شناسایی ابعاد و مؤلفه‌های ارتباط مراقبتی معلمان مدارس ابتدایی (مروری نظام مند)

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 7، دوره 14، شماره 4 - شماره پیاپی 62، مهر و آبان 1402، صفحه 111-98   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.28619.5737

نویسندگان

احترام فراستی^{* 1}؛ سوسن لایی²؛ فرانک موسوی³؛ بهمن سعیدی پور⁴

¹دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران.

²گروه علوم تربیتی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران.

³دانشیار گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران.

⁴استاد گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

تاریخ دریافت: 22 شهریور 1400،  تاریخ بازنگری: 20 آذر 1401،  تاریخ پذیرش: 21 تیر 1401 

چکیده

مقدمه و هدف: بهبود روابط دانش آموزان با معلم، پیامدهای مهم، مثبت و طولانی مدتی برای آنها دارد. لذا، این مطالعه با هدف شناسایی ابعاد و مؤلفه‌های ارتباط مراقبتی معلمان مدارس ابتدایی صورت گرفت.
روش شناسی پژوهش: شیوه ی به کار رفته در این مطالعه، مرور نظام مند، با تکیه بر روش پتی کرو و رابرتز (2006) در بررسی‌های نظام مند در علوم اجتماعی است. برای شناسایی ابعاد و مؤلفه‌های ارتباط مراقبتی معلمان مدارس ابتدایی، ابتدا سؤالات پژوهش تنظیم و اصطلاحات جستجو در زبان فارسی و انگلیسی مشخص و پایگاه‌های مناسب برای دریافت منابع مربوط (شامل اریک، اسکوپوس، ساینس دایرکت و گوگل اسکالر) مشخص شدند. برای انتخاب و تعیین مقالات مناسب، معیارهایی تعیین تا بر اساس آنها کیفیت علمی مطالعات مربوط مورد سنجش قرار گرفته و پاسخ سؤالات تحقیق استخراج گردید. جستجوی نظام مند با توجه به کلمات کلیدی به 148 تحقیق رسید که در نهایت 13 تحقیق منطبق با معیارها جهت تحلیل عمیق تعیین گردید.
یافته‌ها: با استخراج ابعاد ارتباط مراقبتی در مجموع 29 مؤلفه استخراج گردید که مؤلفه های وجود رابطه دوطرفه بین معلم-دانش آموز و نه روابط بالا-پایینی؛ مدیریت مؤثر کلاسی؛ شناخت توانایی ها، نیازها و ترجیحات دانش آموزان؛ میزان توانایی تحصیلی و پیشرفت دانش آموزان؛ پاسخگویی به نیازهای فرهنگی، تحصیلی و شخصی دانش آموزان؛ خوش خلقی و مهربانی در رفتار با دانش آموزان؛ برون گرایی و تمایل دانش آموزان به حمایت عاطفی یا تحصیلی؛ و نگرش و دیدگاه معلم-دانش آموز به یکدیگر، دارای بیشترین تکرار در بین منابع مورد بررسی بودند.
بحث و نتیجه‌گیری: شناسایی و استخراج عناصر تشکیل دهنده یک رابطه مؤثر و مثبت برای تأکید و تمرکز بر تقویت مؤلفه های این رابطه ضروری است.

کلیدواژه‌ها

"ارتباط مراقبتی"؛ "ارتباط حمایتی"؛ "روابط معلم-دانش آموز"

عنوان مقاله [English]

identifying the dimensions and components of primary teachers' caring relationship (A systematic review)

نویسندگان [English]

Ehteram Farasati¹؛ Susan Laei²؛ faranak mosavi³؛ bahman saidipour⁴

¹Ph.D. Student in Educational Management, Department of educational science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

²Department of educational science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

³Associate Professor, Department of Educational manament, Faculty of literature and Humanities, Kermanshah Branch, Islamic azad University, Kermanshah, Iran.

⁴Professor of Administration, Department of Educational Siences, Payame Noor University, Tehran, Iran.

چکیده [English]

Introduction: Improving students' relationships with teachers has important, positive, and long-lasting implications for students. Therefore, the aim of this study was to identify the dimensions and components of primary teachers' caring relationships.
research methodology: The method used in this study is a systematic review, relying on the method of Petty Crow and Roberts (2006) in systematic studies in social sciences. To identify the dimensions and components of primary teachers' caring relationships, first the research questions and search terms in Persian and English were identified and the appropriate databases for receiving relevant resources (including Eric, Scopus, ScienceDirect, and Google Scholar) were identified. In order to select and determine the appropriate articles, criteria were determined based on which the scientific quality of the relevant studies was assessed and the answers to the research questions were extracted. Systematic search according to keywords reached 154 pieces of research, which finally determined 14 pieces of research that met the criteria for in-depth analysis.
Findings: By extracting the dimensions of a caring relationship, a total of 29 components were extracted, which are the components of the existence of an interactive teacher-student relationship and not a top-down relationship; Effective classroom management; Recognize students' abilities, needs, and preferences; The level of academic ability and progress of students; Meeting the cultural, educational and personal needs of students; Good mood and kindness in dealing with students; Extraversion and students' desire for emotional or academic support; and teacher-student attitudes and views towards each other had the highest repetition among the studied sources.
Conclusion: Identifying and extracting the ingredients of an effective and positive relationship is therefore essential in order to emphasize and focus on strengthening the components of this relationship.

کلیدواژه‌ها [English]

"Caring relationship", "supportive relationship", "teacher-student relationship"

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