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اثربخشی بسته بهینه‌سازی جو‌اجتماعی-هیجانی کلاس و ویژگی‌های معلم در مدارس ابتدایی

نوع مقاله : علمی- پژوهشی

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دانشگاه شهید بهشتی

چکیده

پژوهش حاضر به منظور بررسی اثربخشی بسته بهینه سازی جو اجتماعی-هیجانی کلاس در مدارس ابتدایی انجام شد. روش این مطالعه از نوع آزمایشی و طرح پیش آزمون-پس آزمون با گروه کنترل است. جامعه پژوهش شامل 12 مدرسه ابتدایی دولتی شهر نور بود که نمونه‌ای متشکل از 8 کلاس پایه پنجم با استفاده از روش نمونه گیری در دسترس از آن انتخاب شدند. ابزارها شامل بسته محقق ساخته بهینه سازی جو اجتماعی-هیجانی کلاس، سیستم نمره‌دهی سنجش کلاس (پایانتا، لاپارو و هامرِ، 2005، 2008)، مقیاس هوش هیجانی ادراک شده (براکت و مایر، 2003)، و سیاهه فرسودگی (مسلش، جکسون و لِیتر، 1996) بود. یافته‌های حاصل از بکارگیری تحلیل کواریانس و تحلیل رگرسیون سلسله مراتبی خطی نشان داد که بسته بهینه سازی جو اجتماعی-هیجانی کلاس تفاوت معناداری را در ابعاد مختلف جو کلاس بین کلاس‌های کنترل و آزمایش ایجاد می‌کند، و متغیرهای معلم زمانی که در معادله رگرسیون حضور دارند و کنترل می‌شوند، به طور معناداری تأثیر مداخله را تعدیل می‌کنند. یافته‌های این پژوهش می‌تواند به عنوان راهنمایی برای برنامه ریزان درسی و معلمان مطرح گردد تا جهت بهبود جوکلاس اهمیت بیشتری به شناخت عوامل اجتماعی و هیجانی کلاس‌ها و تقویت آنها دهند. همچنین این پژوهش می‌تواند به عنوان پایه‌ای برای پژوهش‌های دیگر در سطح ملی و با طراحی بسته‌ای با آیتم-های دیگر باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Effectiveness of a social-emotional classroom climate optimization package and teacher characters in primary schools

چکیده [English]

This research was done in order to study of social-emotional classroom climate optimization package effectiveness in primary schools. The present study has done through experimental method and pre-test/post-test control group design. The population was consisted of 12 public elementary schools in Noor city that sample composed of 8 classes of fifth-grade was selected with use of convenience sampling method. The measurements included social-emotional class-room climate optimization package that researcher have made it, Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2005, 2008), Perceived Emotional Intelligence Scale (Brackett, & Mayer, 2003), & Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996). The results based on analysis of covariance & multiple analysis of hierarchical linear regression indicated that social-emotional classroom climate optimization package have made significant difference in various dimensions of classroom climate between control & experiment classes, and teacher variables when was entered in regression equation and was controlled, significantly moderated the effect of treatment. The findings of this study can be considered as a guide for curriculum planners and teachers to improving classroom climate, pay more importance to recognition the social and emotional factors of classes and reinforcing them. Also, this study can serve as a basis for other research at the national level and design a package with other items.

کلیدواژه‌ها [English]

  • effectiveness
  • optimization package
  • social-emotional classroom climate
  • teacher burnout
  • teachers’ perceived emotional ability
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علوم تربیتی
دوره 23، شماره 1 - شماره پیاپی 1
خرداد 1395
صفحه 153-172
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هم رسانی
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