نقش جو مدرسه و شیوه های مدیریت کلاسی در پیش بینی اهمال کاری معلمان

نویسندگان
1 دانشگاه تهران
2 وزارت اموزش و پرورش
چکیده
هدف از پژوهش حاضر مشخص کردن نقش جو مدرسه و شیوه­های مدیریت کلاسی در پیش بینی اهمال کاری معلمان می‌باشد. این پژوهش به جهت هدف کاریردی و به جهت نحوه گردآوری داده ها از نوع توصیفی بوده که به صورت همبستگی انجام شده است. جامعه آماری پژوهش مشتمل بر کلیه معلمان مرد و زن دبیرستان‌های شهرستان دهدشت که تعداد 216 نفر به عنوان نمونه و به روش نمونه­گیری طبقه‌ای و بعه صورت تصادفی انتخاب شدند. ابزار گردآوری داده‌ها شامل پرسشنامه‌ی شیوه­های مدیریت کلاسی مارتین و بالدوین(1998)، پرسشنامه جوسازمانی هالپین و کرافت(1963) و مقیاس اهمال‌کاری سازمانی صفاری‌نیا و امیرخانی(1390) بودند. یافته ها نشان داد که بین شیوه‌های مدیریت کلاس درس و اهمال‌کاری معلمان رابطه معنی‌داری وجود ندارد(0.06، 0.04 - ،06/0r=)، بین جو مدرسه و اهمال‌کاری معلمان همبستگی منفی و معنی‌داری وجود دارد(p<0.01،29/0- r=)، جو مدرسه نیز در پیش بینی اهمال­کاری معلمان نقش موثری را ایفا می­نماید و ضریب بتای منفی و معناداری دارد(، p<0.001،31/0- = β). بر اساس یافته­ها می‌توان نتیجه گرفت که اهمال‌کاری معلمان را می توان بر اساس ادراک آنان از جو مدرسه پیش‌بینی کرد. منفی بودن ضریب رگرسیون نشان‌دهنده‌ی آن است که بالا بودن نمرات ادراک معلمان از جو مدرسه منجر به نمرات پایین اهمال‌کاری آنان خواهد شد و پایین بودن نمرات ادراک از جو مدرسه، اهمال‌کاری بالا را به همراه دارد.
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