نگرش معلمان نسبت به انضباط مبتنی بر پاداش و تنبیه در مدارس ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد آموزش ابتدایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

2 استادیار روانشناسی تربیتی، گروه آموزش و پرورش، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

چکیده

بررسی نگرش معلمان نسبت به روش‌های رایج پاداش و تنبیه در فرایند انضباط مدارس ابتدایی به‌عنوان هدف مطالعه حاضر تعیین شد. پژوهش حاضر با روش پیمایش کیفی در جامعه معلمان شاغل به تدریس در مدارس ابتدایی شهرستان ورزنه در سال تحصیلی ۱۴۰۰-۱۳۹۹ انجام گرفت. نمونه پژوهش پس از مصاحبه با ۲۲ نفر از معلمان و رسیدن به اشباع نظری، تکمیل شد. برای دست‌یابی به یافته‌ها، از روش تحلیل کیفی با فن کدگذاری سه‌مرحله‌ای (باز، مرحله‌ای و انتخابی) استفاده شد. در نتیجه این تحلیل، ۶۷ کد باز به دست آمد که در ۱۸ کد محوری و در نهایت ۷ کد انتخابی سازمان یافت. سؤالات پژوهش باتوجه‌به کدهای استخراج شده پاسخ داده شد. طبق یافته‌ها، پاداش و تنبیه دو فن انضباطی پرکاربرد در مدارس ابتدایی هستند که همه معلمان اظهار داشتند، در مواجهه با مسائل انضباطی به طور مکرر از این دو فن استفاده می‌کنند. علاوه بر این، معلمان اثربخشی کامل روش‌های رایج پاداش و تنبیه در مدارس را تأیید نمی‌کنند؛ از نظر آنان این شیوه‌ها هم شامل جنبه‌های مثبت و اثربخش (پاداش متناسب با سن دانش‌آموزان، پاداش‌دهی برانگیزاننده) است و هم جنبه‌های منفی و غیراثربخش (تداخل با قوانین سازمانی، اقدامات انضباطی نامتعادل، کنترل بیرونی، اثرگذاری کوتاه‌مدت، عدم همکاری والدین). معلمان شیوه‌های مطلوب پاداش و تنبیه در مدارس را نیز شامل به-کار‌گیری اقدامات پیشگیرانه (اقدامات آموزشی، برنامه‌ریزی انضباطی) و انجام مداخلات انضباطی مثبت و اصلاحی دانستند.

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