پیش‌بینی سبک مدیریت کلاسی معلمان زن بر اساس ذهن‌آگاهی و خوش‌بینی تحصیلی
محورهای موضوعی : آموزش و پرورش
فریده حمیدی
1
(دانشیار روانشناسی، گروه علوم تربیتی دانشگاه تربیت دبیر شهید رجایی)
هنگامه معماری
2
(کارشناسی ارشد روانشناسی تربیتی، گروه علوم تربیتی دانشگاه تربیت دبیر شهید رجایی)
کلید واژه: معلمان زن, سبک مدیریت کلاسی, ذهن‌آگاهی, خوش‌بینی تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر « پیش‌بینی سبک مدیریت کلاسی معلمان زن بر اساس ذهن‌آگاهی و خوش‌بینی تحصیلی » بود. جامعه آماری تحقیق شامل کلیه معلمان زن مدارس متوسطه دخترانه شهر تهران در سال تحصیلی 94-1393 به تعداد 21110 نفر بود که به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای و با استفاده از فرمول کوکران تعداد 385 نفر به عنوان نمونه آماری انتخاب شدند. برای گردآوری داده‌ها از سه پرسشنامه سبک مدیریت کلاسی (مارتین و همکاران، 1998)، خوش‌بینی تحصیلی (هوی و همکاران، 2008) و ذهن‌آگاهی (لانگر، 2004) استفاده شد که روایی آنها با روش صوری با ارجاع به نظر کارشناسان زیربط و روایی سازه به روش تحلیل عامل مناسب تعیین شد. پایایی پرسشنامه‌ها به روش آلفای کرونباخ به ترتیب 69/0، 82/0 و 75/0 به دست آمد. برای تجزیه و تحلیل داده‌ها از روش رگرسیون لوجستیک استفاده شد. نتایج حاکی از همبستگی معکوس مولفه آگاهی از پیرامون با سبک مدیریت غیرمداخله ای (099/0=2R ) و سبک مدیریت تعاملی (138/0=2R) در سطح (05/0p<)، همچنین همبستگی مستقیم مولفه تاکید تحصیلی با سبک مدیریت مداخلهای (106/0=2R) و سبک مدیریت تعاملی (087/0=2R) در سطح (05/0p<) می‌باشد. در نهایت، نتیجه گرفته میشود بین ابعاد ذهن‌آگاهی، مولفه آگاهی از پیرامون و بین ابعاد خوش‌بینی تحصیلی، مولفه تاکید تحصیلی نقش معناداری در پیش‌بینی سبک مدیریت کلاس معلمان دارند.
The purpose of present research was “Predicting Women Teachers' Classroom Management Style according to Mindfulness and Academic Optimism”. From the whole number of women teachers of the girls᾽ secondary schools in Tehran that were 21110 in 1393-94, selected 385 teachers through multi-steps cluster-randomized sampling and Cochran formula. Three questionnaires included 'Classroom Management Styles' (Martin et al, 1998), 'Academic Optimism Scale' (Hoy et al, 2008) and 'Langer Mindfulness Scale' (Langer, 2004) were applied for collecting data. The validity of questionnaires acquired with referring to experts and construct validity through factor analysis. The reliability of these questionnaires through Cronbach alpha was in the following manner: 0.69, 0.82 and 0.75. The data were analyzed through logistic regression. Results showed that “Engagement” had negative correlation with non-interventional (R2=0/099) and interactional (R2=0/138) classroom management style (p<0/05), and “Academic Emphasis” had positive correlation with interventional (R2=0/106) and interactional (R2=0/087) classroom management style. Although based on results only ‘Engagement’ from mindfulness and ‘Academic Emphasis’ from academic optimism have significant role in predicting teachers classroom management style.
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