اثربخشی آموزش هوش مثبت بر ارزشهای شغلی، رضایتمندی شغلی و خودارزیابی عملکرد شغلی معلمان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسنده

اداره کل آموزش و پرورش فارس

10.22034/naes.2024.431880.1371

چکیده

زمینه و هدف: هدف از پژوهش حاضر اثربخشی آموزش هوش مثبت بر ارزشهای شغلی، رضایتمندی شغلی و خودارزیابی عملکرد شغلی

معلمان دوره ابتدایی بود.

روش پژوهش: پژوهش حاضر، نیمه آزمایشی و از نوع پیش آزمون و پس آزمون با گروه کنترل بود. جامعه آماری، شامل کلیه معلمان دوره

ابتدایی شهر شیراز بود که به صورت در دسترس انتخاب شدند. نمونههای انتخابی در یک گروه آزمایش 11 نفره و یک گروه کنترل 11 نفره

قرار داده شد. ابتدا پرسشنامه های استاندارد ارزش های کاری آالس)7002(، رضایتمندی شغلی مینه سوتا و ارزیابی عملکرد شغلی کارکنان

موتوویدلو و وان اسکاتر )1991( بر روی آنها اجراشد و بهعنوان نمرات پیشآزمون ثبت گردید، سپس پروتکل آموزش هوش مثبت برگرفته

از چمین 1991/7017، ترجمۀ کامکار بر روی گروه آزمایش برگزار شد و گروه گواه هیچ مداخله ای دریافت نکرد. بعد از اتمام جلسات

مداخله از هر دو گروه مجدد آزمون گرفته شد و بهعنوان نمرات پس آزمون ثبت گردید)2T). داده های پژوهشی در نرمافزار SPSS نسخه

71 وارد شدند و تجزیهوتحلیل این دادهها در دو بخش توصیفی و استنباطی ارائه گردید. در بخش آمار توصیفی در قالب شاخصهای گرایش

مرکزی و پراکندگی همچون میانگین و انحراف استاندارد و در بخش آمار استنباطی آزمون تحلیل کوواریانس استفاده شد.

یافته ها: یافته ها نشان داد مداخله آموزش هوش مثبت بر ارزشهای شغلی، رضایتمندی شغلی و خودارزیابی عملکرد شغلی معلمان دوره

ابتدایی تاثیر دارد.

نتیجه گیری: با توجه به یافته های پژوهش دوره های هوش مثبت به صورت گسترده در آموزش های ضمن خدمت معلمان گنجانده شود.

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of positive intelligence training on job values, job satisfaction and self-evaluation of job performance of primary school teachers

نویسنده [English]

  • faezeh asadollahi
General Department of Fars Education
چکیده [English]

Background and Aim: The aim of this research was the effectiveness of positive intelligence

training on job values, job satisfaction and self-evaluation of job performance of primary school

teachers.

method: The current research was a semi-experimental type of pre-test and post-test with a control

group. The statistical population included all primary school teachers in Shiraz city who were

selected as available. The selected samples were placed in a group of 15 people and a control group

of 15 people. First, Alas (2007) work values standard questionnaires, Minnesota job satisfaction

and MotovidloVan Scatter (1994) job performance evaluations were implemented on them and

recorded as pre-test scores, then the positive intelligence training protocol was taken from Chamin,

2012/ 2015 Kamkar translation was held on the experimental group and the control group did not

receive any intervention.After the completion of the intervention sessions, both groups were retested and recorded as post-test scores (T2). Research data were entered into SPSS software

version24 and the analysis of these data was presented in two descriptive and inferential sections.

In the descriptive statistics section, in the form of central tendency and dispersion indices such as

mean and standard deviation, and in the inferential statistics section, analysis of covariance was

used.

Results: The findings showed that positive intelligence training intervention has an effect on job

values, job satisfaction and self-evaluation of job performance of primary school teachers.

Conclusion: According to the findings of the research, positive intelligence courses should be

widely included in the in-service training of teachers.

کلیدواژه‌ها [English]

  • positive intelligence
  • job values
  • job satisfaction
  • teachers'
  • job performance selfevaluation
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