اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 398 |
| تعداد مقالات | 3,249 |
| تعداد مشاهده مقاله | 4,600,658 |
| تعداد دریافت فایل اصل مقاله | 3,123,691 |
فرسودگی شغلی و ارتباط آن با میزان نوازه‌گیری مدرسان آموزش زبان فارسی به غیرفارسی‌زبانان | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 7، دوره 12، شماره 1 - شماره پیاپی 25، فروردین 1402، صفحه 101-122 اصل مقاله (1.15 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 (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: Introduction 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 hurt their mental health, job satisfaction, and overall quality of teaching. It should be noted that Berne (1988) initially only refers to the physical aspect of stroke and states that individuals need physical stimuli in addition to social and rational stimuli for personal development. Then he went beyond the physical aspect and stated that stroke needs meet individuals' emotional need to be seen and this need to be seen has been named "craving for recognition." In addition to Berne, other individuals considered the concept of stroke beyond its physical meaning and paid attention to its psychological aspect. Among them can be mentioned (Shirai, 2006), (Stewart & Joines, 1987), (Friedman, 1993), and (Francis & Woodcock,1996). Methodology This study examined the effects of stroke supply from different sources on occupational burnout in Azfa language teachers. Previous research conducted by Yazdanpour (2015) identified 5 potential sources of stroke supply for teachers. Government/public, head of institution, colleagues, students, and parents. Due to the nature of teaching Persian to non-native adult students (no contact with parents, separate from the government), this study focused on supply from the head of institution, colleagues, and students. Two validated questionnaires measuring stroke and burnout were used to collect data from 16 available Azfa teachers at Allameh Tabataba‘i University Language Center. The questionnaires had reliability coefficients of 0.86 and 0.81. Results from the online questionnaires were statistically analyzed using SPSS to determine the relationship between stroke supply and occupational burnout in this group of language teachers. Results The results of the study indicate that there is a significant relationship between the provision of Stroke from language learners to teachers and the reduction of job burnout among Persian language teachers teaching non-Persian language speakers. The study found that the Stroke provided by students can have a direct impact on the quality of teaching and a reduction in job burnout for the teachers. It was also observed that the level of attention received by a teacher is directly related to their job quality. Additionally, the study confirmed that job burnout among teachers is higher than among ordinary individuals, but due to constructive social relationships, teachers have higher social capital. Furthermore, the study revealed that the provision of Stroke from students to teachers has a significant inverse relationship with job burnout, and the absence of reinforcement or negative reinforcement directly affects the level of job burnout among Persian language teachers. The study also highlighted that the influence of stroke from various sources on job burnout is not equal, with students, institution heads, and colleagues having different levels of impact. To conclude, the study suggests that providing Stroke to teachers from students can delay job burnout and increase job satisfaction. It also emphasizes the importance of constructive social relationships in mitigating job burnout among teachers. Conclusion 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 significantly impact 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. It also emphasizes that the influence of stroke from various sources on job burnout is not equal, with students, institution heads, and colleagues having different levels of impact. Overall, the study suggests that providing stroke to teachers from students can delay job burnout and increase job satisfaction. It also underscores the importance of understanding the impact of stroke on the job satisfaction and well-being of teachers in the context of language education. 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 is 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. To provide effective stroke, teachers need 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. Acknowledgment Thanks to the professors and management of Azfa Center of Allameh Tabataba‘i University who helped us in conducting this research. Conflict of Interest No conflicts of interest are reported by the author for this article. | ||
| کلیدواژه‌ها [English] | ||
| stroke, burnout, Azfa teacher, teacher’s efficiency, teaching quality | ||
| مراجع | ||
|
بدری گرگری، رحیم، مصرآبادی، جواد، پلنگی، مریم، و فتحی، رحیمه. (1391). ساختار عاملی پرسشنامه فرسودگی تحصیلی با استفاده از تحلیل عاملی تاییدی در دانش آموزان متوسطه. اندازه گیری تربیتی، 3(7)، 163-180.
پیشقدم، رضا، خواجوی، غلام حسن.(1393). الگوی اجتماعی و روانی یادگیری زبان انگلیسی: بررسی ابعاد سرمایه های فرهنگی/اجتماعی و شناختی/فراشناختی. مجله زبانشناسی کاربردی، سال شانزدهم شماره ۱، ۱۲۹ -۱۴۴.
شارع‌پور، محمود. (1394). مقدمه‌ای بر روانشناسی و علوم تربیتی. تهران: نشر سمت.
پیشقدم، رضا، پوراصفهانی، آیدا، نادری، سمانه.(1398). مقایسۀ کیفی و کمًی نوازه‌های دریافتی مدرسان زبان انگلیسی از سوی زبان آموزان براساس عامل جنسیت. پژوهش های زبان شناختی در زبانهای خارجی، دوره 9، شماره3، 927-985
پیشقدم، رضا.، و فرخنده فال، المیرا. (1395). از نوازش تا نوازه: نگاهی به مفهوم نوازیدن در آموزش زبان دوم. زبانشناسی تطبیقی ادبی، 1(53)، 175-193.
پیشقدم،رضا، ابراهیمی، شیما، طباطباییان، مریم سادات.(1398). رویکردی نوین به روانشناسی، مشهد، انتشارات دانشگاه فردوسی مشهد.
پیشقدم، رضا، فیروزیان پوراصفهانی، آیدا، و نادری، سمانه.(1398). مقایسۀ کیفی و کمًی نوازه‌های دریافتی مدرسان زبان انگلیسی از سوی زبان‌آموزان براساس عامل جنسیت. پژوهش در آموزش زبان انگلیسی، 8(1)، 1-28.
حسن زاده، ندا.(1400).مقایسه سرمایه اجتماعی، تنظیم هیجانی و فرسودگی شغلی در بین معلمان و افراد عادی،کنگره علمی پژوهشی فقه، حقوق، روانشناسی، علوم تربیتی و رفتاری،تهران.
عسکری، مهدی؛ فرجی، امیرحسین؛ رحمانی، احمد؛ و زارع، خدیجه.(1400). بررسی رابطه جو سازمانی مدرسه و فرسودگی شغلی با رضایت شغلی معلمان. مطالعات آموزش و یادگیری، 12(1)، 87-104.
قوام ملتفت، محمد خیر.(1391). پیش‌بینی بهزیستی روان‌شناختی دانش‌آموزان با توجه به ادراک از والدین با واسطه‌گری انگیزش. فصلنامه علمی-پژوهشی روانشناسی تربیتی، 4(1)، 137-157.
یزدان پور، حمیده.(1393). طراحی و پایا کردن مقیاسی برای اندازه‌گیری توجه دریافتی معلم و یافتن ارتباط آن با فرسودگی شغلی. کارشناسی ارشد. پردیس بین الملل. دانشگاه فردوسی مشهد.
Reference:
Askari, M., Faraji, A. H., Rahmani, A., & Zare, K. (2021). Investigating the relationship between school organizational climate, job burnout, and job satisfaction among teachers. Studies in Learning and Instruction, 12(1), 87-104. [In Persian]
Badri Gargari, R., Mesrabadi, J., Palangi, M., & Fathi, R. (2012). Factor Structure of Academic Burnout Questionnaire using Confirmatory Factor Analysis in High School Students. Journal of Educational Measurement, 3(7), 163-180. [In Persian]
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD-R approach. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 389-411.
Berne, E. (1988).Games people play. New York, NY: Grove Press.
Chin, R. (1975). The psychology of self and identity. Psychological Review, 82(2), 127-150.
Coombe, C. (2008). Teacher stress and the consequences of stress. In S. A. Hyde, J. M. Ryan, & E. D. Legault (Eds.), Teaching for excellence: The art of teaching adults (pp. 69-86). Stylus Publishing, LLC.
Freudenberger, H. J. (1974). Staff burn-out. Journal of Social Issues, 30(1), 159-165
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Experiencing flow in work and play. Jossey-Bass.
Friedman, S. (1993). Malignant Self-Love: Narcissism Revisited. Free Association Books.
Ghavam Moltafet and Mohammad Khair. (2012). Predicting students' psychological well-being based on perception of parents with the mediation of motivation. Journal of Educational Psychology Studies, 4(1), 137-157. [In Persian]
Hasanzadeh, N. (2021). Comparison of social capital, emotional regulation, and job burnout among teachers and ordinary individuals. Congress of Jurisprudence, Law, Psychology, Educational and Behavioral Sciences, Tehran. [In Persian]
Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach Burnout Inventory: Third edition. In C. P.
Miner, J. B., Smith, N. R., Bracker, J. S., & Stone, D. L.(1987). Managers and Their Jobs: A Study of the Characteristics, Duties, and Work of Managers at Work. Wiley.
Pekrun, R. (1998). The role of emotions in learning and instruction: Implications for educational design. Educational Psychologist, 33(3-4), 75-84.
Pishghadam, R., & Khajavi, G. H. (2014). Social and psychological model of English language learning: Investigating cultural/social and cognitive/metacognitive dimensions. Journal of Applied Linguistics, 16(1), 129-144. [In Persian]
Pishghadam, R., & Farkhondeh Fall, E. (2016). From praise to compliment: A look at the concept of complimenting in SLA. Journal of Literary and Linguistic Computing, 31(1), [In Persian]
Pishghadam, R., Pourasghari, A., & Nadri, S. (2019). A qualitative and quantitative comparison of teacher's perceptions of praise by EFL learners based on gender. Journal of Research in English Language Pedagogy, 9(3), 927-985. [In Persian]
Pishghadam, R., Ebrahimi, S., & Tabatabaeian, M. S. (2019). A novel approach to psychology. Mashhad: Ferdowsi University of Mashhad Press. [In Persian]
Sharaeipour, M. (2015). An introduction to psychology and educational sciences. Tehran: Samt Publication. [In Persian]
Shirai, S. (2006). The role of the mirror neuron system in the psychological processes underlying empathy. Social Neuroscience, 1(3-4), 175-183
Stewart, I., & Joines, V. (1987). TA today: A new introduction to transactional analysis. Life space Publishing.
Woodcock, F., & Vielle, W. (Eds.). (1996). Handbook of Education, Training and Supervision of School Psychologists in School and Community, Volume II. Routledge.
Yazdanpour, H. (2015). Designing and validating a scale to measure teacher attention and finding its relationship with job burnout. Master's thesis, Ferdowsi University of Mashhad, Iran. [In Persian]
Zalaquett & R. J. Wood (Eds.), Evaluating stress: A book of resources (pp. 191–218). Scarecrow Education. | ||
|
آمار تعداد مشاهده مقاله: 281 تعداد دریافت فایل اصل مقاله: 320 |
||