نقش میانجی فرسودگی شغلی در رابطه بین احساسات معلم با رضایت شغلی
محورهای موضوعی : آموزش و پرورش
مرضیه حیدری
1
(استادیار گروه علوم تربیتی، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران)
اعظم رضایی
2
(کارشناسی ارشد مدیریت آموزشی، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران)
کلید واژه: معلمان, رضایت شغلی, احساسات معلم, فرسودگی شغلی,
چکیده مقاله :
این مطالعه با هدف بررسی نقش میانجی فرسودگی شغلی در رابطه بین احساسات با رضایت شغلی معلمان انجام شده است. روش پژوهش حاضر توصیفی از نوع همبستگی می باشد و جامعه‌ی آماری این پژوهش را کلیه ی معلمان مدارس شهرستان خرمبید در سال تحصیلی 1400- 1399 تشکیل می‌دهند که تعداد آن‌ها برابر با 860 نفر می‌باشد. جهت انتخاب حجم نمونه با استفاده از فرمول کوکران نمونه 266 نفری به شیوه تصادفی طبقه ای متناسب یا حجم انتخاب گردید. جهت اندازه‌گیری احساسات از پرسشنامه آتماکا و همکاران(2020)، رضایت شغلی(مینه سوتا، 2009) و فرسودگی شغلی شیروم و ملامد(2006) استفاده گردید. پایایی پرسشنامه به وسیله ضریب آلفای کرونباخ و پایایی مرکب و روایی آن توسط روایی سازه و محتوایی مورد بررسی و تایید قرار گرفت. با استفاده از تکنیک مدل‌سازی معادلات ساختاری فرضیه های تحقیق مورد تجزیه و تحلیل قرار گرفت. نتایج تحقیق بیانگر آن بود که احساسات معلم رابطه مثبت و معناداری با فرسودگی شغلی و رضایت شغلی معلم دارد. همچنین فرسودگی شغلی نیز رابطه مثبت و معناداری با رضایت شغلی دارد و فرسودگی شغلی نقش میانجی در رابطه بین احساسات معلم با رضایت شغلی ایفا می کند.
Introduction: Students' moral behaviors can be related to identity components and their perception of social interactions. This research aimed to investigate the mediating role of perception of social interaction in the relationship between moral behavior and identity dimensions among students. Research Methodology: The research method was descriptive-correlation and the statistical population included all senior high-school students of the second period in Hamedan city in the academic year 2021-2022. Two hundred and fifty students were selected by a multi-stage cluster sampling method. The data collection tools were Moral Behavior, Types of Identity, and Perception of Social Interaction questionnaires. Data analysis was done with the Structural Equation Modeling method by Lisrel software. Findings: The findings indicated that the proposed model has a good fit with the experimental data (x2/df = 1.86, GFI = 0.92, NFI = 0.96, CFI = 0.95, and 0.059 = RMSEA). The results of the Structural Equation Modeling indicate that the perception of social interaction has a significant mediating role in the relationship between moral behavior and identity dimensions. The results of the Sobel test also indicated that the perception of positive interaction (P < 0.01, Z = 4.55) and the perception of negative interaction (P < 0.01, Z = 8.89) have a significant mediating role in the relationship between moral behavior and identity dimensions. Conclusion: Based on the findings of this research, it can be said that the moral behavior among students is related to the type of identity they have formed; and in this regard, the students' perception of their interactive patterns is also effective.
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