فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی

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اثربخشی برنامة شناخت و مقابله با قلدری بر باورها و دیدگاه‌های معلمان دربارة قلدری و خودکارآمدی آنان در مدیریت رفتار کلاس

نوع مقاله : پژوهشی

نویسندگان

1 استاد گروه روان‌شناسی، دانشگاه تبریز

2 دانشجوی دکتری تخصصی روان‌شناسی تربیتی، دانشگاه تبریز

3 استاد گروه علوم تربیتی، دانشگاه تبریز

چکیده

چکیده
هدف پژوهش حاضر تعیین اثربخشی برنامة شناخت و مقابله با قلدری دانش‌آموزان بر باورها و دیدگاه‌های معلمان دربارة قلدری و خودکارآمدی ادراک‌شدة آنان در مدیریت رفتار کلاس بود. به‌منظور اجرای پژوهش، 40 نفر از معلمان زن دورة ابتدایی به شکل تصادفی ساده انتخاب و به دو گروه آزمایش و کنترل گماشته شدند. برای اندازه‌گیری متغیرها از پرسش‌نامه‌های رفتار اجتماعی دانش‌آموزان و خودکارآمدی معلمان استفاده شد. برنامة طراحی شده برای گروه آزمایش با محتوای شناخت و مقابله با قلدری، در شش جلسة نود دقیقه‌ای به کار گرفته شد. نتایج تحلیل کوواریانس چندمتغیره نشان داد که مداخلة تربیتی توانسته تغییرات معناداری در دو نوع از باورهای معلمان به قلدری (باورهای جرأت‌مندانه و هنجاری) و میزان خودکارآمدی آنان در مدیریت رفتار کلاس به وجود آورد. با توجه به اینکه افزایش آگاهی و دانش معلمان دربارة قلدری و کسب مهارت در مقابله با آن نتایج مثبتی داشته است. یافته‌های پژوهش حاضر بر ضرورت اجرای دوره‌های آماده‌سازی و رشد حرفه‌ای معلمان و مشاوران مدارس برای مواجة صحیح با مسائل رفتاری دانش‌آموزان تأکید دارد و می‌تواند در طراحی محتوای برنامه‌های ضمن خدمت معلمان اثرگذار باشند.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Bullying Recognition and Prevention Program on Teachers' Views and Beliefs about Bullying and their Self - Efficacy in the Management of Class Behavior

نویسندگان [English]

  • Toraj Hashemi 1
  • Fereshteh Golparvar 2
  • Eskandar fathiazar 3

چکیده [English]

This study aimed to determine the effectiveness of Bullying Recognition and prevention Program on teachers' views and beliefs about bullying and their efficacy in classroom behavior management.
For this study, 40 of female teachers primary school were selected randomly and assigned to experimental and control groups. In order to measure the research variables, the questionnaire of student social behavior and self - efficacy of teachers were used. The designed program for experimental group with bullying recognition and prevention content, was used in six 90 minutes sessions. Results of multivariate covariance analysis indicated that educational interventions was able to create meaningful changes in the two types of teachers' beliefs about bullying (assertive, normative) and their efficiency in classroom behavior management. Considering that information increase of teachers about bullying and their skill to prevent it has a positive results; the findings of study insists on the necessity of performing preparation courses and professional development for teachers and school counselors to properly deal with students' behavior problem and that can be effective in designing the content of in-service programs for teachers.

کلیدواژه‌ها [English]

  • bullying
  • Recognize and preventing Bullying
  • Teachers' Beliefs
  • Efficacy in Classroom Behavior Management
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فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی
دوره 2، شماره 7 - شماره پیاپی 7
اسفند 1393
صفحه 27-40
فایل ها
هم رسانی
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