بررسی مکانیسم‌های روان‌شناختی زمینه‌ای تأثیر سلامت روان معلمان مدارس بر اثربخشی تدریس با نقش میانجی هوش عاطفی و نقش تعدیل کننده احساس استقلال معلمان

شمس, فرحناز; داوری, فرزانه; عروف زاد, شهرام

doi:10.22034/jsmk.2025.64759.1077

بررسی مکانیسم‌های روان‌شناختی زمینه‌ای تأثیر سلامت روان معلمان مدارس بر اثربخشی تدریس با نقش میانجی هوش عاطفی و نقش تعدیل کننده احساس استقلال معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ دکتری مدیریت ورزشی، گروه تربیت‌بدنی، دانشگاه فرهنگیان، اصفهان، ایران

² استادیار گروه رفتار حرکتی، گروه تربیت‌بدنی، دانشگاه فرهنگیان، اصفهان، ایران

³ استادیار گروه مدیریت ورزشی، گروه تربیت‌بدنی، دانشگاه فرهنگیان، اصفهان، ایران

10.22034/jsmk.2025.64759.1077

چکیده

این مطالعه با هدف بررسی مکانیسم پیچیده روانشناختی درگیر در رابطه بین سلامت روانی معلمان مدارس و اثربخشی تدریس با نقش میانجی هوش عاطفی و تعدیل کنندگی استقلال معلم انجام شد. این پژوهش از روش پیمایشی توصیفی در یک طرح علی-مقایسه ای استفاده کرد که به طور تصادفی 500 معلم مدارس ابتدایی ایران انتخاب شد. برای بررسی روابط پنهان بین سازه ها از مدل معادلات ساختاری استفاده شد. نتایج نشان داد که سلامت روان با اثربخشی تدریس به صورت گسسته و از طریق هوش عاطفی رابطه مثبتی دارد. استقلال معلمان تا حدی میانجی اثر غیرمستقیم بود، به طوری که شرکت‌کنندگان با استقلال معلم بالا پیوند غیرمستقیم قوی‌تری نسبت به کسانی که استقلال پایین را تجربه می‌کردند نشان دادند. این یافته‌ها به درک عمیق‌تر هم‌افزایی بین سلامت روان و اثربخشی تدریس با پیامدهای سیاستی برای مدیریت بهتر سلامت روان برای معلمان مدرسه با توجه خاص به این عوامل حیاتی مانند استقلال معلم و هوش عاطفی در زمانی که 15 درصد از معلمان مدارس ایران از مسائل سلامت روان رنج می برند و وضعیت استقلال معلم در میان این مدارس بسیار پایین است.

کلیدواژه‌ها

موضوعات

مدیریت ورزش و سلامت

عنوان مقاله [English]

Investigating the underlying psychological mechanisms of the effect of school teachers' mental health on teaching effectiveness with the mediating role of emotional intelligence and the moderating role of teachers' sense of independence

نویسندگان [English]

Farahnaz Shams ¹
Farzaneh Davari ²
Shahram Aroufzad ³

¹ PhD of Sports Management, Department of Physical Education, Farhangian University, Isfahan, Iran

² Assistant Professor of Movement Behavior, Department of Physical Education, Farhangian University, Isfahan, Iran

³ Assistant Professor of Sport Management, Department of Physical Education, Farhangian University, Isfahan, Iran

چکیده [English]

This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 Iranian elementary school teachers. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers’ autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Iranian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low.

کلیدواژه‌ها [English]

Mental health
Teaching efficacy
Teacher Autonomy
Emotional intelligence

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