نقش تمرکز بر آموزش و بهینه‏سازی زمان آموزش معلم در کلاس بر عملکرد تحصیلی با میانجی ‏گری رضایت تحصیلی

هدف پژوهش حاضر‌، بررسی نقش تمرکز بر آموزش و بهینه ‏سازی زمان آموزش معلم در کلاس بر عملکرد تحصیلی با میانجی‏ گری رضایت تحصیلی بوده است. روش پژوهش توصیفی از نوع همبستگی بوده است. جامعه آماری، شامل کلیه معلمان و دانش ‏آموزان متوسطه دوم شهر بابل می‏ باشد که با استفاده از شیوه نمونه‏ گیری خوشه‌ای سه مرحله‌ای 50 معلم و 336 دانش ‏آموز به‌عنوان نمونه آماری انتخاب شده‌اند. جهت گردآوری داده‌ها، از سه پرسشنامه؛ تمرکز و  بهینه ‏سازی زمان آموزش (esterank et al, 2018)، پرسشنامه عملکرد تحصیلی (fam taylor, 1999)، و پرسشنامه رضایت تحصیلی (diener, et al., 1985) استفاده شد. برای تجزیه و تحلیل اطلاعات از ضرایب همبستگی پیرسون و مدل تحلیل مسیر استفاده شد. نتایج نشان داد که تمرکز بر آموزش(p < 0.01, β = 0.457) و بهینه ‏سازی زمان آموزش (p < 0.01, β = 0.241)، معلمان در کلاس بر عملکرد تحصیلی تاثیر مثبت دارد. هم‏چنین نتایج نشان داد که رضایت تحصیلی دانش‌آموزان در تاثیر تمرکز بر آموزش (p<0.01, β=0.137)  و بهینه ‏سازی زمان آموزش (p<0.01, β=0.143) بر عملکرد تحصیلی نقش میانجی دارد. بنابراین معلمان می ‏توانند با تمرکز و بهینه‌سازی زمان آموزش، میزان آموزش و یادگیری را به حداکثر برسانند تا از این طریق میزان موفقیت و رضایت تحصیلی دانش‌آموز در کلاس‌ها بیشتر شود.

the role of focusing on instruction and optimizing instructional time of teacher in the classroom on educational performance with the mediation of academic satisfaction

the aim of the current research was to investigate the role of focusing on instruction and optimizing instructional timeof teacher in the classroom on the educational performance with the mediation of academic satisfaction. the descriptive research method was correlational. the statistical population included all secondary school teachers and students of babol city, among whom 50 teachers and 336 students were selected as a statistical sample using a three-stage cluster sampling method. the instrumental tool for the data collection included three questionnaires of focusing and optimizing instructional time (stronge, 2018), educational performance questionnaire (pham taylor, 1999), and academic satisfaction questionnaire (diener etal, 1985). pearson correlation coefficients and path analysis model were used to analyze the data. the results showed that focusing on instruction (p < 0.01, β = 0.457) and optimizing instructional time (p < 0.01, β = 0.241) have a positive effect on the educational performance of teachers in the classroom. the results showed that students’ academic satisfaction has a mediating role in the effect of focusing on instruction (p<0.01, β=0.137) and optimizing instructional time (p<0.01, β=0.143) on educational performance. therefore, teachers can maximize the amount of instruction and learning by focusing and optimizing the instruction time, so as to increase the success rate and academic satisfaction of the students in the classes.   introduction: optimizing teaching time and focusing on teaching in the classroom as one of the key elements of educational planning has a special place and importance in improving the quality academic performance and academic satisfaction of students because focusing on teaching, planning the teacher directs the behavior of the class and the optimization of teaching time leads to the development of an integrated curriculum by the teacher and avoids the teacher from overemphasizing one content area at the expense of neglecting other areas. the aim of the current research is to investigate the role of focus on education and optimization of teacher training time in the classroom on academic performance with the mediation of academic satisfaction. for this purpose, the current research seeks to answer the following question: 1. does academic satisfaction of students play a mediating role in the effect of focusing on education and optimizing education time on academic performance?methodology: according to the purpose of this research, it is an applied research, and in terms of its implementation, it is a descriptive-survey research of the correlation type.