مدل ارتباطی هوش هیجانی و اشتیاق شغلی با نقش واسطه گری کمال گرایی مثبت ومنفی در بین معلمان دبیرستانهای شیراز

الموضوعات :

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.)

تاريخ الإرسال : 22 الخميس , محرم, 1442 تاريخ التأكيد : 04 السبت , رجب, 1443 تاريخ الإصدار : 18 الجمعة , جمادى الثانية, 1443

الکلمات المفتاحية: هوش هیجانی, اشتیاق شغلی, کمال‌گرایی مثبت, کمال‌گرایی منفی,

ملخص المقالة :

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.

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