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

محورهای موضوعی : روانشناسی

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

تاریخ دریافت : 1400/07/11 تاریخ پذیرش : 1400/12/15 تاریخ انتشار : 1401/01/01

کلید واژه: کیفیت زندگی, معلمان, پدیدارشناسی, آموزش مجازی,

چکیده مقاله :

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.

چکیده انگلیسی:

Coronavirus pandemic has resulted in an unprecedented crisis in employment and educational contexts. The prevalence of these viruses and hereupon virtualization of education have been shown to have negative and detrimental effects on the quality of life and have led to arising existing challenges in education and personal life. This study has targeted the factors affecting the teachers' life quality during virtual learning through adopting a qualitative approach and phenomenological method. The statistical population of this study included teachers living in Isfahan, 17 of whom were selected through purposive sampling to reach saturation value, during 1399-1400 school year. Semi-structured interviews were employed to gather data and Van Manen-based analysis method was employed to analyze the data. The results indicate that the teachers' life quality during virtual learning was affected by twelve sub-themes which were classified into five key factors including economic problems, occupational burnout, reduced interpersonal interactions, lack of leisure time and mental stress. This research can be advantageous to better understand the problems and requirements of teachers community during the virtual learning period.

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