رویکردی آمیخته برای سنجش شادکامی مدرسه‌ای دانش‌آموزان ابتدایی منطقه 15 شهر تهران

ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ ﺑﺮﮔﺮﻓﺘﻪ از ﭘﮋوﻫﺸﯽ ﺑﻪ روش آﻣﯿﺨﺘﻪازﻧﻮع ﻫﻤﺴﻮﺳﺎزیﻫﻤﺰﻣﺎن اﺳﺖ ﮐﻪ ﺑﺎ ﻫﺪف ﺳﻨﺠﺶ ﻣﯿﺰان ﺷﺎدﮐﺎﻣﯽ ﻣﺪرﺳﻪای داﻧﺶآﻣﻮزان اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﻬﺮان اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎری را ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان اﺑﺘﺪاﯾﯽ ﻣﻨﻄﻘﻪ 15ﺷﻬﺮ ﺗﻬﺮان ﺗﺸﮑﯿﻞدادﻧﺪ ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی در دﺳﺘﺮس، 410 داﻧﺶآﻣﻮز ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺑﺮای اﻧﺪازهﮔﯿﺮی ﺷﺎدﮐﺎﻣﯽ ﻣﺪرﺳﻪای داﻧﺶآﻣﻮزان از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺷﺎدﮐﺎﻣﯽ ﻣﺪرﺳﻪایﮐﻤﺎﻟﯽﻣﻬﺎﺟﺮ و ﻫﻤﮑﺎران (1400)و ﺑﺮای ﺑﺎزﺑﯿﻨﯽ ﺷﺮاﯾﻂ ﻣﯿﺪاﻧﯽ ﻣﺪارس از ﻓﻬﺮﺳﺖوارﺳﯽ ﻣﺤﻘﻖﺳﺎﺧﺘﻪ اﺳﺘﻔﺎدهﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎنداد ﮐﻪ در ﺑﯿﻦ ﺷﺶ ﻋﺎﻣﻞ ﺷﺎدﮐﺎﻣﯽ ﻣﺪرﺳﻪای ﺳﻪ ﻋﺎﻣﻞ ﺗﺪرﯾﺲ ﻣﻌﻠﻢ، دوﺳﺘﺎن داﻧﺶآﻣﻮز و ﺧﻮد داﻧﺶآﻣﻮز در وﺿﻌﯿﺖ ﺷﺎدﮐﺎﻣﯽ ﻧﺴﺒﺘﺎ ً رﺿﺎﯾﺖﺑﺨﺸﯽ ﻗﺮار دارﻧﺪ و ﺳﻪ ﻋﺎﻣﻞ اﺟﺮاﯾﯽ - ﻣﺪﯾﺮﯾﺘﯽ، ﻓﺮﻫﻨﮕﯽ و ﻣﺤﯿﻄﯽ در وﺿﻌﯿﺖ ﺷﺎدﮐﺎﻣﯽ ﻧﺎرﺿﺎﯾﺖﺑﺨﺸﯽ ﻗﺮار دارد. ﻣﻘﺎﯾﺴﻪ ﻧﺘﺎﯾﺞ ﻫﻤﺴﻮﺳﺎزی ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﺑﯿﻦ ادراک از ﺷﺎدﮐﺎﻣﯽ داﻧﺶآﻣﻮزان و ﻣﺸﺎﻫﺪه ﻣﯿﺪاﻧﯽ ﻣﺤﻘﻘﺎن از ﺷﺮاﯾﻂ ﻣﺤﯿﻄﯽ ﻣﺪارس ﻣﻮرد ﻣﻄﺎﻟﻌﻪ، 58 درﺻﺪ ﻣﻄﺎﺑﻘﺖ و ﻫﻤﺴﻮﯾﯽ وﺟﻮد دارد، در 25درﺻﺪ از ﻣﻮارد ﻣﺸﺎﻫﺪهﺷﺪه، ﻣﺤﻘﻖ ﺷﺮاﯾﻂ را ﺑﻬﺘﺮ ارزﯾﺎﺑﯽﮐﺮده و داﻧﺶآﻣﻮزان ﺷﺮاﯾﻂ را ﻣﻨﺎﺳﺐ ﻧﺪاﻧﺴﺘﻨﺪ و در 17درﺻﺪ ﻣﻮارد ﻫﻢ داﻧﺶآﻣﻮزان ﺷﺮاﯾﻂ را ﺑﻬﺘﺮ ارزﯾﺎﺑﯽﮐﺮده اﻧﺪ. در ﻣﺠﻤﻮع ﯾﺎﻓﺘﻪﻫﺎی اﯾﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ داﻧﺶآﻣﻮزان اﺑﺘﺪاﯾﯽ ﺟﺎﻣﻌﻪ ﻫﺪف از وﺿﻌﯿﺖ ﺷﺎدﮐﺎﻣﯽ ﻣﺪرﺳﻪای ﻧﺴﺒﺘﺎً ﻣﺘﻮﺳﻄﯽ ﺑﺮﺧﻮردارﻧﺪ

A Mixed Approach to Measure the School Happiness of Elementary School Students in Tehran

This study was conducted to determine the rate of students’ subjective wellbeing in elementary school in Tehran. The statistical population consisted of all primary school students in the 15th district of Tehran. From this population 410 students, 4 schools and 12 classrooms were selected by convenience sampling method. The present study followed a mixed approach including both quantitative and qualitative methods to answer a specific research question. The data for analysis were collected using the Kamali Elementary School Students’ Subjective WellBeing Scale (2019) as well as a researchermade checklist. The results showed that among the six components of school happiness, the three components including &teacher teaching&, &student friends& and &student self& are in a relatively satisfactory condition and in three components including &managerial executive&, &cultural&, &environmental& has been in a state of unsatisfactory happiness and dissatisfaction. A comparison of alignment results revealed that in seven classes, students’ and researcher’s opinions were consistent. In three classes where students’ opinions did not agree with the researcher, the researcher evaluated the conditions better and the students did not consider the conditions appropriate.