ادراک معلمان زبان انگلیسی ایرانی از فرسودگی شغلی: مطالعه کیفی

Subject Areas : آموزش زبان انگلیسی

مریم موسوی ¹ ( گروه انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران )
علی امیرقاسمی ² ( گروه انگلیسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران )
مهناز سعیدی ³ ( گروه انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران )

Received: 2022-10-18 Accepted : 2022-10-18 Published : 2022-09-01

Keywords: فرسودگی شغلی, عوامل درونی, عوامل بیرونی, پژوهش کیفی, معلمین زبان انگلیسی ایرانی,

Abstract :

این مطالعه کیفی با هدف بررسی منابع فرسودگی شغلی از دیدگاه معلمان زبان انگلیسی انجام شده است. برای این منظور، سی و چهار معلم زبان انگلیسی مرد و زن ایرانی در مصاحبه نیمه ساختاریافته شرکت کردند تا در مورد منابع فرسودگی شغلی نظر دهند و سپس آنها را از نظر اولویت رتبه بندی کنند. همچنین 100 معلم به یک پرسشنامه باز و برخط در مورد علل فرسودگی پاسخ دادند. بر اساس کدگذاری، پاسخهابه دو گره بیرونی و درونی، پنج شاخه اصلی و پانزده موضوع فرعی تقسیم بندی شدند. گره بیرونی شامل مشکلات مالی، سازمانی وموضوعات مربوط به تربیت معلم وگره درونی شامل ویژگی های روانی-عاطفی معلمان و مشکلات زندگی شخصی این افراد بود. طبق نتایج بدست آمده، شرکت کنندگان فرسودگی معلمین زبان انگلیسی را بیشتر به عوامل خارجی نسبت دادند تا عوامل درونی. ازعوامل بیرونی، دستمزد پایین معلمان، بدرفتاری سرپرست و حجم کار، واز عوامل درونی، پایین بودن توانایی حل مسئله، انگیزه پایین و کمبود حس خودکارآمدی معلمان در رتبه های بالایی قرار داشت. هیچیک از شرکت کنندگان فرسودگی شغلی را به جنسیت و سن معلمان نسبت نداد و تقریباً همه شرکت کنندگان به اتفاق آراء از سیستم مدیریت آموزشی ایران به دلیل عدم ارائه ابزار لازم برای تشخیص و پیشگیری از فرسودگی شغلی معلمان انتقاد کردند. این مطالعه تلویحات آموزشی برای سیاستگذاران و دست اندرکاران مسایل آموزشی دارد.

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