تبیین رابطه ساختاری بین هیجانات اساتید و مدیریت کلاس با میانجی ‌گری خودکارآمدی در دانشگاه فرهنگیان

پژوهش حاضر با هدف مشخص کردن رابطه هیجانات معلم با مدیریت کلاس با نقش میانجی خودکارآمدی انجام شده است. روش پژوهش از نوع توصیفی – همبستگی با استفاده از مدل معادلات ساختاری بود.  جامعه آماری پژوهش را کلیه اساتید دانشگاه فرهنگیان با 7000 نفر تشکیل دادند. نمونه‌گیری به روش خوشه‌ای تصادفی با تخصیص 400 نفر به‌عنوان حجم نمونه انتخاب شدند. جمع‌آوری داده‌ها بر اساس سه پرسشنامه هیجان معلم چن(2016)، (پایایی0.768)، مدیریت کلاس ولفگانگ و گلیکمن (1986)، (0.798) و خودکارآمدی معلم بندورا ( 1977)، (پایایی 0.886) صورت گرفت. داده‌ها به روش مدل یابی معادلات ساختاری و آزمون سوبل با استفاده از نرم‌افزار amos 24تجزیه و تحلیل گردید. نتایج بیانگر این است که هیجان معلم تاثیر منفی و معنی‌داری (0.129-) در سطح معنی‌داری5 0.0 بر مدیریت کلاس دارد، و هیجانات اساتید با میانجیگری خودکارآمدی تاثیر منفی و معنی‌داری بر مدیریت کلاس داشتند، همچنین میانجی‌گری خودکارآمدی با مقدار آماره سوبل 5.683- و سطح معنی‌داری 0.001 ، رابطه هیجان با مدیریت کلاس را بهتر کرده است. بنابراین می‌توان گفت برنامه‌ریزی جهت مدیریت هیجان و بالا بردن سطح خودکارآمدی معلمان باید در دستور کار متولیان دانشگاه فرهنگیان قرار بگیرد.

explain the structural relationship between teachers emotions and classroom management mediated by self-efficacy professors of farhangian university

one of the most important issues in the field of educational psychology is to achieve conditions that improve and enhance the performance of learners. there is no doubt that there is only one clear way to improve learners’ performance. but numerous studies have enabled researchers to identify the most effective determinants of student performance. without a doubt, proper classroom management is one of the most important factors. the present study aimed to determine the relationship between teacher emotions on classroom management and the mediating role of self-efficacy. descriptive-correlation method using the structural equation modeling and the statistical population of all professors of farhangian university with 7000 people who selected by  the random cluster method bit win of 400 people as a sample size in this way, first the clusters are selected based on the geographical regions of the country and then randomly from the north: gilan and mazandaran provinces, center: tehran, qom, semnan, yazd, from the west: ardabil, sanandaj and kermanshah, south: bushehr, bandar abbas, and from the east: khorasan razavi have been selected as an example of this research. and data collected by exciting questionnaires of teacher chen . (2016), (reliability 0.768), in order to measure the emotions of pleasure, love, enjoyment, anxiety, anger and fear. this questionnaire includes 26 questions using 6 scale from never to forever. wolfgang glickman class management questionnaire (1986), reliability 0.798), this questionnaire includes 25 based a five-scale likert scale including: never, rarely, sometimes, often and always. this questionnaire has 3 factors: educational management, members management and behavior management. and bandura teacher self-efficacy (1997) (reliability 0.886) to measure self-efficacy, bandura teacher self-efficacy questionnaire with 30 questions was used, which after examining 7 questions were deleted with the opinion of professors 23 questions remind including self-efficacy for decision making and educational self-efficacy, disciplinary self-efficacy and self-efficacy for creating a positive atmosphere were useed.the scoring of the questionnaire using the 5-deegre likert scale is with very low, low, medium, high and very high options. data were analyzed by structural equation modeling and sobel test by using amos 24 software. based on the findings, the fit indices of the model were approved. and the data are reported to the acceptable extent of each of the fit indices. index, cmin the absolute fit index is less than 5 and is in the desired range. indicator nfi=0.942 or the bentler-bount softened index and the tucker lewis index tli=0.952 and, cfi=0.964 , all of them are adaptive fit indices with a value higher than 0.9 and are in a very desirable range. the amount of rmse=0.06 which is one of the economical fit indices, is less than the border of 0.8 and is very desirable and acceptable. as a result, the tested model has a fit in this with the data.to examine the effect of the mediator variable, the sobel test was used, which shows that the mediator variable of self-efficacy has a significant effect on the studied path, and has increased the effect of teacher excitement on classroom management according to the path coefficient. given the negative and significant relationship between emotion and classroom management, it is necessary to train teacher for emotion management. teachers who can manage emotion manage their emotional responses in the classroom and interact better with their learners, which is a classroom management tool.