مدل ارتباطی هوش هیجانی و اشتیاق شغلی با نقش واسطه گری کمال گرایی مثبت ومنفی در بین معلمان دبیرستانهای شیراز
محورهای موضوعی : تکتونواستراتیگرافی
بهنوش قدرقدرجهرمی
1
,
محمد خیر
2
,
نادره سهرابی
3
,
سیامک سامانی
4
1 - دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
2 - استاد، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
3 - استادیار، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.ایران.
4 - دانشیار، گروه روان‌شناسی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.
کلید واژه: هوش هیجانی, اشتیاق شغلی, کمالگرایی مثبت, کمالگرایی منفی,
چکیده مقاله :
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.
The purpose of this study is to investigate the Relationship model between Emotional Intelligence and Work Engagement with the mediating role of Positive perfections and Negative Perfections among High school teachers in Shiraz . This research is correlational studies and using structural equation modeling for testig the hypothsis. In this study, the statistical population is considered to be High School Techers in four districts of Shiraz in 1398. The sample size is 231 teachers composed of 128 females and 103 males, that were selected by two -stage cluster sampling. The instruments for measureing the variables, were Schutte's Emotional Intelligence(1998), Schaufeli's work Engagement(2002) and Terry-Short 's perfectionism(1995). The results were obtained using descriptive statistic and inferential statistic. In order to test the proposed model, the structural equation method was used. The results showed that both Positive Perfections and Negative Perfections have a significant mediating role between Emotional Intelligence and Work Engagement.
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