نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، گروه زبان انگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران
2 استاد، گروه زبان انگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران. (نویسنده مسئول)
3 استادیار، گروه زبان انگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران
چکیده
مصونیت معلم زبان یک مفهوم جدید در روان‌شناسی معلم است که شاخصی قدرتمند درچگونگی رشد یا بقای معلمان دربرابر مشکلات به‌حساب می‌آید. پژوهش درمورد مصونیت معلم زبان هنوز نوپا است و این مطالعۀ کیفی سعی دارد خلاء موجود در ادبیات مربوط به مصونیت معلمان را پُرکند. در این مطالعه به بررسی منشاء احتمالی مصونیت دربین معلمان ایرانیِ زبان انگلیسی به‌عنوان زبان خارجی، تأثیر احتمالی مصونیت بر کلاس‌‌درس و راهکارهای مداخله‌ایِ پیشنهادی معلمان در ایجاد مصونیت معلمان پرداخته شده‌است. براساس مصاحبه با 13 معلم باتجربۀ دبیرستان، دریافتیم که چهار عامل عمدۀ استرس‌زا درسطح فردی، مدرسه، سازمانی و فرهنگی-اجتماعی منشاء ایجاد مصونیت ناسازگار هستند. تنها دلیل ایجاد مصونیت مثبت در معلمان زبان انگلیسی، انگیزۀ نوع‌دوستی بود. علاوه‌براین مشخص شد که معلمان زبان انگلیسی با مصونیت مثبت، عملکرد موثری در کلاس‌های خود داشتند، درحالی‌که معلمان دارای مصونیت ناسازگار، نسبت به دانش‌آموزان خود احساس بی‌تفاوتی می‌کردند و بدون اجرای اقدام فردی، احساس رضایت داشتند. این معلمان در بسیاری از سختی‌هایی که درطول زندگی حرفه‌ای خود با آنها روبه‌رو بودند، تسلیم شده‌بودند. یافته‌ها همچنین نشان داد که برای تاثیرگذاری بر روند ایجاد مصونیت به‌طوری‌که به‌سمت مصونیت مثبت سوق داده‌شود، باید وضعیت اقتصادی معلمان با افزایش حقوق بهبود یابد، قدردانی و سپاسگزاری از تلاش‌های آنها انجام‌گیرد، دوره‌های کاربردیِ آموزش ضمن‌خدمت ترتیب داده‌شود و در مدارس ازسوی مدیران و سایر مقامات آموزشی مورد حمایت قرارگیرند.
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