بررسی برخی از پیشایندها و پیامدهای مهم تاب‌آوری معلّمان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشگاه خلیج فارس

2 دبیر آموزش و پرورش

چکیده

هدف پژوهش حاضر آزمون مدل مفروض علّی متغیرهای پیشایند و پیامد تاب‌آوری معلّمان بود. جامعه‌ی آماری پژوهش، شامل تمام معلّمان شاغل در مقاطع ابتدایی، راهنمایی و متوسطه در آموزش و پرورش شهر بوشهر بود که از این تعداد 400 نفر معلّم به صورت نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. برای جمع‌آوری اطلاعات از پرسشنامه‌های تاب‌آوری کانر و دیویدسون (2003)، سیاهه ترجیح‌کاری آمابلی و همکاران (1994)، پرسشنامه تنظیم هیجانی جان و گراس (2003)، آزمون جهت‌گیری زندگی شییر و کارور (1994)، مقیاس خودکارآمدی عمومی شرر و مادوکس (1982)، مقیاس چندبعدی حمایت‌ اجتماعی ادراک شده زیمت و همکاران (1988)، پرسشنامه راهبردهای مقابله با فشار روانی اندلر و پارکر (1990)، پرسشنامه عملکرد شغلی پاترسون (1970)، پرسشنامه عملکرد خانواده اسپتاین و بالدوین (1983)، پرسشنامه کیفیت زندگی ویر و شربون (1992) و پرسشنامه هوش‌معنوی کینگ (2008) استفاده شد. نتایج مدل نشان داد که مسیرهای بین راهبردهای مقابله ای، انگیزش درونی-بیرونی، تنظیم هیجانی، عملکرد خانواده و هوش معنوی با تاب آوری معنی دار می باشد اما روابط متغیرهای حمایت اجتماعی و خوش بینی با تاب آوری غیر معنی دار بود. روابط بین تاب آوری با متغیرهای پیامد آن مانند کیفیت زندگی و عملکرد شغلی معنی دار بود اما با متغیر خودکارآمدی رابطه معنی دار نبود.نتایج مدل کلی نشان داد شاخص‌های مدل پیشنهادی از برازش قابل قبولی برخوردارند. به منظور برازندگی بهتر، مدل اصلاح شده بررسی شد. نتایج دلالت بر بهبود شاخص‌های برازش مدل اصلاح شده داشت. بر این اساس نتیجه گیری می شود که افزایش تاب‌آوری معلمان موجب افزایش کیفیت زندگی آنان خواهد شد.

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