آموزش مهارتهای اجتماعی و تاثیر آن بر سبک مدیریت کلاسی نومعلمان
کلمات کلیدی:
سبک مدیریت کلاسی, مهارتهای اجتماعی, دانشجومعلم, انگیزش تحصیلی, پیشرفت تحصیلیچکیده
هدف از پژوهش حاضر بررسی اثر آموزش مهارتهای اجتماعی به دانشجو-معلمان بر مدیریت کلاسی آنان پس از اشتغال به تدریس بود. بدین منظور، تعداد 32 دانشجوی دانشگاه فرهنگیان سال پایانی تحصیل خود را میگذراندند به صورت تصافی انتخاب و در دو گروه آزمایش و گواه گمارش شدند. پژوهش با اجرای پیش آزمون سبک مدیریت کلاسی یزدی و عالی (1387) بر روی هر دو گروه آغاز گردید و گروه آزمایش به مدت هشت هفته در معرض آموزش مهارتهای اجتماعی قرار گرفتند. پس از دوره آموزشی، پس آزمون سبک مدیریت کلاسی بر روی دو گروه اجرا شد. با توجه به تحلیل کواریانس مقدارF=19. 08 در تعامل گروه و پیشآزمون در سطح P=0. 001 معنادار بدست آمد. میانگین بدستآمده برای گروه آزمایش M=72. 37 و برای گروه گواه M=63. 47 محاسبه شد که نشان دهنده بالاتر بودن مهارتهای مدیریت کلاس دانشجویان گروه آزمایش است از این رو میتوان نتیجه گرفت که آموزش مهارتهای اجتماعی سبک مدیریت کلاسی دانشجومعلمان را تغییر داده است.
دانلودها
مراجع
Abbasi, R., Hashemi Farsi, A., & Abbasi, M. (2016). Examining Classroom Teachers with an Emphasis on Their Classroom
Management Techniques. Journal of Research Approaches in Social Sciences(6), 84-92.
https://en.civilica.com/doc/533947/
Alizadehfard, S. (2018). The Effectiveness of social skills training program on theory of communication on the ADOS and
real-world reciprocal social communication achievement. Procedia - Social and Behavioral Sciences, 29, 819-828.
https://jld.uma.ac.ir/article_684.html?lang=en
Alkın-Şahin, S., Güçlü, N. T., & Uyar, M. Y. (2022). The Predictive Relationships Between Pre-School Teachers’ Classroom
Management Skills and Their Thinking-Supportive Behaviours. International Online Journal of Primary Education, 11(2),
-425. https://doi.org/10.55020/iojpe.1158422
Anggraini, F., Mirizon, S., & Inderawati, R. (2020). Professional Development of Novice English Teacher in Junior High
School. Jurnal Pendidikan Progresif, 10(2), 233-249. https://doi.org/10.23960/jpp.v10.i2.202009
Ası, D., & Karabay, Ş. (2022). Influence of Course Content on Preschool Teacher Candidates’ Classroom Management
Strategies, Professional Beliefs and Emotion Regulation Skills. Sn Social Sciences, 2(12). https://doi.org/10.1007/s43545-
-00575-6
Badri, R., & Golparvar, F. (2016). Canonical Analysis of the Relationship Between Teachers' Beliefs About Student Bullying
and Classroom Behavior Management Strategies. 24, 127-150. https://jeps.usb.ac.ir/article_2781.html?lang=en
Baki, G. Ö., & Kılıçoğlu, E. (2023). Social and Socio-Mathematical Norms Constructed by Teachers in Classes Through the
Development of Noticing Skills. International electronic journal of mathematics education, 18(1), em0723.
https://doi.org/10.29333/iejme/12649
Bardhoshi, G., Swanston, J., & Kivlighan, D. M. (2019). Social–Behavioral Stories in the Kindergarten Classroom: An AppBased Counseling Intervention for Increasing Social Skills. Professional School Counseling, 23(1).
https://doi.org/10.1177/2156759x20919374
Barni, D., Russo, C. C., & Danioni, F. (2018). Teachers’ Values as Predictors of Classroom Management Styles: A Relative
Weight Analysis. Frontiers in psychology, 9. https://doi.org/10.3389/fpsyg.2018.01970
Baş, K. (2019). The Relationship Between Classroom Management Skills and Self-Confidence of Social Studies Teachers.
International Journal of Education and Literacy Studies, 7(4), 62. https://doi.org/10.7575/aiac.ijels.v.7n.4p.62
Battal, Ş., & Akman, B. (2022). Responsive Classroom Management Practices in the Context of Preschool Teachers’
Professional Experiences. Cukurova University Faculty of Education Journal, 51(3), 1739-1768.
https://doi.org/10.14812/cufej.1135750
Cabugsa, S. S. (2023). Teachers’ Management Styles and Pupils’ Interactions. International Journal of Research Publications,
(1). https://doi.org/10.47119/ijrp1001271620235043
Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. P. (2014). Managing Student Behavior With Class-Wide FunctionRelated Intervention Teams: An Observational Study in Early Elementary Classrooms. Early Childhood Education
Journal, 43(5), 357-365. https://doi.org/10.1007/s10643-014-0664-3
Caldarella, P., Williams, L., Jolstead, K. A., & Wills, H. P. (2016). Managing Student Behavior in an Elementary School Music
Classroom: A Study of Class-Wide Function-Related Intervention Teams. Update Applications of Research in Music
Education, 35(3), 23-30. https://doi.org/10.1177/8755123315626229
Caspersen, J., & Raaen, F. D. (2013). Novice Teachers and How They Cope. Teachers and Teaching, 20(2), 189-211.
https://doi.org/10.1080/13540602.2013.848570
Hadi, M. (2016). Examining the Relationship Between Teachers' Classroom Management Styles, Self-Regulation, and
Students' Academic Achievement. Management and Entrepreneurship Studies, 2(3), 225-234.
https://doi.org/10.5539/ies.v10n1p225
Jafari, E., Khorasani, A., & Abdi, H. (2017). Structural Model of the Relationship Between Classroom Management
Competence, Self-Efficacy, and Attitudes Towards Classroom Management Among Faculty Members. Journal of
Classroom Management, 10(26), 10-23. https://doi.org/10.29252/edcj.10.26.10
Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal of Research in Music
Education, 58(3), 276-293. https://doi.org/10.1177/0022429410378368
Juchniewicz, J. (2013). An Examination of Social Intelligence Development in Preservice Music Teachers. Journal of Music
Teacher Education, 23(2), 21-32. https://doi.org/10.1177/1057083713475628
Karamati, M. R., Ansari Zadeh, F., & Eizan, M. (2019). The Impact of Classroom Management Based on a Participatory
Approach on Academic Progress in Science. Applied Studies in Management and Development(19), 37-48.
http://ensani.ir/fa/article/417420/%D8%AA%D8%A3%D8%AB%DB%8C%D8%B1-
%D9%85%D8%AF%DB%8C%D8%B1%DB%8C%D8%AA-%DA%A9%D9%84%D8%A7%D8%B3-
%D8%AF%D8%B1%D8%B3-%D8%A8%D8%B1-%D8%A7%D8%B3%D8%A7%D8%B3-
%D8%B1%D9%88%DB%8C%DA%A9%D8%B1%D8%AF-
%D9%85%D8%B4%D8%A7%D8%B1%DA%A9%D8%AA%DB%8C-%D8%A8%D8%B1-
%D9%BE%DB%8C%D8%B4%D8%B1%D9%81%D8%AA-
%D8%AA%D8%AD%D8%B5%DB%8C%D9%84%DB%8C-%D8%AF%D8%B1%D8%B3-
%D8%B9%D9%84%D9%88%D9%85
Karasova, J., & Nehyba, J. (2023). Student-Centered Teacher Responses to Student Behavior in the Classroom: A Systematic
Review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1156530
Karimi, M. N., & Nazari, M. (2021). Scaffolding Novice L2 Teachers’ Cognitions of Classroom Management: A Sociocultural
Perspective. https://doi.org/10.21203/rs.3.rs-482245/v1
Karimzadeh, M. (2014). The Impact of Emotional-Social Skills Training on the Improvement of Primary School Teachers'
Mental Health. 4(53). https://www.sid.ir/paper/506773/fa
Khaje Dadmir, A., Nasti Zaei, N., & Pourghaz, A. (2016). The Relationship Between Classroom Management and Academic
Procrastination Among Graduate Students. 9(33), 10-19. https://edujournal.zums.ac.ir/article-1-683-fa.html
Kuster, D., Bain, C., Newton, C., & Milbrandt, M. K. (2010). Novice Art Teachers: Navigating Through the First Year. Visual
Arts Research, 36(1), 44-54. https://doi.org/10.1353/var.2010.0001
Myers, D., Freeman, J. L., Simonsen, B., & Sugai, G. (2017). Classroom Management With Exceptional Learners. TEACHING
Exceptional Children, 49(4), 223-230. https://doi.org/10.1177/0040059916685064
Nikolić-Vesković, D. (2023). Teacher's Attachment and Mentalization as the Predictors of Classroom Management Styles.
Psiholoska Istrazivanja, 26(2), 221-237. https://doi.org/10.5937/psistra26-44790
Petrík, Š., & Vašašová, Z. (2022). Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate
Dimensions. The New Educational Review, 68(2), 107-118. https://doi.org/10.15804/tner.22.68.2.08
Purwandoko, E. (2023). Classroom Management: The Impact of Transformational Leadership of Homeroom Teachers to the
Effectiveness of Class Management in High Schools. JoERI, 1(1), 24-29. https://doi.org/10.60046/joeri.v1i1.26
Sobhi Gharamaleki, N., Sajjadpour, S. H., & Pourabdel, S. (2018). Effectiveness of Social Skills Training on Improving the
Social Well-being of Bullying Students. 9(34), 1-15. https://jpmm.marvdasht.iau.ir/article_3308.html?lang=en
Zahid, S. B., Muhammad, Y., & Waqar, Y. (2022). Becoming an Effective Classroom Manager: Preservice Teachers’
Perceptions of Their Classroom Management Education and Self-Efficacy Beliefs. Sir Syed Journal of Education & Social
Research (Sjesr), 5(3), 68-77. https://doi.org/10.36902/sjesr-vol5-iss3-2022(68-77)
دانلود
چاپ شده
شماره
نوع مقاله
مجوز
حق نشر 2023 نشریه پژوهش و نوآوری در تربیت و توسعه

این پروژه تحت مجوز بین المللی Creative Commons Attribution-NonCommercial 4.0 می باشد.