ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ ﺳﻄﺢ ﺧﻮدآﮔﺎﻫﯽ ﻣﻌﻠﻤﺎن ﺑﺎ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳﻄﻪ اول ﺷﻬﺮﺳﺘﺎن ﭼﺎﻟﻮس

Investigating the Relationship between the Level of Teachers' Self-awareness and the Academic Achievement Motivation of First Secondary Students in Chalous

ﻣﻌﻠﻤﺎن، ﺻﺎﺣﺐ ﻧﻈﺮان و دﺳﺖ اﻧﺪرﮐﺎران ﺣﻮزه ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ درﯾﺎﻓﺘﻪ اﻧﺪ ﮐﻪ ﻣﻮﻓﻘﯿﺖ داﻧﺶ آﻣﻮزان در زﻧﺪﮔﯽ ﻧﯿﺎزﻣﻨﺪ ﭼﯿﺰي ﺑﯿﺶ از ﮔﺬراﻧﺪن واﺣﺪﻫﺎي درﺳﯽ و ﮐﺴﺐ داﻧﺶ ﺗﺤﺼﯿﻠﯽ و ارﺗﻘﺎي ﻣﺪرك اﺳﺖ. ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ ﺑﺎﯾﺪ ﻣﻬﺎرت ﻫﺎي اﺟﺘﻤﺎﻋﯽ و ﻫﯿﺠﺎﻧﯽ را ﻧﯿﺰ ﺷﺎﻣﻞ ﺷﻮد ﺗﺎ ﺑﻪ ﻓﺮاﮔﯿﺮان اﻣﮑﺎن دﻫﺪ ﺑﻪﻃﻮر ﻣﺆﺛﺮ ﺑﺎ ﭼﺎﻟﺶ ﻫﺎي ﭘﯿﺶرو در زﻧﺪﮔﯽ روﺑﻪ رو ﺷﻮﻧﺪ. از ﺟﻤﻠﻪ ﻋﻮاﻣﻠﯽ ﮐﻪ ﻣﻮﻓﻘﯿﺖ داﻧﺶ آﻣﻮزان را ﺗﺎ ﺣﺪ زﯾﺎدي ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽ ﮐﻨﺪ ﺗﻮاﻧﺎﯾﯽ ﻫﺎ و ﺷﺎﯾﺴﺘﮕﯽ ﻫﺎي اﺟﺘﻤﺎﻋﯽ ـ رواﻧﯽ اﺳﺖ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ ﺳﻄﺢ ﺧﻮد اﮔﺎﻫﯽ ﻣﻌﻠﻤﺎن ﺑﺎ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳﻄﻪ اول ﺷﻬﺮﺳﺘﺎن ﭼﺎﻟﻮس ﻣﯽﺑﺎﺷﺪ. روش ﺗﺤﻘﯿﻖ از ﻧﻈﺮ ﻫﺪف ﮐﺎرﺑﺮدي و از ﻧﻮع ﺗﻮﺻﯿﻔﯽ و ﺑﻪ روش ﻫﻤﺒﺴﺘﮕﯽ ﻣﯽﺑﺎﺷﺪ .ﺟﺎﻣﻌﻪ آﻣﺎري ﮐﻠﯿﻪ ﻣﻌﻠﻤﺎن دوره ﻣﺘﻮﺳﻄﻪ اول ﺷﻬﺮﺳﺘﺎن ﭼﺎﻟﻮس در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 98-1399 و ﺑﺮ اﺳﺎس ﺟﺪول ﻣﻮرﮔﺎن ﺗﻌﺪاد 114 ﻧﻔﺮ اﻧﺘﺨﺎب و ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب و ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ اﻃﻼﻋﺎت ﻋﻼوه ﺑﺮ آﻣﺎر ﺗﻮﺻﯿﻔﯽ از آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ ﻫﻤﺒﺴﺘﮕﯽ اﺳﺘﻔﺎده ﺷﺪ؛ و ﻧﺘﺎﯾﺞ ﺣﺎﮐﯽ از آن اﺳﺖ ﮐﻪ ﺑﯿﻦ ﺧﻮدآﮔﺎﻫﯽ ﻣﻌﻠﻤﺎن و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳﻄﻪ اول ﻫﻤﺒﺴﺘﮕﯽ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري وﺟﻮد دارد و ﭘﯿﺸﻨﻬﺎد ﻣﯽﮔﺮدد ﮐﻪ ﺗﻮﺟﻪ ﺑﻪ اﺑﻌﺎد ﺧﻮدآﮔﺎﻫﯽ ﻣﻌﻠﻤﺎن ﺗﻮﺟﻪ و ﺗﺄﮐﯿﺪ ﻣﺴﺌﻮﻟﯿﻦ ﻗﺮار ﮔﯿﺮد.

Teachers, experts and practitioners in the field of education have realized that the success of students in life is more than passing course units and acquiring academic knowledge and upgrading the degree. Education should also include social and emotional skills to enable learners to effectively face the challenges ahead in life. Among the factors that predict the success of students to a large extent are socio-psychological abilities and competencies. The purpose of this research is to investigate the relationship between the level of self-awareness of teachers and the motivation for the academic progress of students of the first secondary school in Chalous in the academic year of 2018-2019. Based on Morgan's Table, 114 individuals were selected as the sample by using simple random sampling. In addition to descriptive statistics, inferential correlational statistics were used. The results showed that there is a a positive and significant correlation between teachers’ self-awareness and the academic progress of the first secondary students. Finally, it is suggested that different dimensions of teachers' self-awareness should receive the attention and emphasis of the officials.