آسیب شناسی مدارس تیزهوشان با توجه به مولفه های (روانی،اجتماعی و عملکردی) از نظر کارشناسان و دبیران مدارس استان البرز

محورهای موضوعی : آموزش و پرورش

طلعت دیبا واجاری ¹ , مرجان خمیس ابادی ² , محمد دهقان دار ³

1 - استادیار علوم تربیتی دانشگاه پیام نور
2 - دانش آموخته کارشناسی ارشد تحقیقات آموزشی
3 - استادیار آمار دانشگاه پیام نور

تاریخ دریافت : 1399/12/13 تاریخ پذیرش : 1401/03/09 تاریخ انتشار : 1401/04/01

کلید واژه: مدارس تیزهوشان, آآسیب شناسیی, تیزهوشان,

چکیده مقاله :

مقدمه و هدف: این پژوهش  بمنظور  آسیب شناسی مدارس تیزهوشان از دیدگاه کارشناسان استان البرز، انجام شده است.از اینرو هدف اصلی پژوهش شناسایی آسیب ها  و مسائلی است که مدارس تیزهوشان در حیطه های مختلف با آن روبرو هستند
روش شناسی پژوهش: روش تحقیق از لحاظ روش، توصیفی و از نوع پیمایشی و از لحاظ گردآوری اطلاعات، میدانی می‌باشد. جامعه آماری، کدبیران و ارشناسان اداره کل و تمامی نواحی1 و2 و3 و4 ساوجبلاغ ،نظراباد و هشتگرد آموزش و پرورش استان البرز و  نمونه آماری،150 نفر  از کارشناسان اداره کل و نواحی مختلف آموزش و پرورش استان البرز و دبیران مدارس تیزهوشان دخترانه و پسرانه استان البرز با استفاده از جدول مورگان ، میباشند. روش نمونه گیری تصادفی نسبتی می باشد. ابزار پژوهش، پرسشنامه⁠های«GHQ»  سلامت روان گلدبرگ و هیلر (1978)، کیفیت زندگی ویلیام وباتن و عملکرد مدارس جعفری ، 1396 می باشد. روایی پرسشنامه‌ها از طریق مشورت با اساتید راهنما و مشاور و 5 نفر زاز افراد متخصص تایید شد. اعتبار پانها نیز از طریق آلفای کرونباخ به ترتیب  90/0 ، 98/0 و 91/0 محاسبه شد.
یافته ­ها: نتایج نشان داد که با اطمینان 95 درصد بین نظـرات اعضای نمونه آماری در خصوص وجود آسیب در عملکرد مدارس تیزهوشان تفاوت معناداری مشاهده نشد . و با اطمینان 95 درصد بین نظـرات اعضای نمونه آماری در خصوص وجود آسیب در مؤلفه‌های رضایت عمومی، عواطف مثبت، رابطه با معلم، فرصت، پیشرفت، ماجراجویی، انسجام اجتماعی از متغیر کیفیت زندگی در  مدارس تیزهوشان تفاوت معناداری گزارش گردید
بحث و نتیجه­ گیری: با اطمینان 95 درصد بین نظـرات اعضای نمونه آماری در خصوص وجود آسیب در تمامی مؤلفه های روانی، عملکردی، اجتماعی فرهنگی، فردی به جز مؤلفه‌ی سازمانی از متغیر عملکرد مدارس تیزهوشان تفاوت معناداری گزارش گردید..

چکیده انگلیسی:

Introduction: This study was conducted with the aim of pathology of gifted schools from the perspective of experts in Alborz province
research methodology: research method is applied in terms of purpose, descriptive in terms of method and field in terms of data collection. Statistical population, experts of the General Administration and teachers of all districts 1, 2, 3 and 4 of Savojbolagh, Nazarabad and Hashtgerd of Alborz province education and statistical sample, a number of experts of the General Administration and different education districts of Alborz province and teachers of gifted schools for girls and boys in Alborz province using Morgan's table totals 150 people. The sampling method is random. The research tool is a questionnaire. The face and content validity of the questionnaires were confirmed through consultation with supervisors, consultants and experts and coefficient alpha.
Findings The results showed that with 95% confidence, there was no significant difference between the views of the statistical sample members regarding the existence of damage in the performance of gifted schools. And with 95% confidence, a significant difference was reported between the views of the statistical sample members regarding the existence of harm in the components of public satisfaction, positive emotions, relationship with the teacher, opportunity, progress, adventure, social cohesion of the quality of life variable in gifted schools.
Conclusion with 95% confidence, a significant difference was reported between the opinions of the members of the statistical sample regarding the existence of harm in all components of psychological, educational, socio-cultural, individual except organizational component of the performance variable of gifted schools.

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