نقش میانجی خودکارآمدی معلمان در رابطه بین هوش هیجانی و فرسودگی شغلی معلمان ابتدایی

الموضوعات :

رضا براری ¹ (دانشجوی کارشناسی ارشد مدیریت آموزشی دانشگاه سمنان، ایران)
لاله جمشیدی ² (استادیار و عضو هیئت علمی دانشکده اقتصاد، مدیریت و علوم اداری دانشگاه سمنان، ایران)

تاريخ الإرسال : 05 الأحد , شوال, 1437 تاريخ التأكيد : 05 الأحد , شوال, 1437 تاريخ الإصدار : 16 الثلاثاء , رمضان, 1437

الکلمات المفتاحية: هوش هیجانی, خودکارآمدی, فرسوی شغلی, معلمان ابتداییدگ,

ملخص المقالة :

       هدف از این تحقیق بررسی تأثیر هوش هیجانی بر فرسودگی شغلی معلمان ابتدایی با میانجیگری خودکارآمدی معلمان بوده است. روش پژوهش، توصیفی و از نوع همبستگی و به طور مشخص مبتنی بر مدل معادلات ساختاری بوده است. بدین منظور نمونه‌ای به حجم 225 آزمودنی، از بین معلمان مدارس دولتی ابتدایی شهر بابل در سال تحصیلی91-1392 با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. پرسشنامه فرسودگی شغلی مسلچ و جکسون (1996)، پرسشنامه خودکارآمدی معلم اسچانن- موران و وولفولک (2001) و پرسشنامه هوش هیجانی شوت (1998) به روش انفرادی توسط آزمودنی‌ها تکمیل و پایایی و روایی پرسشنامه‌های مذکور مورد بررسی قرار گرفت که ضرایب پایایی هریک 86/0، 92/0 و 91/0  بدست آمد. نتایج اجرای همبستگی پیرسون نشان داد که تمام مؤلفه‌های هوش هیجانی، فرسودگی شغلی و خودکارآمدی دو به دو با هم همبستگی دارند (01/0P≤). با اجرای الگوی معادلات ساختاری برای آزمون رابطه هوش هیجانی و فرسودگی شغلی از طریق متغیر میانجی خودکارآمدی مشخص شد که الگوی پیشنهادی از برازش خوبی برخوردار است و فرسودگی شغلی از طریق هوش هیجانی و خودکارآمدی تبیین شده است. هم­چنین تمامی ضرایب مسیر الگوی پیشنهادی نیز معنادار بوده است  (01/0P≤).

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