نقش میانجی فرسودگی شغلی در رابطه بین احساسات معلم با رضایت شغلی
الموضوعات :
1 - استادیار گروه علوم تربیتی، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران
2 - کارشناسی ارشد مدیریت آموزشی، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران
الکلمات المفتاحية: معلمان, رضایت شغلی, احساسات معلم, فرسودگی شغلی,
ملخص المقالة :
این مطالعه با هدف بررسی نقش میانجی فرسودگی شغلی در رابطه بین احساسات با رضایت شغلی معلمان انجام شده است. روش پژوهش حاضر توصیفی از نوع همبستگی می باشد و جامعهی آماری این پژوهش را کلیه ی معلمان مدارس شهرستان خرمبید در سال تحصیلی 1400- 1399 تشکیل میدهند که تعداد آنها برابر با 860 نفر میباشد. جهت انتخاب حجم نمونه با استفاده از فرمول کوکران نمونه 266 نفری به شیوه تصادفی طبقه ای متناسب یا حجم انتخاب گردید. جهت اندازهگیری احساسات از پرسشنامه آتماکا و همکاران(2020)، رضایت شغلی(مینه سوتا، 2009) و فرسودگی شغلی شیروم و ملامد(2006) استفاده گردید. پایایی پرسشنامه به وسیله ضریب آلفای کرونباخ و پایایی مرکب و روایی آن توسط روایی سازه و محتوایی مورد بررسی و تایید قرار گرفت. با استفاده از تکنیک مدلسازی معادلات ساختاری فرضیه های تحقیق مورد تجزیه و تحلیل قرار گرفت. نتایج تحقیق بیانگر آن بود که احساسات معلم رابطه مثبت و معناداری با فرسودگی شغلی و رضایت شغلی معلم دارد. همچنین فرسودگی شغلی نیز رابطه مثبت و معناداری با رضایت شغلی دارد و فرسودگی شغلی نقش میانجی در رابطه بین احساسات معلم با رضایت شغلی ایفا می کند.
References:
Abkhiz, Sh., & Mikaelimeni, F. (2020). Investigating the structural relationships between cognitive self-regulation and job well-being mediated by job burnout and job satisfaction in secondary school teachers in Urmia in the academic year 2017-2017. Career and Organizational Counseling 12 (44), 71-86. (in persian)
Aksit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27, 129-137.
Al Sabei, S. D., Labrague, L. J., Miner Ross, A., Karkada, S., Albashayreh, A., Al Masroori, F., & Al Hashmi, N. (2020). Nursing work environment, turnover intention, job burnout, and quality of care: the moderating role of job satisfaction. Journal of Nursing Scholarship, 52(1), 95-104.
Atmaca, Ç., Rızaoğlu, F., Türkdoğan, T., & Yaylı, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90, 103025.
Catt, S., Miller, D., & Schallenkamp, K. (2007). You are the key: Communicate for learning effectiveness. Education, 127, 369-377.
Chan, D.W. (2008). Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong. Educational Psychology, 28, 397-408.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 2, 193-218.
Duan, X., Ni, X., Shi, L., Zhang, L., Ye, Y., Mu, H., ... & Wang, Y. (2019). The impact of workplace violence on job satisfaction, job burnout, and turnover intention: the mediating role of social support. Health and quality of life outcomes, 17(1), 1-10.
Duman, G., Kural Baykan, A., K€oro_glu, G. N., Yılmaz, S., & Erdo_gan, M. (2014). An investigation of prospective teachers’ attitudes toward educational reforms inTurkey. Educational Sciences: Theory and Practice, 14(2), 622-28.
Fiorilli, C., Albanese, O., Gabola, P., & Pepe, A. (2017). Teachers’ emotional competence and social support: Assessing the mediating role of teacher burnout. Scandinavian Journal of Educational Research, 61(2), 127e138.
Frenzel, A. C., & Stephens, E. J. (2013). Emotions. In N. C. Hall, & T. G. Emotion (Eds.), motivation, and self-regulation: a handbook for teachers (pp. 1-56). Bingley: Emerald.
Frenzel, A. C., Becker-Kurz, B., Pekrun, R., & Goetz, T. (2015). Teaching this class drives me nuts! - examining the person and context specificity of teacher emotions. PLOS One, 10(6), 1-15.
Freudenberger, H. J. (1974). Staff burn-out. Journal of Social Issues, 30, 159-165.
Frisby, B. N., & Martin, M. M. (2010). Instructorestudent and studentestudent rapport in the classroom. Communication Education, 59(2), 146-164.
Gardner, L., & Stough, C. (2002). Examining the relationship between leadership and emotional intelligence in senior level managers. The Leadership & Organization Development Journal, 23, 68-78.
Golombek, P. R., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111.
Gultekin, O. (2019). “Social Capital's Effect on Physical Education andTeachers' Job Satisfaction”. Journal of Education and Learning, 8(1), 164-171.
Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385-403.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactionswith students. Teaching and Teacher Education, 16, 811-826.
Hosseini, R., Seyedeh, M., & Rahimonia, F. (2017). The effect of emotional workforce strategies on job performance due to emotional burnout. Quarterly Journal of Strategic Management Studies, 5 (19), 237-254. (in persian)
Jorgenson, J. (1992). Social approaches: Communication, rapport, and the interview: A social perspective. Communication Theory, 2, 148-156.
Karlsson, M. (2013). Emotional identification with teacher identities in student teachers’ narrative interaction. European Journal of Teacher Education, 36(2), 133-146.
Krashen, S. (1982). Principles and practice in second language acquisition (1st ed.). Oxford: Pergamon Press.
Kunter, M., Tsai, Y. M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(4),468-482.
Lohbeck, A., Hagenauer, G., & Frenzel, A. C. (2018). Teachers’ self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120
Maslach, C., & Jackson, S. (1986). The measurement of experienced burnut.
Journal of accupational behavior. 2, 113.
Mazloumian, S., & Moradi, M. (2018). Teacher Emotions in the Classroom, National Conference on New World Achievements in Education, Psychology, Law and Socio-Cultural Studies. (in persian)
Nasrallahzadeh, F., Tabesh, S., & Ahmadi, M. (2021). Analyzing the Relationship between Job Satisfaction and Social Vitality and Job Burnout between Physical Education and Non-Physical Education Teachers: A Model Presentation. Research in Educational Sports, 8(21), 161-178. (in persian)
Näring, G., Briët, M., & Brouwers, A. (2012). Beyond demands-control: Emotional Labor and Symptoms of Burnout in Teachers. Work & Stress, 20(4), 303-315.
Nouri, M. (2009). Investigating the Relationship between the Educational Quality of Primary School Teachers and Their Self-Efficacy in the Experimental Science Course with Emphasis on the Flanders Method, M. Sc. Thesis, Islamic Azad University, Tabriz Branch, Faculty of Educational Sciences. (in persian)
Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26, 616-621.
Shirom, A. & Melamed, S. (2006), A comparison of the construct validity of two burnout measures among two groups of professionals, International Journal of Stress Management, 13(2), 176-200.
Scherer, K. R., Wranik, T., Sangsue, J., Tran, V., & Scherer, U. (2004). Emotions in everyday life: Probability of occurrence, risk factors, appraisal and reaction patterns. Social Science Information, 43(4), 499-570
Swan, P., & Riley, P. (2015). Social connection: Empathy and mentalization for teachers. Pastoral Care in Education, 33(4), 220-233.
Rastgu, n., herfedust, M., & Khairjoo, Ismail. (2016). The effectiveness of mindfulness group training on burnout, job satisfaction and some symptoms of teachers' mental pathology. Bi-Quarterly Journal of Cognitive Strategies in Learning, 4 (7), 179-198. (in persian)
Rosta, M., & Heidari, M. (2019). Investigating the structural pattern of job isolation with the intention of leaving work mediated by self-efficacy, job satisfaction and burnout of female school principals in Abadeh city, Quarterly Journal of Women and Society, 10(4), 175-194(in persian).
Penrose, A., Perry, C., & Ball, I. (2007). Emotional intelligence and teacher selfefficacy: The contribution of teacher status and length of experience. Issues in Educational Research, 17(1), 107-126
Timostsuk, I., & Ugaste, A. (2012). The role of emotions in student teachers’ professional identity. European Journal of Teacher Education, 35(4), 421-433.
Wen, J., Huang, S. S., & Hou, P. (2019). Emotional intelligence, emotional labor, perceived organizational support, and job satisfaction: A moderated mediation model. International Journal of Hospitality Management, 81, 120-130.
Wu, F., Ren, Z., Wang, Q., He, M., Xiong, W., Ma, G., ... & Zhang, X. (2021). The relationship between job stress and job burnout: the mediating effects of perceived social support and job satisfaction. Psychology, health & medicine, 26(2), 204-211.
Zarei, H. A. (2002). Investigating the Relationship between Control and Job Stress and Teachers' Job Satisfaction, Msc. Thesis, University of Tabriz. (in persian)
_||_