020 (No. WHO/2019-nCoV/MentalHealth/2020.1). World Health Organization.

Yang, Y. S. (2006). A Study on the Relationship among Participation of Leisure Activities, Leisure Constraints and Well-Being of the Students in National Changhua Senior School of Commerce. Ta-Yeh University, Taiwan.