نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار گروه زبان و ادبیات انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه شهید بهشتی، تهران، ایران
2 دانشجوی دورۀ دکتری آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه شهید بهشتی، تهران
چکیده
پژوهش حاضر با هدف بررسی رابطۀ میان فرسودگی شغلی، ویژگی‌های شخصیتی و پریشانی روان‌شناختی در میان مدرسان ایرانی زبان انگلیسی به‌عنوان زبان خارجی انجام گرفت. علاوه بر آن، سعی بر این بود تا اثرگذاریِ پنج عامل شخصیتی معلم در پیش‌بینی ابعاد فرسودگی شغلیِ مدرسان زبان انگلیسی بررسی گردد. برای رسیدن به این منظور، از روش پژوهش ترکیبیِ متوالی استفاده شد. ابزار مورد استفاده در این پژوهش، شامل پرسش‌نامه‌های فرسودگی شغلی ماسلاک، مقیاس ویژگی‌های شخصیتی و مقیاس پریشانی روان‌شناختی بود که در اختیار 110 مدرس در آموزشگاه‌های خصوصی زبان انگلیسی در شهر تهران قرار گرفت. علاوه بر آن، مصاحبۀ نیمه‌ساختاریافته‌ای نیز با تعدادی از مدرسان انجام شد تا نظر آنان در مورد دلایل و پیامدهای فرسودگی معلم مشخص شود. یافته‌های پژوهش نشان داد ابعاد مختلف فرسودگی معلم با پریشانی روان‌شناختی و ویژگی‌های شخصیتی معلم همبسته است. نتایج همچنین حاکی از آن بود که میان خستگی عاطفی و مسخ شخصیت از عوامل فرسودگی و چهار ویژگی شخصیتی شامل پذیرش تجربیات جدید، برون‌گرایی، وظیفه‌شناسی و توافق‌پذیری رابطۀ همبستگی منفی و معناداری وجود دارد. همچنین مشخص شد افزایش روان‌رنجوری موجب افزایش دو بعد از فرسودگی، یعنی خستگی عاطفی و مسخ شخصیت می‌گردد. نتایج آزمون تی نمونه‌های مستقل نیز نشان داد که میزان تجربۀ تدریس موجب کاهش فرسودگی معلم می‌شود. نتایج این پژوهش می‌تواند از این نظر برای مدرسان آگاهی‌بخش باشد که پریشانی روان‌شناختی و ویژگی‌های شخصیتی معلم تا چه اندازه می‌تواند میزان فرسودگی معلم را پیش‌بینی کند و از این رهگذار می‌توان برنامه‌های تربیت معلم را به‌سوی توجه بیشتر به سلامت ذهن و آمادگی کارورزان تدریس سوق داد.
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