شناسایی ویژگی‌ها و کنش‌های معلم حمایت‌کننده از دیدگاه دانش‌آموزان: تحلیل کیفی

نویسندگان
آزاده مؤمنی
احمد خامسان
میترا راستگومقدم
لیلا طالب زاده شوشتری
دانشگاه بیرجند
10.52547/erj.4.35.51
چکیده
پژوهش حاضر با هدف مطالعه‌ی عمیق ادراک دانش‌آموزان از حمایت معلم و شناسایی ویژگی‌ها و کنش‌هایی که به ادراک بالاتر حمایت معلم منجر می‌گردند، انجام شد. پژوهش در چارچوب رویکرد پدیدارشناسی و با روش تحلیل محتوای کیفی صورت گرفت. جامعه‌ی آماری کلیه‌ی دانش‌آموزان دختر پایه‌ی یازدهم شهر تربت‌حیدریه بودند. با روش نمونه‌گیری هدفمند و بر اساس نمره‌ی مقیاس حمایت اجتماعی مالکی، دیمری و الیوت (2000)، 30 نفر از این دانش‌آموزان (15 نمره‌ی بالا و 15 نمره‌ی پایین) در گروه نمونه قرار گرفتند و داده‌ها با مصاحبه‌ی نیمه‌ساختاریافته جمع‌آوری شدند. بر مبنای یافته‌ها، دانش‌آموزان ویژگی‌های معلم حمایت‌کننده را در 9 طبقه‌ی «توانمندی در روابط انسانی»، «ویژگی‌های شخصیتی مناسب»، «نظارت و ارزشیابی مناسب»، «مهارت در تدریس»، «توانمندی در مدیریت کلاس»، «تعهد شغلی»، «راهنمایی و مشاوره دادن»، «توانمندی علمی» و «کمک به رشد همه جانبه‌ی دانش‌آموزان» مطرح نمودند و به ترتیب بر حمایت عاطفی، ابزاری، ارزیابانه و اطلاعاتی تأکید داشتند. نتایج نشان می‌دهند مهم‌ترین ویژگی معلمان حمایت‌کننده‌ از دیدگاه دانش‌آموزان «توانمندی معلم در روابط انسانی» است. همچنین، برای افزایش ادراک دانش‌آموزان از حمایت معلم لازم است معلمان از ویژگی‌های دیگری همچون «روابط مقتدرانه، تشویق و تنبیه مناسب، آرامش داشتن، برگزاری آزمون هماهنگ، مشاوره‌ی اخلاقی و برگزاری کلاس تقویتی» نیز برخوردار باشند.
کلیدواژه‌ها
حمایت اجتماعی معلم
ادراک دانش‌آموز
تحلیل محتوای کیفی

عنوان مقاله English

Identify the Characteristics and Actions of Supporting Teachers from the Student's Viewpoint: Qualitative Analysis

چکیده English

The present study has been conducted to comprehensively investigate students' perceptions of teacher’s social support and characteristics and functions that lead to increased perception of teacher's social support. The study has been conducted with phenomenology approach by using qualitative content analysis. Statistical population included all female 11th graders in Torbat-e Heydariyeh. By purposeful sampling and based on Social Support Scale of Maleki, Demri & Elliott (2000), 30 students (15 high scores and 15 low score) were assigned to the sample group. A semi-structured interview was employed for data collection. Based on the findings, students suggested nine themes including “empowerment of human relations”, “appropriate personality traits”, “appropriate monitoring and evaluation”, “teaching skills”, “the ability of class management”, “job commitment”, “guiding and counseling”, “academic ability” and “contributions to the students' all-round development” with an emphasis on emotional, instrumental, evaluative, and informational support. Result shows the most important characteristics of the supportive teacher are “empowerment of human relations”. Also, to boost students' perceptions of teacher's social support, teachers need to have other features like “authoritative relationships”, “appropriate encouragement and punishment”, “to have peace of mind”, “conducting coordinated exams”, “ethical counseling” and “reinforcement classes”.

کلیدواژه‌ها English

Teacher's social support
Student's perception
Qualitative content analysis
Cohen, S. (2004). Social relationships and health. American psychologist, 59(8), 676.
Cohen, S. & Syme, L. (1985). Issues in the study and application of social support. In S. Cohen and S. L. Syme (Eds): Social Support and Health (p 3-22). San Francisco: Academic Press.
Cutrona, C. E.; Suhr, J. A. (1994). Social support communication in the context of marriage: An analysis of couples' supportive interactions. In B. R. Burleson; T. L. Albrecht & I. G. Sarason (Eds): Communication of social support: Messages, interactions, relationships, and community, (pp. 113-135). Thousand Oaks, CA, US: Sage Publications, Inc, xxx, 298 pp.
Gülaçtı, F. (2010). The effect of perceived social support on subjective well-being. Procedia-Social and Behavioral Sciences, 2(2), 3844-3849.
King, R. B., & Ganotice Jr, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23(3), 745-756.
Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology. (2rd Ed.). Thousand Oaks, CA: Sage.
Mansor, A. N., Eng, W. K., Rasul, M. S., Hamzah, M. I. M., & Hamid, A. H. A. (2012). Effective classroom management. International Education Studies, 5(5), 35.
Miller, P. (2012). Ten Characteristics of a Good Teacher. English Teaching Forum 50(1), 36-38. US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
Leeves, S., & Banerjee, R. (2014). Childhood social anxiety and social support-seeking: distinctive links with perceived support from teachers. European journal of psychology of education, 29(1), 43-62.
Litwak, E. (1985). Helping the elderly: The complementary roles of informal networks and formal systems. New York: Guilford Press.
Liu, S., Liu, C., Stronge, J., & Xu, X. (2016). Teacher characteristics for success in the classroom: Chinese principals’ perceptions for hiring decisions. Asia Pacific Education Review, 17(1), 107-120.
Othman, N. (2016). Exploring the Innovative Personality Characteristics among Teachers. International Education Studies, 9(4), 1.
Plavšić, M., & Diković, M. (2016, January). Do Teachers, Students and Parents Agree about the Top Five Good Teacher’s Characteristics? XIV Annual International Conference of the Bulgarian Comparative Education Society (BCES).
Qureshi, M. Z. (2013). The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents.
Raufelder, D., Nitsche, L., Breitmeyer, S., Keßler, S., Herrmann, E., & Regner, N. (2016). Students’ perception of “good” and “bad” teachers—Results of a qualitative thematic analysis with German adolescents. Educational Research, 75, 31-44.
Simons, R. L. (1984). Specificity and substitution in the social networks of the elderly. The International Journal of Aging and Human Development, 18(2), 121-139.
Song, J., Bong, M., Lee, K., & Kim, S. I. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Educational Psychology, 107(3), 821.
Tardy, C. H. (1985). Social support measurement. American journal of community psychology, 13(2), 187-202.
Thoits, P. A. (2010). Stress and health major findings and policy implications. health and social behavior, 51(1 suppl), S41-S53.
Walker, R. J. (2008). 12 Characteristics of an Effective Teacher. Lulu. com.
Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Educational Psychology, 108(2), 242.