پیش‌بینی سبک مدیریت کلاسی معلمان زن بر اساس ذهن‌آگاهی و خوش‌بینی تحصیلی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 7، دوره 8، شماره 31، آذر و دی 1396، صفحه 127-144   

نوع مقاله: مقاله پژوهشی

نویسندگان

فریده حمیدی¹؛ هنگامه معماری^{* 2}

¹دانشیار روانشناسی، گروه علوم تربیتی دانشگاه تربیت دبیر شهید رجایی

²کارشناسی ارشد روانشناسی تربیتی، گروه علوم تربیتی دانشگاه تربیت دبیر شهید رجایی

تاریخ دریافت: 26 مهر 1394،  تاریخ بازنگری: 27 بهمن 1394،  تاریخ پذیرش: 08 آبان 1396 

چکیده

        هدف پژوهش حاضر « پیش‌بینی سبک مدیریت کلاسی معلمان زن بر اساس ذهن‌آگاهی و خوش‌بینی تحصیلی » بود. جامعه آماری تحقیق شامل کلیه معلمان زن مدارس متوسطه دخترانه شهر تهران در سال تحصیلی 94-1393 به تعداد 21110 نفر بود که به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای و با استفاده از فرمول کوکران تعداد 385 نفر به عنوان نمونه آماری انتخاب شدند. برای گردآوری داده‌ها از سه پرسشنامه سبک‌ مدیریت کلاسی (مارتین و همکاران، 1998)، خوش‌بینی تحصیلی (هوی و همکاران، 2008) و ذهن‌آگاهی (لانگر، 2004) استفاده شد که روایی آن­ها با روش صوری با ارجاع به نظر کارشناسان زیربط و روایی سازه به روش تحلیل عامل مناسب تعیین شد. پایایی پرسشنامه‌ها به روش آلفای کرونباخ به ترتیب 69/0، 82/0 و 75/0 به دست آمد. برای تجزیه و تحلیل داده‌ها از روش رگرسیون لوجستیک استفاده شد. نتایج حاکی از همبستگی معکوس مولفه آگاهی از پیرامون با سبک مدیریت غیرمداخله ای (099/0=‌‌‌2R ) و سبک مدیریت تعاملی (138/0=2R) در سطح (05/0p<)، همچنین همبستگی مستقیم مولفه تاکید تحصیلی با سبک مدیریت مداخله­ای (106/0=2R) و سبک مدیریت تعاملی (087/0=2R) در سطح (05/0p<) می‌باشد. در نهایت، نتیجه گرفته می­شود بین ابعاد ذهن‌آگاهی، مولفه آگاهی از پیرامون و بین ابعاد خوش‌بینی تحصیلی، مولفه تاکید تحصیلی نقش معناداری در پیش‌بینی سبک مدیریت کلاس معلمان دارند.  

کلیدواژه‌ها

سبک مدیریت کلاسی؛ ذهن‌آگاهی؛ خوش‌بینی تحصیلی؛ معلمان زن

عنوان مقاله [English]

Predicting Women Teachers᾽ Classroom Management Style According to Mindfulness and Academic Optimism

نویسندگان [English]

farideh hamidi¹؛ hengameh memari²

¹Shahid Rajaee Teacher Training University

²Shahid Rajaee University-Tehran

چکیده [English]

The purpose of present research was “Predicting Women Teachers' Classroom Management Style according to Mindfulness and Academic Optimism”. From the whole number of women teachers of the girls᾽ secondary schools in Tehran that were 21110 in 1393-94, selected 385 teachers through multi-steps cluster-randomized sampling and Cochran formula. Three questionnaires included 'Classroom Management Styles' (Martin et al, 1998), 'Academic Optimism Scale' (Hoy et al, 2008) and 'Langer Mindfulness Scale' (Langer, 2004) were applied for collecting data. The validity of questionnaires acquired with referring to experts and construct validity through factor analysis. The reliability of these questionnaires through Cronbach alpha was in the following manner: 0.69, 0.82 and 0.75. The data were analyzed through logistic regression. Results showed that “Engagement” had negative correlation with non-interventional (R2=0/099) and interactional (R2=0/138) classroom management style (p<0/05), and “Academic Emphasis” had positive correlation with interventional (R2=0/106) and interactional (R2=0/087) classroom management style. Although based on results only ‘Engagement’ from mindfulness and ‘Academic Emphasis’ from academic optimism have significant role in predicting teachers classroom management style.  

کلیدواژه‌ها [English]

classroom management style, mindfulness, Academic Optimism, women teachers

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