تأثیر آموزش تحلیل رفتار متقابل بر مؤلفه‌های سبک تعامل معلم- دانش‌آموز در دوره ابتدایی

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.

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