واکاوی محتوای رنج احساسی در تدریس ریاضی: گفتمان کاوی الگوهای ذهنی معلمان با تکنیک کیو (q)

پژوهش حاضر با هدف شناسایی الگوهای ذهنی معلمان ریاضی مقطع متوسطه اول در خصوص محتوای رنج احساسی در تدریس درس ریاضی انجام شده است. روش پژوهش برحسب هدف کاربردی، به لحاظ ماهیت اکتشافی و از حیث گردآوری داده‌ها، توصیفی پیمایشی است که با استفاده از روش کیو (کیفی کمی) الگوهای ذهنی مختلف معلمان نسبت به رنج احساسی در کار احصاء شده است. از بین معلمان ریاضی که تجربه بیشتری در تدریس ریاضی به شیوه نمونه‌گیری هدفمند تعداد 12 نفر به عنوان مشارکت‌کننده انتخاب و با آنها مصاحبه به روش کیو (q) انجام شد و سپس کارت‌های مربوط به گزاره‌های کیو در بین آنها توزیع شد. بر اساس کارتهای توزیع شده، از میان 105 گزاره، 41 گزاره نهایی شناسایی و سپس توسط مشارکت‌کنندگان اولویت‌بندی شدند‌. در نهایت، بر اساس یافته‌ها و نتایج تحلیل عاملی کیو، مشخص شد که سه الگوی ذهنی مختلف نسبت به رنج احساسی در کار (کار احساسی بعنوان الزامات شغلی، کار احساسی بعنوان نمایش‌های عاطفی معطوف به نقش، کار احساسی بعنوان تجربه روانشناختی) در بین معلمان ریاضی وجود دارد. به عنوان نتیجه می‌توان چنین تفسیر کرد که درصد زیادی از گزاره‌ها و الگوهای شناسایی ‌شده مدعی بر نمایش‌های عاطفی معلمان ریاضی در مدرسه است و طبق ذهنیت معلمان عامل نمایش عاطفی بیشترین تاثیر را در شکل گیری محتوای رنج احساسی معلمان در تدریس دارد.

Analysis of the Content of Emotional Labor in the teaching: Discourse of the Mental Models of mathematical teachers using Q

The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi’s analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers’ mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers. The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi’s analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers’ mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi’s analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers’ mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi’s analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers’ mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi’s analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers’ mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them.