پديد آورندگان :
مسعودي، نصرت اله دانشگاه آزاد اسلامي واحد دهاقان، دهاقان، ايران - گروه جامعه شناسي , محمدي، اصغر دانشگاه آزاد اسلامي واحد دهاقان، دهاقان، ايران - گروه جامعه شناسي , آذين، احمد دانشگاه آزاد اسلامي واحد شهرضا، شهرضا، ايران - گروه علوم سياسي
چكيده فارسي :
زمينه و هدف: توجه به كيفيت زندگي يكي از روش‌هاي ارتقا و بهبود عملكرد افراد است. در اين راستا كيفيت زندگي معلمان باتوجه به كاركرد تعليم و تربيتي اين قشر و شناخت نقش حمايت اجتماعي‌ادراكي در كيفيت زندگي آنان حائز اهميت است. هدف پژوهش حاضر بررسي رابطهٔ بين حمايت اجتماعي‌ادراكي و كيفيت زندگي معلمان شهر خرم‌آباد بود.
روش بررسي: اين مطالعه مقطعي و از نوع توصيفي‌همبستگي بود. جامعهٔ آماري را همهٔ معلمان دوره‌هاي اول و دوم متوسطه (پايه‌هاي هفتم تا دوزادهم) شهر خرم‌آباد در سال 1398 تشكيل دادند. حجم نمونه 436 نفر و روش نمونه‌گيري طبقه‌اي بود. ابزار گردآوري داده‌ها، پرسشنامۀ كيفيت زندگي (سازمان بهداشت جهاني، 1996) و مقياس چندبعدي حمايت اجتماعي‌ادراكي (زيمت و همكاران، 1988) بود. تحليل داده‌ها با استفاده از نرم‌افزار آماري SPSS نسخهٔ 25 در دو سطح توصيفي و تحليلي با آزمون تي مقايسهٔ ميانگين‌هاي دو گروه مستقل، تحليل واريانس، آزمون تعقيبي شفه و ضريب همبستگي پيرسون انجام شد و سطح معناداري برابر با 0٫05 بود.
يافته‌ها: بين ميزان حمايت اجتماعي‌ادراكي معلمان و كيفيت زندگي آنان رابطهٔ معنادار و مستقيم وجود دارد (0٫001>p، 0٫163=r). رابطهٔ معنادار و مثبت بين ميزان حمايت اجتماعي‌ادراكي و هر چهار بُعد كيفيت زندگي شامل ابعاد جسماني (0٫013=p، 0٫140=r)، رواني (0٫001>p، 0٫158=r)، اجتماعي (0٫041=p، 0٫095=r) و محيطي (0٫006=p، 0٫133=r) برقرار است؛ ولي همبستگي بُعد رواني بيشتر از سه بُعد ديگر است.
نتيجه‌گيري: نتايج بيانگر ارتباط بين ميزان حمايت اجتماعي‌ادراكي معلمان مقطع متوسطه و كيفيت زندگي آنان بود. با بهبود حمايت اجتماعي مي‌توان كيفيت زندگي معلمان را ارتقا داد.
چكيده لاتين :
Background & Objectives: Quality of Life (QoL) is defined as individuals’ perception of life situations in different aspects of life and their relationship with their goals, expectations, standards, and concerns. Improving QoL is a manner to improve individuals’ performance. In this regard, QoL is essential for teachers considering their educational function in the group and recognizing the role of perceptual social support in their QoL. One approach to improve QoL is to present all kinds of social and welfare support. The lack of social ties also adversely affects individuals’ lives. This study aimed to investigate the relationship between perceptual social support and QoL in high school teachers.
Methods: This was a cross–sectional descriptive and correlational study. The statistical population included all high school teachers of
Khorramabad City, Iran, in 2019. Using the stratified sampling method as well as Krejcie and Morgan’s (1970) table, the sample size was
measured to be 320 individuals. However, to ensure the sample size and considering potential sample dropouts, the sample size was increased
to 436 subjects. The inclusion criteria of the present study included being a high–school teacher (seventh to twelfth grades) and being desired to
participate in the study. Providing incomplete questionnaires was also considered as the exclusion criterion. Data collection tools were the Quality
Of Life Questionnaire (World Health Organization, 1996) and the Multidimensional Scale of Perceived Social Support (Zimet et al, 1988). Data
analysis was performed using SPSS at descriptive and analytical levels. Descriptive statistics included the frequency and percentage of nominal
and ranked variables. The Kolmogorov–Smirnov statistical test was used to test the degree of conformity of the distribution of studied variables
with normal theoretical distribution. Pearson correlation coefficient was used to measure the relationship between the study variables; the
Independent Samples t–test was applied to compare QoL in terms of gender and school grade for teachers. Analysis of Variance (ANOVA) was
used to compare education and work experience. Besides, the Scheffe post hoc test was used to evaluate the differences between the mean scores
of the research groups. The significance level was considered at p<0.05.
Results: The mean±SD score of perceived social support was 43.76±5.79 in the studied teachers. The dimension of significant others was higher
(16.20±2.35) than that of the family (15.3±1.60) and friends (14.4±3.00). The mean±SD score of QoL was 75.00±11.48; the mean±SD values
of physical (20.3±4.00) and environmental (23±4.93) health were higher than those of social (8.5±2.22) and psychological (17.2±3.29) health.
The Independent Samples t–test results revealed that the scores of QoL in female teachers were higher than those of their male counterparts
(p=0.047). Furthermore, the mean score of QoL in the explored second–grade school teachers was higher than those of the first–grade ones
(p=0.010). However, there was no significant correlation between teachers' marital status and QoL (p=0.890). ANOVA data revealed that the
scores of QoL in teachers were significantly correlated with different academic degrees (p=0.025). The results of the Scheffe post hoc test
indicated a significant difference between the scores of QoL in teachers with doctoral and master's degrees; the difference between the mean
scores of QoL of teachers with doctorate degrees was higher than those of the other groups (p=0.034). Similarly, there was a significant difference
between the mean scores of QoL of respondents with different employment statuses (p=0.017). The Scheffe post hoc test data in this regard
demonstrated that although the mean scores of QoL of respondents with a history of 16–20 years of work experience were higher than the other
teachers, this difference was not statistically significant (p≤0.05). There was a significant and direct relationship between the studied teachers'
perceptual social support and their QoL (r=0.163, p<0.001). There was a significant and positive relationship between the level of perceptual
social support and all 4 dimensions of QoL; physical (r=0.140, p=0.013), psychological (r=0.158, p<0.001), social (r=0.095, p=0.041), and
environmental (r=0.133, p=0.006) aspects. Moreover, the correlation of the psychological dimension was greater than the other three dimensions.
Conclusion: The present research results signified a relationship between teachers’ perceptual social support and their QoL. Therefore, paying
attention to various social support types can be effective in dynamizing and improving the QoL of teachers; their QoL can be improved by social support, especially in the psychological dimension.
