تدوین الگوی مدیریت سوءرفتار دانش‌آموزان مدارس متوسطه اول

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 5، دوره 14، شماره 1 - شماره پیاپی 59، فروردین و اردیبهشت 1402، صفحه 97-78   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.27978.5599

نویسندگان

فردین عبداللهی^{* 1}؛ بهزاد نادرنژاد²؛ فردین باتمانی¹

¹استادیار گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، سنندج، ایران

²دانشجوی دکتری مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، سنندج، ایران

تاریخ دریافت: 10 تیر 1400،  تاریخ بازنگری: 29 مهر 1400،  تاریخ پذیرش: 22 آبان 1400 

چکیده

مقدمه و هدف: هدف این پژوهش، ارائه و تدوین مدل مدیریت سوءرفتار دانش آموزان متوسطه اول و سپس شناسایی مناسب ‌ترین الگوی سبک تدریس همسو با راهبردها و مدیریت بهینه سوءرفتار بود.
روش شناسی پژوهش: این پژوهش از نوع آمیخته اکتشافی و به روش کیفی-کمی و از روش داده بنیاد و مدل کرسول جهت بررسی داده‌های کیفی و از تحلیل عاملی تأییدی در بخش کمی استفاده گردید. مشارکت‌کنندگان، معلمان مدارس متوسطه اول شهرستان سنندج بودند که در بخش کیفی از بین آنان 18 نفر با روش نمونه‌گیری هدفمند و در بخش کمی از بین 1100 نفر جامعه آماری، تعداد 204 نفر با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. در بخش کیفی با استفاده از مصاحبه عمیق، 154 شاخص مدیریت سوءرفتار به دست آمد که درنهایت 43 مقوله‌ فرعی و 31 مقوله محوری و 5 مقوله فراگیر ترسیم شد. بر این اساس مدل مفهومی مؤلفه‌ها و ابعاد راهبردی مدیریت سوءرفتار دانش آموزان طراحی شد. در بخش کمی با توزیع پرسشنامه محقق ساخته دارای روایی مناسب و پایایی 78/0 و درنهایت از نرم‌افزار spss و Amos برای انجام تحلیل عاملی تأییدی و برازش مدل راهبردهای مؤثر بر مدیریت سوءرفتار استفاده گردید. جهت بررسی اعتبار مؤلفه‌های مدل از ارزیابی شاخص نسبت محتوایی CVR استفاده شد. نمره این شاخص 76/0 بود که روایی محتوایی بالایی را نشان می‌دهد.
یافته­ ها: از مؤلفه‌های به‌دست‌آمده از مدل عوامل راهبردی مؤثر بر مدیریت سوءرفتار در کل 10 مؤلفه و 4 بعد سبک تدریس به دست آمد شامل: الف: مؤلفه‌های رفاقت مداری، مددجویی و تعامل با خانواده و تعامل‌گرایی در قالب سبک تدریس تعاملی و رفاقت گرا. ب. تنبیه مداری، مدیریت فشار همسالان و ضابطه مداری در قالب سبک تدریس اقتدارگرا. ج. تسهیل گری و نادیده انگاری در قالب سبک تسهیل گرا. د: تخصص مداری در قالب سبک تدریس تخصصی.
بحث و نتیجه ­گیری: نتایج تحلیل عاملی تأییدی و مدل معادلات ساختاری نشان داد مدل عوامل راهبردی مؤثر در مدیریت سوءرفتار دانش‌آموز از برازش مناسبی برخوردار است. نتیجه کاربردی این پژوهش، تدوین الگوی مدیریت سوءرفتار برای استفاده معلم با شناسایی سبک تدریس تعاملی و رفاقت گرا بود.

کلیدواژه‌ها

مدل مدیریت سوءرفتار؛ سبک‌های تدریس تعاملی؛ مقتدر؛ تسهیل گر؛ تخصصی

عنوان مقاله [English]

Developing a model for management of misbehavior of First secondary school students

نویسندگان [English]

fardin abdollahi¹؛ behzad nadernezhad²؛ fardin batmani¹

¹Assistant Professor, College of Literature and Humanities. Islamic Azad University, Sanandaj, Iran.

²1. Ph.D Student in Educational Management, College of Literature and Humanities. Islamic Azad University, Sanandaj, Iran.

چکیده [English]

Introduction: The purpose of this study was to present and develop a model of management of misbehavior of high school students and then to identify the best model of teaching style in line with the optimal management of misbehavior of classroom.
research methodology: This study was of mixed type and qualitative-quantitative method and grounded theory method was used. Participants in the study were first high school teachers in Sanandaj, which in the qualitative part 18 people were selected by purposive sampling method and in the quantitative part, out of 1100 people in the statistical population, 204 people were selected by multi-stage cluster sampling method. In the qualitative section, using in-depth interviews, outlined 43 subcategories, 31 central categories and 5 comprehensive categories. Accordingly, a conceptual model of components and strategic dimensions of management of misbehavior of students was designed. In the quantitative part, the final model was designed by distributing a researcher-made questionnaire with appropriate validity and reliability of 0/78 and finally using SPSS and Amos software for factor analysis.
Findings: From the components obtained from the model of strategic factors affecting the management of misbehavior in a total of 10 components and 4 dimensions of teaching style were obtained, including: A: interactive and camaraderie teaching style. B: authoritarian teaching style. C: facilitator style. D: specialized teaching style. The result of confirmatory factor analysis and structural equation model showed that the model of effective strategic factors in management of misbehavior of student has a good fit.
Conclusion: The practical result of this research was identification, model development with emphasis on interactive and camaraderie teaching style by teacher in management of misbehavior of student.

کلیدواژه‌ها [English]

management of misbehavior model, interactive teaching styles, authoritarian, facilitator and specialist

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https:// eric.ed.gov/?id=EJ1141015.

Shafiei. M., Jahani, J., & Rahkhodapoor, A. (2020). Designing a Structural Model for Predicting Students Research Morale based on Teachers’ Teaching Styles and Thinking Style. Research in Teaching, 8(1), 218-241. ]in persian[

Shirbegi, N., Gholami, Kh., & Bastami, M. (2015). Recognize the common disciplinary beliefs of school community members. Bi-Quarterly. Journal of Educational Planning Studies, 4 (7), 105-132. ]in persian[

Simpson, J. N., Hopkins, S., Eakle, C. D., & Rose, C. A. (2020). Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom. published online, 29(2), 119-128.

Sueb, R., Hashim, H., Hashim, K., & Izam, M. (2020). Excellent Teachers’ Strategies in Managing Students’ Misbehaviour in the Classroom. Asian Journal of University Education, 16 (1), 46 – 55.

Tondeur, J., Braak, J. V., & Ertmer, P. (2016). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education. Educational Technology Research and Development, 65(3),555-575.

https://www.researchgate.net/publication/308128849.