پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 960 |
| تعداد مقالات | 7,934 |
| تعداد مشاهده مقاله | 13,424,011 |
| تعداد دریافت فایل اصل مقاله | 9,541,923 |
اثربخشی آموزش معلمان در مدیریت مؤثر کلاس درس بر پیامدهای انگیزشی و هیجانی: رابطه معلم - شاگرد و هیجانات تحصیلی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 6، دوره 17، شماره 4 - شماره پیاپی 62، دی 1400، صفحه 149-166 اصل مقاله (610.7 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.32141.3088 | ||
| نویسندگان | ||
| طاهره حیدری لقب1؛ علی اکبر امین بیدختی* 2؛ سیاوش طالع پسند3 | ||
| 1دانشجوی دکتری مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران | ||
| 2استاد دانشکده روانشناسی و علوم تربیتی. دانشگاه سمنان، سمنان، ایران | ||
| 3دانشیار دانشکده روان شناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر بررسی اثربخشی برنامه آموزش معلمان در راهبردهای مدیریت کلاس درس بر پیامدهای هیجانی و انگیزشی دانش آموزان بود. جامعه آماری پژوهش شامل کلیه معلمان دارای سابقه زیر 10 سال و دانش آموزان کلاس‌های درس آن‌ها در دوره دوم (پایه‌های چهارم تا ششم) مدارس ابتدایی شهر سمنان در سال تحصیلی(98-97) بود. شرکت‌کنندگان در برنامه مداخله40 نفر از معلمان و دانش آموزان کلاس درسشان بودند که به شیوه تصادفی ساده انتخاب شدند و به دو گروه آزمایش و کنترل تقسیم شدند. برنامه مداخله آموزش مدیریت کلاس برای معلمان گروه آزمایش طی 15 جلسه دو‌ساعته اجرا شد و معلمان گروه کنترل برنامه مدیریت سنتی را اجرا کردند. کلیه دانش‌آموزان در کلاس‌های درس هر دو گروه آزمایش و کنترل پرسشنامه ارتباط معلم-شاگرد مورای و زویچ (2010) و پرسشنامه هیجان تحصیلی پکران (2006 ) را تکمیل کردند. تحلیل داده‌ها با استفاده از آزمون تحلیل کوواریانس اندازه‌های تکراری چند متغیری با کمک نرم‌افزارspss21 انجام شد. یافته‌ها نشان داد توانمندسازی معلمان در مدیریت کلاس درس نقش مهمی در بهبود مهارت‌های ارتباطی معلم و دانش‌آموز و افزایش هیجانات تحصیلی مثبت در دانش آموزان دارد. با توجه به نتایج پژوهش پیشنهاد می‌شود دوره های مهارت‌های مدیریت مؤثر کلاس درس در برنامه‌های آماده سازی معلمان گنجانده شود. | ||
| کلیدواژه‌ها | ||
| "آموزش معلمان"؛ 'مدیریت کلاس درس"؛ "رابطه معلم-شاگرد"؛ "هیجانات تحصیلی" | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Teacher Training in Classroom Management on Motivational and Emotional Outcomes | ||
| نویسندگان [English] | ||
| Tahere Heidarilaghab1؛ Aliakbar Aminbeidokhti2؛ Siavash Talepasand3 | ||
| 1Phd Student of Educational Management. Semnan University,Semnan,Iran | ||
| 2Professor of Educational Management, Faculty of Psychology and Educational Sience, Semnan University,Semnan,Iran | ||
| 3Associate Professor of Psychology, Faculty of Psychology and Educational Sience. Semnan University, Semnan,Iran | ||
| چکیده [English] | ||
| Abstract The purpose of this study was to investigate the effectiveness of teachers’ traininig in effective classroom management on motivational and emotional outcomes. Research plan, experimental pretest-posttest control group with follow-up testing was used. The population of this research included all teachers with work experience under 10 years. from seaman elemetry secondary schools and their class students The participants of intervention program were 40 teachers chosen and participated in random replacement method in experimental and control groups(each group, n=20). All students in both groups completed the questionnaire of Murray & ZVouch student-teacher relationship (2010) and Pekrun &Goets academic emotions (2006). Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. Multivariate repeated measures analysis of covariance was used to analyze the data. The result showed that teacher empowerment plays an important role in effective classroom management in improving teacher-student communication skills and increasing positive academic emotions in students. Introduction The most influential factor in classroom management is the teacher. providing a proper learning environment and ensuring the class order are among the most important teacher functions (Sanli, 2019). Providing an Effective Learning Environment includes strategies that a teacher applies to create positive and constructive class experiences, increase the cooperation and participation of students and reduce their destructive behaviors, which is often called classroom management (Slavin, 2018). Emotions are contagious and can convey the same feeling to the other person. Therefore, the emotions that teacher experiences in the classroom and shows, have a profound impact on the previous emotions experienced by students. These effects can be observed at the time of education on positive emotions such as enjoying, confidence and pride and negative emotions such as anger, anxiety, and being frustration (Frenzel & et al, 2017). Byers et al. (2018) in a study on 385 teachers, compared the traditional and modern environments and showed that the new environments with creative and dynamic management prepare the students for the future life and lead to the improvement of positive educational consequences. Renninger and Hidi (2016) found out that primary teachers have more opportunities to establish constructive interactions and create positive academic emotions in students in comparison with the teachers of higher grades who teach a specific subject. Anttila et al. (2018) showed in their study that the interaction between students and teachers and peers in the classroom is the main ground for the emergence of academic-social emotions in students. They emphasized the role of the informal learning environment as an important factor in the formation of Considering the research gap on this subject and the lack of educational programs for teachers in the effective classroom management, this study is going to answer this main reseach question: does training teachers in effective classroom management increase motivational and emotional outcomes: teacher-studsnt relationship and academic emotions ? Methods The population of this research included all teachers with work experience under 10 years from seaman elemetry secondary schools and their class students. The participants of intervention program were 40 teachers chosen and participated in random replacement method in experimental and control groups. Two groups of experimental and control were matched in terms of school’s level (public), students’ age (10-12 years old), grade (fourth- sixth grade), and also, teacher’s teaching experience (under 10 years), and the age (32 years old in average). Research plan, experimental pretest-posttest control group with follow-up testing was used.. All students in both groups completed the questionnaires of Murray & ZVouch student-teacher relationship (2010) and Pekrun &Goets academic emotions (2006). Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. Multivariate repeated measures analysis of covariance was used to analyze the data.. The method of the current research is applied in terms of goal and is experimental in terms of data collection. The design used in this research with two groups of control and test is of pre-test, post-test, and follow-up with the control group. To analysis the research data considering the present conditions that is having two groups, various variables for comparison and more than one test step, repeated measures of ANCOVA was applied. To use ANCOVA, the assumption of homogeneity of regression slopes or the non-interaction of pre-test values with groups was investigated. Statistical results showed that the F value of interaction between the covariate and independent variables (groups) was not significant. Therefore, the assumption of homogeneity of regression slopes for all variables was assured. Furthermore, to study the assumption of linearity of correlation of covariate and independent variables, the F value of covariate variable was calculated and the obtained values showed that in all variables, the F value of covariate variable is significant, so the assumption held. Results Descriptive findings indicated that the number of female teachers is 80.5% and the number of male teachers is 19.5%, that is, the majority of the teachers in the sample groups were women. Mean and Standard Deviation of the age of teachers receiving the experimental effect in this study was 32.28 years with a dispersion of 4.5 years. 90% of teachers have a Bachelor's degree and the rest have a master’s degree. Of all students, 40% were girls and 60% were boys. The number of boys was approximately 10% more than the girl in the experimental and control groups. In total, the number of the maximum and minimum grades was related to the sixth, fourth, and fifth grades, respectively which was the same in the control group. In the experimental group, the number of students in the sixth and fourth grades was almost the same and the number of students in the fifth grade was slightly less. However, overall, the number of students from three grades was close. The results of descriptive statistics of pleasure, hope, and pride components in the academic emotions variable in two groups showed an increase in the scores of three components of pleasure, hope, and pride in the variable of academic emotions in the experimental group from pre-test to post-test and there are no significant changes in the follow-up step in comparison with the post-test. Also the results showed that effective classroom management had a significant effect on the teacher-students relationship. In addition, the group had a greater rate of communication, trust compared to the control group. In alienation students had less grate than control group More over, the scores of experimental groups show an increase in the post-test in comparison with the control group and such difference was constant in the follow-up stage. Kurtosis and skewness parameters of two groups, in most of the variables and test stages, have not exceeded the critical value of ±1; therefore, the research data are normal. Inferential finding of academic emotions variable and teacher-students relationship variable showed that Training effective classroom management to teachers results in the increase in perceptions of classroom environment and time on task in students of the experimental group compared to the control group. Also the result showed that an increase in academic emotions and teacher-students relationship resulted from the training of effective classroom management to teachers in students of the experimental group is constant in a bimonthly period Conclusion The aim of the present study is to investigate the effectiveness of the teachers training in effective classroom management on the academic emotions and teacher-students relationship. The results showed that training teachers in effective classroom management leads to an increase in positive emotions and teacher-students relationship in the students. With the ability to create an effective learning environment, teachers will be able to create a safe and peaceful space for their students so that the students will be interested to be present and live within and feel pleasure and happiness by participating in its activities. Classroom management plays an important role in the establishment of constructive interactions between student and teacher. Moreover, the growth of emotional intelligence in teachers and the skills related to them will cause the development of an effective and valuable workforce . The results of the studies confirm this fact that the learning environment and its management method by the teacher are effective in the creation of emotions in the students and in their relationship and learning. | ||
| کلیدواژه‌ها [English] | ||
| Teacher training, Classroom management, Student-Teacher relationship, Academic emotions | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Anttila, H., Pyhältö. , K., Pietarinen, J., & Soini, T.(2018). Socially Embedded Academic Emotions in School. Journal of Education and Learning, 7(3): 87-101. Baudoin, N., & Galand, B. (2017). Effects of classroom goal structures on student emotions at school. International Journal of Educational Research, 86(1): 13-22. Bieg, S., & Dresel, M. (2018). Relevance of perceived teacher humor types for instruction and student learning. Social Psychology of Education,5(1): 1–21. Byers ,T., Imms ,W., & Hartnell-Young, E.(2018). Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Studies in Educational Evaluation, 58 (3): 167–177. Clair, E.B., Bahr, M.W., Quach, H.L.,& LeDuc, J.D.,(2018). The Positive Plus Program: Affirmative classroom management to improve student behavior. Behavioral Interventions.33(3): 221-136. Cook, C.,layton R., Fiat , A., , Larson, M., Daikos , C., Slemrod, T., Holland, E. A., Thayer, A. J., & Renshaw, T.(2018).Greetings at the Door:Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy. Jorunal of Positive Behavior Interventions,20(3): 1–11 Daliri,s.(2017). Investigating the teacher-student relationship with academic self-efficacy of high school students in Rodkhane region. Second Conference on Management Economic and Development,Tehran Available: https://www.civilica.com/Paper- (Text in Persian). DeLuse,S.(2018). First Impressions: Using a Flexible First Day Activity to Enhance Student Learning and Classroom Management. International Journal of Teaching and Learning in Higher Education. Arizona State University, 30(2): 308-321. Francis, O.B. & Oluwatoyin, F.C. (2019). Principals’Personnel Characteristic Skills: A Predictor of Teachers’ Classroom Management in Ekiti State Secondary School. International Journal of Educational Leadership and Management, 7(1): 72-103. Frenzel,A.C., Becker-Kurz, B., Pekrun.R, Goetz,T., & Lüdtke,O.(2017). Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment. Journal of Educational Psychology , 110(5): 628–639. Ilhan, F., Ozfidan, B., Yilmaz, S.(2019). Home Visit Effectiveness on Students’ Classroom Behavior and Academic Achievement. Journal of Social Studies Education Research, 10 (1): 61-80.
Kevin, F. M., Van Bergen ,P. (2019): Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don’t), Teachers and Teaching.Journal of Teachers and Teaching,25(4): 334-357. Murray, Ch., & Zvoch, K. (2010b). Teacher-Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates. Journal of Emotional and Behavioral Disorders, 19(1): 41– 54 Olivier, E., Archambault,I.(2017). Hyperactivity, inattention, and student engagement: The protective role of relationships with teachers and peers Learning and Individual Differences, 59 (2): 86-95. Pekrun, R. (2006). The Control- value Theory of Achievement Emotions: Assumptions, Corollaries, and Implication for Educational Research and Practice, Educational Psychology Review, 18(4): 315-341. Rabbani, Z.(2018). Designing and examination of a structural model of academic emotions’antecedents and consequences: The role of environmental, cognitive, motivational and behavioral factors in the Pekrun’s control-value theory of achievement emotions. Thesis for Ph.D. Degree in Educational Psychology. Faculty of Psychology and Educational Sciences, Semnan University (Text in Persian). Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and engagement. New York, NY: Routledge Sanli,O.(2019). An evaluation of the teachers’ classroom management problems.Academic Journal.Educational Research And Reviews, 14(8): 282-292. Slavin, R. E. )2018). Educational psychology: Theory and practice (12th ed.). Boston: Allyn and Bacon. Johns Hopkins University teacher and school context. Valente, S., Monteiro, A. P., Lourenço, A. A.(2018). The relationship between teachers’ emotional intelligence and classroom discipline management. Psychology In Schools,56(5): 741-750 | ||
|
آمار تعداد مشاهده مقاله: 1,152 تعداد دریافت فایل اصل مقاله: 707 |
||
