واكاوي محتواي رنج احساسي در تدريس رياضي: گفتمان كاوي الگوهاي ذهني معلمان با تكنيك كيو (Q)

پژوهش حاضر با هدف شناسايي الگوهاي ذهني معلمان رياضي مقطع متوسطه اول در خصوص محتواي رنج احساسي در تدريس درس رياضي انجام شده است. روش پژوهش برحسب هدف كاربردي، به لحاظ ماهيت اكتشافي و از حيث گردآوري داده‌ها، توصيفي ـ پيمايشي است كه با استفاده از روش كيو (كيفي ـ كمي) الگوهاي ذهني مختلف معلمان نسبت به رنج احساسي در كار احصاء شده است. از بين معلمان رياضي كه تجربه بيشتري در تدريس رياضي به شيوه نمونه‌گيري هدفمند تعداد 12 نفر به عنوان مشاركت‌كننده انتخاب و با آنها مصاحبه به روش كيو (Q) انجام شد و سپس كارت‌هاي مربوط به گزاره‌هاي كيو در بين آنها توزيع شد. بر اساس كارتهاي توزيع شده، از ميان 105 گزاره، 41 گزاره نهايي شناسايي و سپس توسط مشاركت‌كنندگان اولويت‌بندي شدند‌. در نهايت، بر اساس يافته‌ها و نتايج تحليل عاملي كيو، مشخص شد كه سه الگوي ذهني مختلف نسبت به رنج احساسي در كار (كار احساسي بعنوان الزامات شغلي، كار احساسي بعنوان نمايش‌هاي عاطفي معطوف به نقش، كار احساسي بعنوان تجربه روانشناختي) در بين معلمان رياضي وجود دارد. به عنوان نتيجه مي‌توان چنين تفسير كرد كه درصد زيادي از گزاره‌ها و الگوهاي شناسايي ‌شده مدعي بر نمايش‌هاي عاطفي معلمان رياضي در مدرسه است و طبق ذهنيت معلمان عامل نمايش عاطفي بيشترين تأثير را در شكل گيري محتواي رنج احساسي معلمان دارد.

The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers. The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them.