تأثير برنامه توانمندسازي روان‌شناختي معلم بر تعامل معلم ـ دانش‌آموز، هيجانات و خوش‌بيني تحصيلي معلمان

Effect of Teacher Psychological Empowerment Program on Teacher-Student Interaction, Emotions and Teachers Academic Optimism

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ ﺗﺄﺛﯿﺮ ﺑﺮﻧﺎﻣﮥ ﺗﻮاﻧﻤﻨﺪﺳﺎزي روانﺷﻨﺎﺧﺘﯽ ﻣﻌﻠﻢ ﺑﺮ ﺗﻌﺎﻣﻞ ﻣﻌﻠﻢ ـ داﻧﺶآﻣﻮز، ﻫﯿﺠﺎﻧﺎت و ﺧﻮشﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ ﮔﺮوﻫﯽ از ﻣﻌﻠﻤﺎن زن اﻧﺠﺎم ﺷﺪ. در ﯾﮏ ﻣﻄﺎﻟﻌﮥ ﺷﺒﻪﺗﺠﺮﺑﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن ـ ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﻏﯿﺮﻣﻌﺎدل و ﻫﻤﺮاه ﺑﺎ ﭘﯿﮕﯿﺮي دو ﻣﺎﻫﻪ، 60 ﻣﻌﻠﻢ زن در دو ﮔﺮوه آزﻣﺎﯾﺶ )30 ﻧﻔﺮ( و ﮐﻨﺘﺮل )30 ﻧﻔﺮ( ﮐﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪﻧﺪ، ﻗﺒﻞ و ﺑﻌﺪ از آﻣﻮزش ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻌﺎﻣﻞ ﻣﻌﻠﻢ )QTI؛ ﻻرداﺳﻤﯽ و ﮐﻨﯽ، 2001(، ﺳﯿﺎﻫﻪ ﻫﯿﺠﺎن ﻣﻌﻠﻢ )TEI، ﭼﻦ، 2016(، و ﻣﻘﯿﺎس ﺧﻮشﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ ﻣﻌﻠﻤﺎن )TAOS، ووﻟﻔﻮﻟﮏ ﻫﻮي، ﻫﻮي و ﮐﺎرز، 2008( ﭘﺎﺳﺦ دادﻧﺪ. از ﻃﺮﯾﻖ 10 ﺟﻠﺴﻪ و ﻫﺮ ﺟﻠﺴﻪ دو ﺳﺎﻋﺖ، ﺑﺴﺘﮥ ﺟﺎﻣﻊ ﺗﻮاﻧﻤﻨﺪﺳﺎزي رواﻧﯽ ﺑﻪ ﺷﯿﻮه ﮔﺮوﻫﯽ ﺑﺮاي ﮔﺮوه آزﻣﺎﯾﺶ اﺟﺮا ﺷﺪ. ﻧﺘﺎﯾﺞ روش آﻣﺎري ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﻣﺨﺘﻠﻂ ﺳﺎده ﻧﺸﺎن داد ﮐﻪ در ﮐﻮﺗﺎهﻣﺪت و ﺑﻠﻨﺪﻣﺪت، ﺑﺮﻧﺎﻣﮥ ﺗﻮاﻧﻤﻨﺪﺳﺎزي روانﺷﻨﺎﺧﺘﯽ ﻣﻌﻠﻢ در اﻓﺰاﯾﺶ ﻫﯿﺠﺎﻧﺎت ﻣﺜﺒﺖ ﻣﻌﻠﻢ، ﺧﻮشﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ ﻣﻌﻠﻤﺎن، وﺟﻮه اﻧﻄﺒﺎﻗﯽ ﻣﺪل رﻓﺘﺎر راﺑﻄﮥ ﺑﯿﻦﻓﺮدي ﻣﻌﻠﻢ ـ داﻧﺶآﻣﻮزان و در ﻧﻬﺎﯾﺖ، در ﮐﺎﻫﺶ ﻫﯿﺠﺎﻧﺎت ﻣﻨﻔﯽ ﻣﻌﻠﻢ و وﺟﻮه ﻏﯿﺮاﻧﻄﺒﺎﻗﯽ ﻣﺪل رﻓﺘﺎر راﺑﻄﮥ ﺑﯿﻦﻓﺮدي ﻣﻌﻠﻢ ـ داﻧﺶآﻣﻮز، ﺑﻪ ﻃﻮر ﺗﺠﺮﺑﯽ، ﻣﺆﺛﺮ ﺑﻮد. در ﻣﺠﻤﻮع، ﻧﺘﺎﯾﺞ ﻣﻄﺎﻟﻌﮥ ﺣﺎﺿﺮ ﻫﻤﺴﻮ ﺑﺎ دﻏﺪﻏﮥ ﻣﺤﻘﻘﺎن ﺗﺮﺑﯿﺘﯽ ﻋﻼﻗﻪﻣﻨﺪ ﺑﻪ ﻗﻠﻤﺮو ﻣﻄﺎﻟﻌﺎﺗﯽ روانﺷﻨﺎﺳﯽ ﺳﻼﻣﺖ ﺣﺮﻓﻪاي در ﻣﻌﻠﻤﺎن ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﺗﺤﻘﻖ اﯾﺪة ﺗﻮاﻧﻤﻨﺪﺳﺎزي رواﻧﯽ ﻣﻌﻠﻤﺎن ﺑﻪ ﻣﻨﻈﻮرت ﺑﻘﺎء رواﻧﯽ و ﺑﺎﻟﻨﺪﮔﯽ ﺣﺮﻓﻪاي آﻧﻬﺎ ﺑﻪ ﺗﺄﻣﯿﻦ ﺑﯿﺶ از ﭘﯿﺶ ﺧﺼﯿﺼﻪ ﺳﺮﻣﺎﯾﮥ روانﺷﻨﺎﺧﺘﯽ در ﻣﻌﻠﻤﺎن ﻣﺮﺑﻮط ﻣﯽﺷﻮد.

The purpose of this study was to determine the effect of teacher psychological empowerment training program on Teacher Interaction, emotions and teachers academic optimism. Method: with a quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 60 teachers in the experimental groups (30 subjects in experimental group) and (30 subjects in the control group), before and after training, responded to the Questionnaire on Teacher Interaction (QTI), the Teacher Emotion Inventory (TEI), the Teacher Academic Optimism Scale (TAOA). The experimental group received 10 sessions of teachers’ resilience training package (2 hour a session). Results: The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the psychological capital, teacher positive emotion, teachers’ academic optimism, adaptive dimensions of teacher-student interpersonal relation model and job related positive emotions and in decreasing the teacher negative emotions, job related negative emotions and non-adaptive dimensions of teacher-student interpersonal relation model. Conclusion: In sum, the results of this study according to the theoretical and empirical background of the teacher resilience study area show that in order to achieve the goal of teachers’ psychological capital need to emphasize their psychological psychological empowerment. Teacher psychological empowerment as a comprehensive conceptual framework includes the fields such as relations, motivation and emotions. Therefore, the effort to shape the concept of teacher resilience is made by increasing psychosocial resources. In these situations, on the one hand, teachers’ vulnerability to stressors is reduced, on the other hand, it leads to teacher thriving.