تعیین‌کننده‌های خستگی عاطفی معلمان: فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران

2 استادیار، گروه روانشناسی، واحد آشتیان، دانشگاه آزاد اسلامی، آشتیان، ایران

3 کارشناس ارشد روانشناسی بالینی، واحد علوم پزشکی، دانشگاه آزاد اسلامی، قم، ایران.

چکیده

پژوهش حاضر با هدف شناسایی تعیین‌کننده‌های خستگی عاطفی معلمان در شواهد تجربی 2020 الی 2023 انجام شد. نوع مطالعه کاربردی و کیفی بود و از روش فراترکیب استفاده شد. حوزه بررسی مقالات پژوهشی بین سال‌های 2020 الی 2023 بود. با استفاده از رویکرد هدفمند و تا رسیدن به اشباع و بهره‌گیری از نگرش یکپارچه‌سازی و مدل سندلوسکی و باروسو (۲۰۰۷) 140مقاله گزینش و پس از معیار‌های ارزیابی 44 مقاله نهایی انتخاب شد. داده‌های کیفی در قالب مقولات، مفاهیم و کد‌ها تحلیل و پیاده‌سازی شدند. نتایج نشان داد تعیین‌کننده‌های روانشناختی (ابعاد شناختی، هیجانی، رفتاری و شخصیتی)، تعیین‌کننده‌های شغلی (ابعاد مرتبط با کار، محیط کار، دانش آموز و جوروانشناختی)، تعیین‌کننده‌های خانوادگی (همسر، جوخانواده، وظایف خانوادگی)، تعیین‌کننده‌های بافت آموزشی (جومدرسه، دانش آموز، همکاران، درس) تعیین‌کننده‌های اجتماعی (ابعاد جامعه، وابسته به دیگران) تعیین‌کننده‌های محافظتی (مراقبت کننده های اجتماعی، روانشناختی، شغلی و شخصیتی) تعیین‌کننده‌های خستگی عاطفی معلمان در شواهد تجربی بود. همسو با یافته های تحقیق می توان نتیجه گرفت مجموعه عوامل روانشناختی، شغلی، خانوادگی، آموزشی، اجتماعی و محافظتی به عنوان تعیین کننده های خستگی عاطفی معلمان در شواهد تجربی شناسایی شده اند. که لزوم برنامه ریزی های موثر جهت کاهش عوامل افزایش دهنده خستگی عاطفی و تقویت عوامل کاهنده خستگی عاطفی معلمان واقع بینانه به نظر می رسد.

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