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فرسودگی شغلی و ارتباط آن با میزان نوازه‌گیری مدرسان آموزش زبان فارسی به غیرفارسی‌زبانان | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| دوره 12، شماره 1 - شماره پیاپی 25، فروردین 1402، صفحه 103-126 اصل مقاله (1.02 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.18680.1637 | ||
| نویسندگان | ||
| شهره سادات سجادی1؛ امیرحسین رستمی* 2 | ||
| 1عضو هستة پژوهشهای بنیادی برای توسعۀ آموزش زبان فارسی به غیرفارسی زبانان، دانشگاه علّامه طباطبائی(ره)، تهران، ایران. | ||
| 2نویسندۀ مسئول، دانشجوی دکتری آموزش زبان فارسی به غیرفارسی زبانان، دانشگاه علّامه طباطبائی(ره)، تهران، ایران. | ||
| تاریخ دریافت: 05 اردیبهشت 1402، تاریخ بازنگری: 04 تیر 1402، تاریخ پذیرش: 26 مهر 1402 | ||
| چکیده | ||
| یکی از مباحث مهمی که در سال‌های اخیر در حوزۀ روانشناسی مطرح شده، مبحث نوازه است که در امر آموزش بسیار کاربردی است؛ چرا که تأثیر احساسات بر کیفیت فعالیّت‌‌‌‌‌های آموزشی، امری اجتناب‌ناپذیر است؛ تا جایی‌که بسیاری از مطالعات حاکی از این است که مدرسان با دادن نوازۀ مناسب به زبان‌آموزان، می‌توانند نقش مهمی در یادگیری آنها ایفا کنند، امّا آیا زبان‌آموزان نیز می‌توانند با ارائۀ نوازۀ مناسب، نقشی در احساسات مدرسان داشته باشند و فرسودگی شغلی آنها را به تعویق بیاندازند؟ در این‌پژوهش سعی میکنیم؛ میزان تأثیر نوازه‌دهی زبان‌آموزان به مدرسان آموزش زبان فارسی به غیرفارسی‌زبانان را بررسی نماییم. به این منظور، 16 نفر از مدرسان آموزش زبان فارسی به غیر فارسی‌زبانان، به دو پرسشنامۀ پیش‌ساخته (Badri Gargari, 2012 ; Yazdanpour, 2014)بهصورت برخط پاسخ دادند. نتایج پژوهش نشان می‌دهد؛ همانطور که نوازه‌دهی از جانب معلم بر پیشرفت زبان‌آموزان اثرگذار است، نوازه‌گیری معلم از زبان‌آموزان نیز می‌تواند بر کیفیت تدریس وی و همچنین کاهش فرسودگی شغلی او بسیار مؤثر باشد. همچنین نتایج نشان می‌دهد؛ از بین انواع نوازه، ارائۀ نوازۀ مثبت تا حد زیادی رابطۀ معکوس با فرسودگی شغلی مدرسان داشته و همچنین با کیفیت تدریس آنها رابطۀ مستقیم دارد؛ در صورتی که نوازۀ ارائه شده توسط زبان‌آموزان منفی بوده و یا این که نوازه‌ای ارائه نشود، منجر به فرسودگی شغلی و عدم کیفیت در تدریس مدرسان زبان فارسی می‌شود. بهعبارت دیگر؛ نوازۀ منفی و یا نبود ارائۀ نوازه، رابطۀ مستقیم با میزان فرسودگی شغلی مدرسان آزفا دارد. | ||
| کلیدواژه‌ها | ||
| نوازه؛ فرسودگی شغلی؛ مدرسان آزفا؛ کارآمدی معلم؛ کیفیت تدریس | ||
| عنوان مقاله [English] | ||
| The relation between Azfa Teachers’ burnout and strokes that they receive | ||
| نویسندگان [English] | ||
| Shohre Sadat Sajjadi1؛ Amirhossein Rostami2 | ||
| 1PhD Graduate in General Linguistics and Member of the Research Group for TPSOL Development, Department of Linguistics, Literature and Foreign Languages Faculty, Allameh Tabataba‘i University, Tehran, Iran. | ||
| 2Corresponding author, PhD student of Teaching Persian to Non Persian speakers, Allameh Tabataba‘i University, Tehran, Iran. | ||
| چکیده [English] | ||
| One of the important topics in psychology in recent years is the concept of "stroke," which is highly relevant in the field of education. The impact of emotions on the quality of teaching activities is inevitable to the point that many studies show that teachers can play a significant role in their students' learning by providing appropriate strokes. However, can students also have a role in providing stroke to their teachers and delaying their job burnout? In this study, the researchers aim to investigate the impact of stroke from students to Persian language teachers for non-Persian speakers. To this end, 16 Persian language teachers for non-Persian speakers completed two standardized questionnaires (Badri Gargari, 2012 and Yazdanpour, 2014) online. The results of the study show that just as a stroke from a teacher has a significant impact on students' progress, stroke from students can also significantly affect the quality of teaching and reduce job burnout for the teacher. Furthermore, the results show that providing positive support among different types of stroke has a significant inverse relationship with teacher burnout and a direct relationship with teaching quality. If the stroke the students provide is negative or not provided, it can lead to job burnout and low teaching quality for Persian language teachers. In other words, negative stroke or lack thereof has a direct relationship with the level of job burnout for Persian language teachers. Extended Abstract: The concept of stroke (emotional support) has gained a significant amount of attention in the field of psychology in recent years. Stroke refers to providing empathy, understanding, and care to individuals experiencing emotional distress or challenges. Stroke can come from various sources, including friends, family, colleagues, and professionals. In education, stroke is a vital component of effective teaching and learning. Numerous studies have shown that when teachers provide stroke to their students, it can lead to increased engagement, motivation, and academic achievement. Stroke can help students feel more connected to their teachers and peers, improving their overall well-being and mental health. Teachers who provide stroke are seen as caring and empathetic, which can also contribute to their job satisfaction and retention in the teaching profession. However, it is also important to recognize that students can play a role in providing stroke to their teachers. This is particularly relevant in cases where teachers may be experiencing job burnout or other forms of emotional distress. Job burnout is a common issue among teachers, as they are often required to work long hours, manage large class sizes, and deal with challenging behaviors and academic pressures. When teachers experience burnout, it can have a negative impact on their mental health, job satisfaction, and overall quality of teaching. The recent study on stroke from students to Persian language teachers for non-Persian speakers sheds light on the importance of stroke in both directions. The study found that stroke from students can have a significant impact on the quality of teaching and the level of job burnout experienced by teachers. Specifically, providing positive stroke had a significant inverse relationship with teacher burnout and a direct relationship with teaching quality. However, the study also found that negative stroke, or lack thereof, had a direct relationship with the level of job burnout for Persian language teachers. These findings underscore the importance of creating supportive learning environments prioritizing stroke for teachers and students. Teachers who feel supported and cared for by their students are more likely to experience job satisfaction and retention in teaching. Additionally, students who receive stroke from their teachers and peers are more likely to feel connected and engaged in their learning, which can lead to improved academic outcomes. In order to foster stroke in education, it is essential to provide resources and training for teachers and students alike. This can include professional development opportunities for teachers on how to provide stroke to their students and how to recognize signs of emotional distress in themselves and their colleagues. Students can also benefit from training on how to provide stroke to their peers and teachers, as well as on how to recognize and manage their own emotions. Furthermore, schools can play a key role in fostering stroke by creating a culture of care and empathy. This can involve policies and practices prioritizing well-being, relationships, inclusion, and care, not just academic achievement. Supportive policies could include protected time for teamwork, limits on high-stakes testing, affordable counseling access, peer support programs, and educator input into decision-making. Resources are needed to implement policies in a meaningful, sustainable way. Moreover, leadership at all levels, from superintendents to principals to teachers, must model the supportive practices being promoted. In addition to the benefits of stroke for teaching and learning, there are also broader societal benefits. Stroke can help foster a sense of community and social connectedness, which is important for overall well-being and mental health. When individuals feel supported and cared for, they are more likely to engage in positive behaviors and contribute to their communities. This can have a ripple effect, leading to healthier and more supportive communities overall. Furthermore, stroke has been found to be particularly important for individuals who have experienced trauma or adversity. Trauma can have a profound impact on mental health and well-being, and individuals who have experienced trauma may require additional strokes to cope with their experiences. Schools and educational institutions can play a critical role in providing stroke to these individuals by creating a safe and supportive environment that prioritizes empathy, understanding, and care. However, providing stroke can be challenging, particularly in education, where teachers often have limited resources and face competing demands. In order to provide effective stroke, it is important for teachers to develop emotional intelligence and communication skills and be aware of trauma-informed practices. Teachers must also be able to recognize when they need support themselves and to seek out appropriate resources when necessary. In addition to providing stroke to students, teachers can also benefit from stroke from their colleagues and administrators. This can involve creating supportive work environments that prioritize well-being, collaboration, and communication. Schools and educational institutions can provide resources and training to support teachers in building relationships with their colleagues, seeking appropriate resources for stroke, and recognizing signs of burnout or emotional distress. Overall, stroke is a vital component of effective teaching and learning and broader societal well-being. By fostering a culture of stroke in education, we can create more supportive and effective learning environments that benefit everyone involved. This involves providing resources and training for teachers and students alike, as well as creating supportive work environments that prioritize well-being and collaboration. Through these efforts, we can prioritize emotional well-being in education and create a virtuous cycle of greater commitment, lower burnout, and better outcomes for all. | ||
| کلیدواژه‌ها [English] | ||
| stroke, burnout, Azfa teacher, teacher’s efficiency, teaching quality | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 12 تعداد دریافت فایل اصل مقاله: 5 |
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