دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران.

2 دانشیار گروه مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران

چکیده

هدف: هدف اصلی این پژوهش بررسی رابطه مهارت­های ارتباطی مدیران با اثربخشی مدیریت کلاس درس معلمان بود.
روش شناسی: روش پژوهش حاضر توصیفی-همبستگی بود. جامعه آماری شامل 28 نفر مدیر و 976 نفر دبیر مدارس مقطع دوم متوسطه شهرستان آمل بود. جهت انتخاب نمونه آماری از روش نمونه­گیری تصادفی طبقه­ای استفاده شد. بر این اساس تعداد 24 نفر مدیر و 278 نفر دبیر به عنوان نمونه آماری پژوهش انتخاب شدند. ابزار جمع­ آوری داده­ها پرسشنامه­های مهارت­های ارتباطی بارتون (1990) و پرسشنامه اثربخشی مدیریت کلاس ایمار و هیکمان (1991) بود. پرسشنامه مهارت­های ارتباطی دارای 18 گویه با سه مولفه «مهارت کلامی، مهارت شنود و مهارت  بازخورد» بود. پرسشنامه اثربخشی مدیریت کلاس نیز شامل 35 سوال بود که سه مولفه «برقراری انضباط در کلاس درس، اثربخشی آموزش والدین  و اثربخشی آموزش شخصی معلم» را می سنجید. روایی پرسشنامه­ها با استفاده از روش روایی صوری و محتوایی تایید شد. پایایی پرسشنامه­ها نیز با استفاده از روش آلفای کرونباخ مناسب گزارش شد. به منظور تجزیه و تحلیل داده­ها از آزمون ضریب همبستگی پیرسون و تحلیل مسیر استفاده شد.
یافته­­ها: یافته­های پژوهش نشان می­دهد که بین مهارت­های ارتباطی مدیران و مؤلفه­های آن با مؤلفه برقراری انضباط کلاس درس رابطه معنی­داری وجود ندارد، اما بین نمره کل مهارت­های ارتباطی مدیران و مؤلفه­های آن با دیگر نمره کل مدیریت کلاس درس و مؤلفه­های اثربخشی آموزش والدین و اثربخشی آموزش شخصی معلم رابطه مثبت و معنی­داری وجود دارد. نتایج تحلیل مسیر حاکی از این است که تأثیر مهارت کلامی بر انضباط کلاس درس غیرمعنادار و بر اثربخشی آموزش والدین و اثربخشی آموزش شخصی معلم معنادار می­باشد. هم­چنین، مهارت شنود می­تواند اثربخشی آموزش والدین و اثربخشی آموزش شخصی معلم را به طور معنادار و انضباط کلاس درس  را به صورت غیرمعنادار تبیین کند. در نهایت مهارت بازخورد قادر است اثربخشی آموزش والدین و اثربخشی آموزش شخصی معلم را به شکل معناداری و انضباط کلاس درس را به صورت غیرمعنادار تبیین کند.
بحث و نتیجه­ گیری: بر اساس یافته­های پژوهش می­توان نتیجه گرفت تقویت مهارت­های ارتباطی مدیران می­تواند در غنی­سازی ارتباطات کلامی و غیرکلامی با والدین دانش­آموزان و نیز کمک به  معلمان در کیفیت بخشی مدیریت کلاس درس تاثیرگذار باشد. 

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the Relationship between Managers Communication Skills and Teachers' Classroom Management Effectiveness

نویسندگان [English]

  • Yadolah Fazli 1
  • Omid Mehni 1
  • Ayoub Feyzi 1
  • Bijan Abdollahi 2

1 Ph.D. Student in Educational Administration, Faculty of Management, Kharazmi University of Tehran, Iran

2 Associate Professor Department of Educational Administration Faculty of Management, Kharazmi University. Tehran, Iran

چکیده [English]

Purpose: The main purpose of this study was to investigate the relationship between managers' communication skills and the effectiveness of classroom management.
Methodology: The method of the present study was descriptive-correlation. The statistical population included 28 principals and 976 teachers of secondary schools in Amol city. Stratified random sampling method was used to select the statistical sample. Based on this, 24 managers and 278 secretaries were selected as the statistical sample of the study. Data collection tools were Barton Communication Skills Questionnaire (1990) and Imarohikman Classroom Management Effectiveness Questionnaire (1991). The communication skills questionnaire had 18 items with three components "verbal skills, listening skills and feedback skills". The Classroom Management Effectiveness Questionnaire also consisted of 35 questions that measured the three components of "establishing discipline in the classroom, the effectiveness of parental education, and the effectiveness of the teacher's personal training." The validity of the questionnaires was confirmed using face and content validity methods. The reliability of the questionnaires was also reported using the appropriate Cronbach's alpha method. In order to analyze the data, Pearson correlation coefficient test and path analysis test were used.
Findings: The results showed that there is not a significant relationship between the communication skills of managers and their components with the component of classroom discipline, but the total score of total communication skills of managers and its components with the other overall score of the classroom management and the components of the effectiveness of parent education And there is a positive and meaningful relationship between the effectiveness of teacher training. The results of path analysis indicate that the effect of verbal skills on classroom discipline is irrelevant and has a significant effect on the effectiveness of parental education and the effectiveness of teacher education. Hearing skills can also explain the effectiveness of parental training and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained. Finally, feedback skills can effectively explain the effectiveness of parental education and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained.
Conclusion: Based on the research findings, it can be concluded that strengthening the communication skills of principals can be effective in enriching verbal and non-verbal communication with students' parents and also helping teachers in the quality of classroom management.

کلیدواژه‌ها [English]

  • School
  • Principals
  • Classroom Management
  • Teachers
  • Communication Skills
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