نقش میانجی خودکارآمدی معلمان در رابطه بین هوش هیجانی و فرسودگی شغلی معلمان ابتدایی

محورهای موضوعی : آموزش و پرورش

رضا براری ¹ (دانشجوی کارشناسی ارشد مدیریت آموزشی دانشگاه سمنان، ایران)
لاله جمشیدی ² (استادیار و عضو هیئت علمی دانشکده اقتصاد، مدیریت و علوم اداری دانشگاه سمنان، ایران)

تاریخ دریافت : 1395/04/20 تاریخ پذیرش : 1395/04/20 تاریخ انتشار : 1395/04/01

کلید واژه: هوش هیجانی, خودکارآمدی, فرسوی شغلی, معلمان ابتداییدگ,

چکیده مقاله :

       هدف از این تحقیق بررسی تأثیر هوش هیجانی بر فرسودگی شغلی معلمان ابتدایی با میانجیگری خودکارآمدی معلمان بوده است. روش پژوهش، توصیفی و از نوع همبستگی و به طور مشخص مبتنی بر مدل معادلات ساختاری بوده است. بدین منظور نمونه‌ای به حجم 225 آزمودنی، از بین معلمان مدارس دولتی ابتدایی شهر بابل در سال تحصیلی91-1392 با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. پرسشنامه فرسودگی شغلی مسلچ و جکسون (1996)، پرسشنامه خودکارآمدی معلم اسچانن- موران و وولفولک (2001) و پرسشنامه هوش هیجانی شوت (1998) به روش انفرادی توسط آزمودنی‌ها تکمیل و پایایی و روایی پرسشنامه‌های مذکور مورد بررسی قرار گرفت که ضرایب پایایی هریک 86/0، 92/0 و 91/0  بدست آمد. نتایج اجرای همبستگی پیرسون نشان داد که تمام مؤلفه‌های هوش هیجانی، فرسودگی شغلی و خودکارآمدی دو به دو با هم همبستگی دارند (01/0P≤). با اجرای الگوی معادلات ساختاری برای آزمون رابطه هوش هیجانی و فرسودگی شغلی از طریق متغیر میانجی خودکارآمدی مشخص شد که الگوی پیشنهادی از برازش خوبی برخوردار است و فرسودگی شغلی از طریق هوش هیجانی و خودکارآمدی تبیین شده است. هم­چنین تمامی ضرایب مسیر الگوی پیشنهادی نیز معنادار بوده است  (01/0P≤).

چکیده انگلیسی:

The purpose of this study was to investigate the Effectiveness of emotional intelligence on job burnout among primary school teachers in Babol (Mazandaran, Iran)as  mediated by their self-efficacy. This is a descriptive correlational study clearly based on structural equation modeling (SEM). The participants of this study were 225 primary school teachers at public schools in Babol in the academic year 1391-92 that were selected via cluster random sampling method. Participants were requested to personally complete Maslach and Jackson's Job Burnout Inventory (MBI) (1996), teacher self-efficacy questionnaire (Tschannen-Moran, Woolfolk, 2001) and emotional intelligence questionnaire (Schutte, 1998). The reliability of the questionnaires calculated through Cronbach Alpha were 0/86, 0/92 and 0/91 respectively. The results of   Pearson correlation showed that all emotional intelligence, job burnout and self-efficacy components are mutually correlated with each other (p<0/01). Implementing structural equation modeling (SEM) for relationship between emotional intelligence and job burnout through the mediator variable self-efficacy, it was realized that the proposed model has a good fit and burnout is well explained by emotional intelligence and self-efficacy. Also all of the model path coefficients were significant.

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