شناسایی بدرفتاری‌های کلاسی دانش‌آموزان و راهبردهای هیجانی معلمان در برابر آن‌ها: یک پژوهش کیفی

اهمیت تنظیم هیجان‌ها توسط معلم در مواجهه با بدرفتاری‌های مشاهده شده در کلاس، به‌طور گسترده‌ای پذیرفته شده است. با این وجود، کمبود مطالعه در مورد چرایی و چگونگی تنظیم هیجانات توسط معلمان در ایران وجود داشت. لذا این پژوهش به شیوه‌ی کیفی با رویکرد تجربه زیسته با هدف استخراج راهبردهای تنظیم هیجان معلم در مقابل بدرفتاری‌های دانش‌آموزان در نمونه‌ای 16 نفری از معلمان استان زنجان انجام شد. از مصاحبه نیمه ساختاریافته برای جمع‌آوری اطلاعات استفاده شد و اطلاعات به دست آمده با استفاده از تحلیل محتوا مورد تحلیل قرار گرفتند. میزان پایایی با روش آلفای کریپندورف 0.77 به دست آمد. یافته‌های این پژوهش نشان داد که معلمان برای تنظیم احساساتشان از راهبردهای اصلاح وضعیت، ارزیابی مجدد و مدولاسیون یا تعدیل پاسخ و راهبردهای تنظیم هیجان منفی ازجمله: سرکوب، نشخوار فکری و تلقی فاجعه‌آمیز، در برابر بدرفتاری‌هایی از جمله: رفتارهای غیره همکارانه، بی توجهی به درس، پرخاشگری کلامی و جسمی به همکلاسی‌ها، پرخاشگری کلامی و جسمی به معلم، افراط در شوخی و تمسخر یکدیگر در کلاس، جابه‌جایی در کلاس و تقلب در امتحان، استفاده می‌کنند. این پژوهش نتایجی درباره رایج‌ترین راهبردهای تنظیم هیجان در معلمان ارائه داد که می‌توانند برای مداخله در برنامه‌های توسعه حرفه‌ای معلمان و برنامه ریزی و تصمیم گیری در زمینه شیوه‌های پیشگیری و مقابله با انواع بدرفتاری‌ها مورد استفاده قرار گیرند.

identifying students’ classroom misbehavior and teachers’ emotional strategies against them: a qualitative research

the importance of regulating emotions by the teacher in the face of misbehavior observed in the classroom has been widely accepted. however, there was a lack of studies on why and how emotions are regulated by teachers in iran. therefore, this research was carried out in a qualitative way with the approach of lived experience with the aim of extracting the strategies of regulating the teacher’s emotions against students’ misbehavior in a sample of 16 teachers of zanjan province. after making the necessary arrangements, the participants were interviewed in person and virtually. the participants were 16 secondary school teachers with an average of 10 years of teaching experience, with an age range of 24 to 40 (with an average age of 34 years) and with a bachelor’s degree (9 cases), a master’s degree (6 cases), and a doctorate (1 case). purposive sampling method was used to select the participants. to collect the required data, a semi-structured individual interview was used until reaching theoretical saturation, and the obtained information was analyzed using content analysis. colaizzi’s seven-step method (1978) was used to analyze the content of the interviews. this model consists of seven steps, step 1) reading carefully all descriptions and important findings from the participants, step 2) extracting important and meaningful phrases related to the target topic, 3) understanding the extracted important phrases, step 4) sorting the descriptions of the participants, 5) turning all the inferred opinions into comprehensive and complete descriptions, step 6) turning the complete descriptions of the phenomenon into a real summary and useful description and 7) final validation.the interview questions were arranged around the teachers’ emotion regulation strategies against students’ misbehavior. simultaneously with data collection, their analysis began; in this way, each interview was read several times, then the texts related to the lived experience of each person were placed in one text to form the analysis unit. then the meaningful units of the overall text were determined and the summarized meaningful units were extracted from them. finally, analytical codes were extracted from them. the obtained codes were carefully studied and based on the similarities and differences between them, subcategories and then general categories were formed. by theoretical analysis based on conceptual similarities, the general categories within the topics were extracted. in this way, the general text of the interview was arranged in a classified manner from the topics to the meaningful units. to ensure the internal and external validity of the research results, the four criteria recommended by goba and lincoln were evaluated. the reliability level was obtained by krippendorf’s alpha method of 0.77.after implementing a total of 8:25 hours of interviews, the results were categorized into two categories of students’ classroom misbehavior and teachers’ emotion regulation strategies against these behaviors. five sub-themes for students’ classroom misbehavior and two sub-categories of positive and negative strategies were extracted. class misbehavior is the disturbing things in the educational atmosphere of the class, which causes the emotional and behavioral reaction of the teacher in front of them. the findings of this research showed that teachers used positive emotion regulation strategies to regulate their emotions, including: situation correction, re-evaluation, and response modulation or adjustment, and negative emotion regulation strategies, including: suppression, rumination, and catastrophic perception, against misbehavior.