ویژگی های روان‌سنجی پرسشنامه هیجان‌های مدیران: بررسی پایایی و روایی در مدیران دبستان و دبیرستان ایرانی

محورهای موضوعی : تربیتی

محمد کوهی ¹ (دانشجوی دکتری روانشناسی تربیتی، دانشگاه خوارزمی تهران، تهران، ایران. )
حسین کدخدا ² (استادیار گروه روانشناسی دانشگاه فرهنگیان، پردیس شهید بهشتی، مشهد، ایران)
هادی کرامتی ³ (دانشیار گروه روانشناسی تربیتی، دانشگاه خوارزمی، تهران، ایران )
پروین کدیور ⁴ ( استاد گروه روانشناسی تربیتی، دانشگاه خوارزمی، تهران، ایران. )
فریدون بیان جم جاه ⁵ (معاونت ابتدایی اداره آموزش و پرورش منطقه تبادکان مشهد، مشهد، ایران. کارشناسی ارشد رواشناسی عمومی، علوم و تحقیقات خراسان رضوی، مشهد، ایران.)

تاریخ دریافت : 1399/12/28 تاریخ پذیرش : 1402/12/14 تاریخ انتشار : 1402/12/21

کلید واژه: هیجان‌های مدیران, دبستان و دبیرستان, پرسشنامه هیجان مدیر, تحلیل عاملی,

چکیده مقاله :

هیجان‌ها در مرکز تمام جنبه‌های تجارب انسانی هستند و اجزای جدایی‌ناپذیر شغل و زندگی مدیران هستند. مدیران دبستان و دبیرستان با توجه به ماهیت شغلی خود، نیازمند آگاهی از هیجانات خود و دیگران و مدیریت هیجانات خود هستند؛ بنابراین، جنبه هیجانی رهبری و مدیریت، انجام تحقیقات بیشتر را ضروری می‌کند. هدف این پژوهش اعتباریابی پرسشنامه هیجان‌های مدیران (Chen, 2020) بود. جامعه آماری پژوهش کلیه مدیران دبستان ها و دبیرستان های شهر مشهد بود که در سال تحصیلی 1400-1399 مشغول مدیریت بودند. با استفاده از روش نمونه‌گیری در دسترس و بر اساس فرمول کوکران حجم نمونه 450 نفر تعیین شد. پرسشنامه پس از ترجمه و رواسازی توسط متخصصان، به‌صورت مداد و کاغذی و الکترونیکی تکمیل گردید. برای احراز روایی سازه ابتدا از تحلیل عاملی تأییدی و برای پایایی از ضریب آلفا استفاده شد. نتایج تحلیل عاملی تأییدی برازندگی مدل و ساختار روابط درونی گویه‌ها را تأیید کرد. ضریب آلفا برای کل پرسشنامه هیجان‌های مدیران برابر با 85/0 و برای عامل‌های لذت (88/0)، افتخار (96/0)، ناکامی (86/0)، اضطراب (85/0) و ناامیدی (89/0) به دست آمد. نتایج نشان داد که پرسشنامه هیجان‌های مدیران از ویژگی‌های روان‌سنجی قابل‌قبولی برخوردار است و می‌توان از آن به‌عنوان ابزاری معتبر در مطالعه هیجان‌های مدیران استفاده کرد.

چکیده انگلیسی:

Emotions are central to all aspects of human experience and are an integral part of principals' jobs and lives. Due to the nature of their job, elementary and high school principals need to be aware of their own and others' emotions and manage their emotions. These observations suggest that the emotional aspect of leadership warrants further investigation. The present study aimed to validate the Principals' Emotions Inventory (Chen, 2020). The statistical population of the study was all elementary and high school principals in Mashhad who were engaged in management in the academic year 2020-2021. The sample size determined 450 people based on Cochran's formula. Participants were selected by the available sampling method. Principals' Emotions Inventory, after translation and validation, was distributed and completed electronically and in pencil and paper format among the research sample. Confirmatory factor analysis was used to determine the validity of the structure and the alpha coefficient was used for reliability. The results confirmed the fit of the model and the structure of the internal relations of the items. The alpha coefficient for the Principals' Emotion Inventory was equal to 0.85 and for the factors of enjoyment (0.88), pride (0.96), frustration (0.86), anxiety (0.85), and hopelessness (0.89). The results showed that the principals' emotions inventory has acceptable psychometric properties and can be used as a valid instrument in the study of principal emotions.

منابع و مأخذ:

Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992–2012. Review of Educational Research, 85(1), 129-167.‏
Berkovich, I., & Eyal, O. (2017a). Methodological review of studies on educational leaders and emotions (1992-2012). Journal of Educational Administration.‏
Berkovich, I., & Eyal, O. (2017b). The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work: A study in Israeli primary schools. Educational Management Administration & Leadership, 45(2), 316-335.

Bridges, E. (2012). Administrator preparation: Looking backwards and forwards. Journal of Educational Administration.‏
Burić, I., Slišković, A., & Macuka, I. (2018). A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire. Educational psychology, 38(3), 325-349.‏
Bush, T. (2018). Preparation and induction for school principals: Global perspectives. Management in Education, 32(2), 66-71.‏
Cai, Q. (2011). Can principals' emotional intelligence matter to school turnarounds?. International Journal of Leadership in Education, 14(2), 151-179.‏
Chang, M. L. (2009a). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational psychology review, 21(3), 193-218.‏
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. doi: 10.1016/j. tate. 2016.01.001.
Chen, J. (2020). Development and validation of the Principal Emotion Inventory: A mixed-methods approach. Educational Management Administration & Leadership, 1741143220919764.‏
Cosmides, L., & Tooby, J. (2000). Evolutionary psychology and the emotions. Handbook of emotions, 2(2), 91-115.‏
Crawford, M. (2018). Personal engagement, emotion and the educational workplace. Journal of professional capital and community.‏ 3(3): 223–240.
Dewa, C. S., Dermer, S. W., Chau, N., Lowrey, S., Mawson, S., & Bell, J. (2009). Examination of factors associated with the mental health status of principals. Work, 33(4), 439-448.‏
Earley, P., Collarbone, P., Evans, J., Gold, A., & Halpin, D. (2002). Establishing the current state of school leadership in England. Stationery Office.‏
Fink, D., & Brayman, C. (2006). School leadership succession and the challenges of change. Educational administration quarterly, 42(1), 62-89.‏
Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. In Advances in teacher emotion research (pp. 129-151). Springer, Boston, MA.‏
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163.‏
Hall, N. C., & Goetz, T. (2013). Emotion, motivation, and self-regulation: A handbook for teachers. Emerald Group Publishing.‏
Hong, J., Nie, Y., Heddy, B., Monobe, G., Ruan, J., You, S., & Kambara, H. (2016). Revising and validating achievement emotions questionnaire-teachers (AEQ-t). International Journal of Educational Psychology, 5(1), 80-107.‏
International Test Commission (2017) The ITC guidelines for translating and adapting tests (Second edition). Available at: https://www.intestcom.org/files/guideline_test_adaptation_2ed.pdf.
James, C., Crawford, M., & Oplatka, I. (2018). An affective paradigm for educational leadership theory and practice: connecting affect, actions, power and influence. International Journal of Leadership in Education.‏
Joint Committee on Standards for Educational and Psychological Testing (2014) Standards for Educational and Psychological Testing. Washington: American Educational Research Association, American Psychological Association, and National Council on Measurement in Education.
Karlsson, M. (2013). Emotional identification with teacher identities in student teachers’ narrative interaction. European Journal of Teacher Education, 36(2), 133-146.‏
Karshki, H., Koohi, M., Ahani, Z. (2016). Validation of the Teacher Emotion Inventory from primary school in Mashhad. Quarterly of Educational Measurement, 6(24), 171-200. doi: 10.22054/jem.2017.12594.1359.
Keller, M. M., Frenzel, A. C., Goetz, T., Pekrun, R., & Hensley, L. (2014). Exploring teacher emotions. Teacher motivation: Theory and practice, 1, 70-82.‏
Koohi, M., Garavand, Y., Ghasemzadeh, A., Abbasi Josheghani, E. (2019). Evaluation of Psychometric Properties of Academic Emotions in teaching inventory. Quarterly of Educational Measurement, 9(35), 55-74. doi: 10.22054/jem.2019.36336.1835
Lasalvia, A. (2011). Occupational stress, professional burnout and job satisfaction among psychiatrists. Handbook of Stress in the Occupations. Cheltenham, UK: Edward Elgar Publishing, 49-68.‏
Lazarus, R. S. (1991). Progress on a cognitive–motivational–relational theory of emotion. American Psychologist, 46, 819–834. https://doi.org/10.1037/0003-066X.46. 8.819.
LeDoux, J. E. (1995). Emotion: Clues from the brain. Annual review of psychology, 46(1), 209-235.‏
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School leadership and management, 28(1), 27-42.‏
Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and education policy: Commensurate global and national developments.‏
Maxwell, A., & Riley, P. (2017). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3), 484-502.‏
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.‏
Phillips, S., Sen, D., & McNamee, R. (2007). Prevalence and causes of self-reported work-related stress in head teachers. Occupational medicine, 57(5), 367-376.‏
‏Riley, P., & Langan-Fox, J. (2013). Bullying, stress and health in school principals and medical professionals: Experiences at the'front-line'.‏
‏Samier, E. A., Schmidt, M., & Blackmore, J. (2010). Preparing leaders to work with emotions in culturally diverse educational communities. Journal of educational administration.‏
Samier, E. A., Schmidt, M., & Schmidt, M. J. (2010). Is there a place for emotions within leadership preparation programmes?. Journal of Educational Administration.‏ doi: 10.1108/09578231011067776.
Saric, M. (2015). Teachers' emotions: research review from a psychological perspective. SODOBNA PEDAGOGIKA-JOURNAL OF CONTEMPORARY EDUCATIONAL STUDIES, 66(4), 10-25.‏
Scherer, K. R., Wranik, T., Sangsue, J., Tran, V., & Scherer, U. (2004). Emotions in everyday life: Probability of occurrence, risk factors, appraisal and reaction patterns. Social Science Information, 43(4), 499-570.‏
Schutz, P. A., & Zembylas, M. (2009). Introduction to advances in teacher emotion research: The impact on teachers’ lives. In Advances in teacher emotion research (pp. 3-11). Springer, Boston, MA.‏
Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18(4), 343e360.
Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26, 616e621.
Sutton, R., & Wheatley, K. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358.http://dx.doi.org/ 10.1023/A:1026131715856
Ten Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: how can school leaders make a difference?. Educational administration quarterly, 48(4), 699-732.
Timoštšuk, I., & Ugaste, A. (2012). The role of emotions in student teachers’ professional identity. European Journal of Teacher Education, 35(4), 421-433.‏
Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621.‏
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, 54(6), 1063.
West, D. L., Peck, C., & Reitzug, U. C. (2010). Limited control and relentless accountability: Examining historical changes in urban school principal pressure. Journal of School Leadership, 20(2), 238-266.‏
Zembylas, M. (2003) Emotions and teacher identity: a post-structural perspective, Teachers and Teaching: Theory and Practice, 9, 213–238
Zembylas, M. (2018). Professional standards for teachers and school leaders: Interrogating the entanglement of affect and biopower in standardizing processes. Journal of Professional Capital and Community.
‏