دوره 15؛ شماره 4: (1396):427-434

نقش میانجی‌گر استرس ادراک شده در رابطه بین شیوه‌های حل مسأله اجتماعی و کیفیت زندگی حرفه‌ای معلمان

پوران صورتی

DOI: 10.22122/rbs.v15i4.1814

چکیده


زمینه و هدف: در میان مشاغل مختلف، می‌توان از شغل معلمی به عنوان حرفه‌ای که افراد در آن استرس و فرسودگی بیش از اندازه‌ای را تجربه می‌کنند، نام برد. پژوهش حاضر با هدف تعیین نقش میانجی‌گر استرس ادراک شده در رابطه بین شیوه‌های حل مسأله اجتماعی و کیفیت زندگی حرفه‌ای معلمان مدارس کودکان استثنایی انجام شد.

مواد و روش‌ها: این مطالعه توصیفی، از نوع همبستگی بود و جامعه آماری آن را تمام معلمان مدارس کودکان استثنایی استان گیلان در نیم‌سال اول سال تحصیلی ۹۶-۱۳۹۵ تشکیل داد که از میان آن‌ها، ۲۵۰ نفر به روش نمونه‌گیری در دسترس انتخاب شدند. ابزار جمع‌آوری داده‌ها شامل فرم کوتاه تجدید نظر شده پرسش‌نامه حل مسأله اجتماعی
(Social Problem-Solving Inventory-Revised یا SPSI-R)، مقیاس استرس ادراك شده (Perceived stress scale یا PSS) و پرسش‌نامه کیفیت زندگی حرفه‌ای (Quality of work life questionnaire) بود. داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری مورد تجزیه و تحلیل قرار گرفت.

یافته‌ها: اثر غیر مستقیم بعد کارامد حل مسأله بر کیفیت زندگی حرفه‌ای مثبت و معنی‌دار بود (01/0 > P، 297/0 = β). بر این اساس، می‌توان گفت که استرس ادراک شده، رابطه بین بعد کارامد حل مسأله با کیفیت زندگی حرفه‌ای معلمان را میانجی‌گری می‌کند.

نتيجه‌گيري: حل مسأله اجتماعی کارامد در نتیجه افزایش استقامت و حل مسأله منطقی، ادراک استرس‌های روزمره را در معلمان کاهش می‌دهد و منجر به بهبود کیفیت زندگی حرفه‌ای آن‌ها می‌شود.


واژگان کلیدی


کودکان استثنایی، حل مسأله، استرس، معلمان، زندگی حرفه‌ای

تمام متن:

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