نوآوری‌های آموزشی

نوآوری‌های آموزشی

توانمندسازی روان‌شناختی معلمان تازه‌کار: اثر مداخله تلفیقی ذهن-آگاهی و یادگیری اجتماعی/عاطفی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
2 کارشناسی ارشد مشاوره توانبخشی، گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
3 دکترای مشاوره، گروه مشاوره، دانشکده علوم تربیتی و روان شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
10.22034/jei.2026.538793.3276
چکیده
هدف پژوهش حاضر، توانمندسازی روان‌شناختی معلمان تازه کار از طریق مداخله تلفیقی و ابتکاری ذهن‌آگاهی و یادگیری اجتماعی/عاطفی بود. این مطالعه به شیوه نیمه‌تجربی و با طرح پیش‌آزمون، پس‌آزمون و پیگیری با گروه کنترل انجام شد. جامعه آماری شامل معلمان زن و مرد مقطع ابتدایی شهرستان سنندج در سال تحصیلی ۱۴۰۳–۱۴۰۴ بود. از میان آن‌ها، ۳۲ نفر به شیوه نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی در چهار گروه آزمایش و کنترل (دو گروه مردان و دو گروه زنان، هرکدام شامل ۸ نفر) جایگزین شدند. گروه‌های آزمایش طی هفت جلسه ۹۰ دقیقه‌ای (هفته‌ای یک‌بار) تحت آموزش مداخله تلفیقی ذهن-آگاهی و یادگیری اجتماعی/عاطفی قرار گرفتند، در حالی‌که گروه‌های کنترل هیچ مداخله‌ای دریافت نکردند. ابزارهای پژوهش شامل پرسشنامه فرسودگی شغلی و نسخه کوتاه مقیاس تعامل معلم–دانش‌آموز بود که در سه مرحله پیش‌آزمون، پس‌آزمون و پیگیری اجرا شدند. داده‌ها با استفاده از تحلیل واریانس چندمتغیره با اندازه‌گیری‌های مکرر در نرم‌افزار SPSS نسخه ۲۶ تحلیل شدند. یافته‌ها نشان داد مداخله تلفیقی در گروه آزمایش در مقایسه با گروه کنترل به صورت کلی به کاهش خستگی هیجانی و افزایش کیفیت ارتباط معلم–دانش‌آموز منجر شده است. بر این اساس می توان نتیجه گرفت که این مداخله ابتکاری و نوین می‌تواند به‌طور مؤثری به ارتقاء سلامت روانی معلمان تازه‌کار کمک کند و نقش مشاوران مدرسه را در خصوص اجرای آن و در بهبود تعاملات آموزشی و ارتقاء کارایی معلمان برجسته سازد.
کلیدواژه‌ها

عنوان مقاله English

Psychological Empowerment of Novice Teachers: The Effect of an Integrated Mindfulness and Social-Emotional Learning Intervention

نویسندگان English

Mohammad Rostami 1
Peyman Ghalndari 2
Soliman Ahmadboukani 3
1 1. Assistant Professor, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan.
2 . M.A. in Rehabilitation Counseling, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan
3 Ph.d. in Counseling, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabili, Iran
چکیده English

The present study aimed to examine the effectiveness of an integrated mindfulness and social-emotional learning (SEL) intervention on negative emotional states and teacher–student relationships among novice teachers. This quasi-experimental study employed a pretest–posttest–follow-up design with a control group. A total of 30 elementary school teachers (15 men and 15 women) from Sanandaj, Iran, in the 2023–2024 academic year were selected through purposive sampling based on inclusion and exclusion criteria, and were randomly assigned to experimental and control groups (15 participants in each). The experimental group received seven 90-minute weekly sessions of integrated mindfulness and SEL training. Research instruments included the Depression Anxiety Stress Scale–21 (DASS-21) and the Teacher–Student Interaction Scale (TSIS), administered at pretest, posttest, and one-month follow-up. Data were analyzed using repeated measures ANOVA in SPSS version 26. The findings indicated that the integrated mindfulness and SEL intervention significantly reduced negative emotional states and improved teacher–student relationships in novice teachers. These effects persisted through the one-month follow-up. Given the intervention’s effectiveness in reducing emotional distress and enhancing teacher–student interactions, the results contribute to the growing body of research on school counseling and underscore the influential role school counselors can play in empowering teachers.

کلیدواژه‌ها English

Emotional Exhaustion
Mindfulness
Novice Teachers.Teacher Self-Efficacy
Teacher–Student Relationship
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