بررسی رابطهٔ حمایت اجتماعی‌ادراکی و کیفیت زندگی معلمان مقطع متوسطه

زمینه و هدف: توجه به کیفیت زندگی‌ یکی از روش‌های ارتقا و بهبود عملکرد افراد است. در این راستا کیفیت‌ زندگی‌ معلمان باتوجه به کارکرد تعلیم و تربیتی این قشر و شناخت نقش حمایت اجتماعی‌ادراکی در کیفیت زندگی آنان حائز اهمیت است. هدف پژوهش حاضر بررسی رابطهٔ بین حمایت اجتماعی‌ادراکی و کیفیت زندگی معلمان شهر خرم‌آباد بود.روش‌بررسی: این مطالعه مقطعی و از نوع توصیفی‌همبستگی بود. جامعهٔ آماری را همهٔ معلمان دوره‌های اول و دوم متوسطه (پایه‌های هفتم تا دوزادهم) شهر خرم‌آباد در سال 1398 تشکیل دادند. حجم نمونه 436 نفر و ‌روش نمونه‌گیری طبقه‌ای بود. ابزار گردآوری داده‌ها، پرسشنامۀ کیفیت زندگی (سازمان بهداشت جهانی، 1996) و مقیاس چندبعدی حمایت اجتماعی‌ادراکی (زیمت و همکاران، 1988) بود. تحلیل داده‌ها با استفاده از نرم‌افزار آماری spss نسخهٔ 25 در دو سطح توصیفی و تحلیلی با آزمون‌ تی ‌مقایسهٔ میانگین‌های دو گروه مستقل، تحلیل واریانس، آزمون تعقیبی شفه و ضریب همبستگی پیرسون انجام شد و سطح معناداری برابر با 0٫05 بود.یافته‌ها: بین میزان حمایت اجتماعی‌ادراکی معلمان و کیفیت زندگی‌ آنان رابطهٔ معنادار و مستقیم وجود دارد (0٫001>pو 0٫163=r). رابطهٔ معنا‌دار و مثبت بین میزان حمایت اجتماعی‌ادراکی و هر چهار بُعد کیفیت زندگی شامل ابعاد جسمانی (0٫013=pو 0٫140=r)، روانی (0٫001>pو 0٫158=r)، اجتماعی (0٫041=pو 0٫095=r) و محیطی (0٫006=pو 0٫133=r) برقرار است؛ ولی همبستگی بُعد روانی بیشتر از سه بُعد دیگر است.نتیجه‌گیری: نتایج بیانگر ارتباط بین میزان حمایت اجتماعی‌ادراکی معلمان مقطع متوسطه و کیفیت زندگی‌ آنان بود. با بهبود حمایت اجتماعی می‌توان کیفیت زندگی معلمان را ارتقا داد.

The Relationship Between Perceptual Social Support and Life Quality in High School Teachers

Background & Objectives: Quality of Life (QoL) is defined as individuals’ perception of life situations in different aspects of life and their relationship with their goals, expectations, standards, and concerns. Improving QoL is a manner to improve individuals’ performance. In this regard, QoL is essential for teachers considering their educational function in the group and recognizing the role of perceptual social support in their QoL. One approach to improve QoL is to present all kinds of social and welfare support. The lack of social ties also adversely affects individuals’ lives. This study aimed to investigate the relationship between perceptual social support and QoL in high school teachers.Methods: This was a cross–sectional descriptive and correlational study. The statistical population included all high school teachers of Khorramabad City, Iran, in 2019. Using the stratified sampling method as well as Krejcie and Morgan’s (1970) table, the sample size was measured to be 320 individuals. However, to ensure the sample size and considering potential sample dropouts, the sample size was increased to 436 subjects. The inclusion criteria of the present study included being a high–school teacher (seventh to twelfth grades) and being desired to participate in the study. Providing incomplete questionnaires was also considered as the exclusion criterion. Data collection tools were the Quality Of Life Questionnaire (World Health Organization, 1996) and the Multidimensional Scale of Perceived Social Support (Zimet et al, 1988). Data analysis was performed using SPSS at descriptive and analytical levels. Descriptive statistics included the frequency and percentage of nominal and ranked variables. The Kolmogorov–Smirnov statistical test was used to test the degree of conformity of the distribution of studied variables with normal theoretical distribution. Pearson correlation coefficient was used to measure the relationship between the study variables; the Independent Samples t–test was applied to compare QoL in terms of gender and school grade for teachers. Analysis of Variance (ANOVA) was used to compare education and work experience. Besides, the Scheffe post hoc test was used to evaluate the differences between the mean scores of the research groups. The significance level was considered at p<0.05.Results: The mean±SD score of perceived social support was 43.76±5.79 in the studied teachers. The dimension of significant others was higher (16.20±2.35) than that of the family (15.3±1.60) and friends (14.4±3.00). The mean±SD score of QoL was 75.00±11.48; the mean±SD values of physical (20.3±4.00) and environmental (23±4.93) health were higher than those of social (8.5±2.22) and psychological (17.2±3.29) health. The Independent Samples t–test results revealed that the scores of QoL in female teachers were higher than those of their male counterparts (p=0.047). Furthermore, the mean score of QoL in the explored second–grade school teachers was higher than those of the first–grade ones (p=0.010). However, there was no significant correlation between teachers’ marital status and QoL (p=0.890). ANOVA data revealed that the scores of QoL in teachers were significantly correlated with different academic degrees (p=0.025). The results of the Scheffe post hoc test indicated a significant difference between the scores of QoL in teachers with doctoral and master’s degrees; the difference between the mean scores of QoL of teachers with doctorate degrees was higher than those of the other groups (p=0.034). Similarly, there was a significant difference between the mean scores of QoL of respondents with different employment statuses (p=0.017). The Scheffe post hoc test data in this regard demonstrated that although the mean scores of QoL of respondents with a history of 16–20 years of work experience were higher than the other teachers, this difference was not statistically significant (p≤0.05). There was a significant and direct relationship between the studied teachers’ perceptual social support and their QoL (r=0.163, p<0.001). There was a significant and positive relationship between the level of perceptual social support and all 4 dimensions of QoL; physical (r=0.140, p=0.013), psychological (r=0.158, p<0.001), social (r=0.095, p=0.041), and environmental (r=0.133, p=0.006) aspects. Moreover, the correlation of the psychological dimension was greater than the other three dimensions.Conclusion: The present research results signified a relationship between teachers’ perceptual social support and their QoL. Therefore, paying attention to various social support types can be effective in dynamizing and improving the QoL of teachers; their QoL can be improved by social support, especially in the psychological dimension.