نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش‌آموخته کارشناسی ارشد تحقیقات آموزشی ، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران. آموزگار ابتدایی

2 عضو هیات علمی دانشکده روان شناسی و علوم تربیتی دانشگاه تهران

چکیده

این پژوهش با هدف اثربخشی آموزش تحلیل رفتار متقابل بر مؤلفه‌های سبک تعاملی معلم- دانش‌آموز در دورۀ ابتدایی انجام شد. طرح پژوهش نیمه‌آزمایشی با پیش‌آزمون و پس‌آزمون با گروه گواه انجام گرفت. جامعۀ آماری شامل زنان معلم دوره‌ی ابتدایی شهرستان طبس در سال تحصیلی 99-1398 بود‌. در این پژوهش تعداد 30 معلم زن دوره‌ی ابتدایی با روش نمونه‌گیری در دسترس انتخاب شدند و با گمارش تصادفی در دو گروه آزمایش و گواه جای گرفتند. معلمان گروه آزمایش به مدت 10 جلسۀ90 دقیقه‌ای در طول 5 هفته تحت آموزش تحلیل رفتار متقابل قرار گرفتند ولی معلمان گروه گواه مداخله‌ای دریافت نکردند. در این پژوهش از پرسش‌نامه سبک تعامل معلم با دانش‌آموز لارداسمی و کنی (QTI) استفاده شد. داده‌های حاصل از پژوهش با روش آماری تحلیل کواریانس چندمتغیره (مانکوا) وبا استفاده از نرم‌افزار آماری SPSS-18 تحلیل شد. نتایج نشان داد که آموزش گروهی تحلیل رفتار متقابل بر مؤلفه‌های رهبری (05/0>p)، کمک کننده/دوستانه (01/0>p)، درک کردن (05/0>p)، ناراضی بودن (05/0>p) و تنبیه کردن (01/0>p) تأثیر معنی‌داری داشته‌ است و بر مؤلفه‌های سخت‌گیری، نامطمئن بودن و مسئولیت‌پذیری/آزادی فراگیر تأثیر معنی‌داری ایجاد نکرده است. نتایج نشان می‌دهد که آموزش گروهی تحلیل رفتار متقابل به معلمان، موجب بهبود سبک تعامل آن‌ها با دانش‌آموزان از طریق اثربخشی بر رهبری، رفتار کمک کننده و دوستانه، درک کردن دانش‌آموزان، کاهش نارضایتی از وضعیت کلاس و تنبیه کردن، می‌شود. لذا توصیه می‌‌شود که در مدارس به آموزش مفاهیم و راهبردهای این نظریه به معلمان پرداخته شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Transactional Analysis (TA) Group Training on the components of teacher-student Interactive style in elementary school

نویسندگان [English]

  • Neda Ashrafian 1
  • Keyvan Salehi 2

1 M.A. of Educational Research, faculty of Psychology and Education, University of Tehran, Elementary teacher

2 faculty member, faculty of Psychology and Education, University of Tehran

چکیده [English]

This study aimed to evaluate the effect of Transactional Analysis (TA) Group Training on the components of teacher-student Interactive style in elementary school. The research method is quasi-experimental in terms of a method with pretest, posttest, and control group design. The statistical population included female primary school teachers in Tabas city in 2009-10 academic years. In this study, 30 female primary school teachers were selected by the Convenience Sampling method and randomly assigned to experimental and control groups. Experimental group teachers were trained in Transactional Analysis Training for 10 sessions of 90 minutes over 5 weeks but the teachers of the control group did not receive any intervention. In this study, the Teacher-Student Interaction Style Questionnaire from Lourdusamy and Khine (QTI) was used. The data were analyzed by Multivariable Analyze of Covariance (MANCOVA) via SPSS-18 software. The results showed that Transactional Analysis group training had a significant effect on the components of leadership (p<0.05), helpful/friendly (p<0.01), understanding (p<0.05), dissatisfaction (p<0.05), and admonishing (p<0.01) and there was no sign in the component of Responsibility/Freedom, Uncertain and Strict. The results show that Transactional Analysis group training for teachers improves their style of interaction with students through effectiveness on leadership, helpful/friendly, Students' understanding, reduces dissatisfaction from the class situation and admonishing. Therefore, it is recommended that teachers be taught the concepts and strategies of this theory in schools.

کلیدواژه‌ها [English]

  • Transnational Analysis
  • Interactive Style
  • Group Training
  • Elementary
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