بررسی عوامل استرس‌زا درک شده‌ توسط معلمان در مدرسه: یک مطالعه پدیدارشناسی

در سیستم تعلیم و تربیت معلمان از تاثیرگذارترین افراد در پیشبرد اهداف آموزشی و تربیتی هستند. توجه به شرایط روان شناختی و هیجان های آنان و عوامل تنشزا و مختل کننده موثر بر فرایند تدریس معلمان در مدرسه از اهمیت ویژه ای برخوردار است. در این راستا پژوهش حاضر باهدف شناسایی عوامل استرس زا درک شده توسط معلمان درمدارس مقطع متوسطه اول شهر کرمانشاه انجام گرفت.. این پژوهش با روش کیفی و از نوع پدیدارشناسی توصیفی بود. جامعه‌ی مورد مطالعه‌ شامل کلیه معلمان مقطع متوسطه اول شهر کرمانشاه در سال 1403-1402 بود. نمونه‌گیری پژوهش حاضر به روش غیرتصادفی و از نوع هدفمند بود. برای رسیدن به اهداف پژوهش با 12 نفر از معلمان شاغل در مقطع متوسطه اول، مصاحبه نیمه ساختار یافته صورت گرفت و جمع آوری داده‌ها تا حد اشباع شدن ادامه یافت. تجزیه و تحلیل داده‌ها با روش کلایزی صورت گرفت. بررسی و تجزیه‌وتحلیل داده‌ها از گفت‌وگو با 12معلم در حوزه‌ی استرس‌ها و نگرانی‌های آن‌ها در مدرسه با استفاده از نرم افزار maxqda، منجر به شناسایی 6 مضمون کلی بدرفتاری دانش‌آموزان، مشکلات مدیر و معاونان، مشکلات درس تدریس‌کننده، تعداد زیاد دانش‌آموزان، تدریس در حاشیه شهر و پایه تحصیلی ‌شد. مضامین به دست آمده مقوله بدرفتاری دانش آموزان شامل 5 مضمون فرعی ترس از پیامدهای تنبیه، مدیریت سخت کلاسی، نشخوار فکری، اختلال در تدریس، سردرگمی؛ مشکلات مدیر و معاونان شامل 5 مضمون فرعی ائتلاف در مدرسه، ضعف در اقتدارطلبی، حمایت و پشتیبانی ناکافی، شکاکی بیشازحد و عدم هماهنگی و هم خوانی.

examining the stress factors perceived by teachers in school: a phenomenological study

the present study was conducted with the aim of identifying stressful factors perceived by teachers in first secondary schools. this research was a qualitative and descriptive phenomenological method. the studied society was formed by all the first secondary teachers of kermanshah city in 2023-2024. the sampling of this researchwas non-random and purposeful. in order to achieve the goal of the research, a semistructuredinterview was conducted with the teachers and the data continued untilsaturation, that is, 12 teachers. data analysis was done by claysey method. reviewingand analyzing the data from the conversation with 12 teachers in the field of theirstress and concerns in the school, led to the identification of 6 general themes ofstudent misbehavior, the problems of the principal and assistants, the problems of theteacher, the number of students, teaching in the outskirts of the city. and theeducational base. the obtained themes of the misbehavior theme include 5 sub-themesof fear of the consequences of punishment, strict classroom management, rumination,teaching disorder, confusion; the problems of the manager and deputies include 5sub-themes of the coalition, weakness in authority-seeking, insufficient support andsupport, excessive skepticism and lack of coordination and agreement; for theproblems of the teacher's lesson, three sub-themes are not paying attention to thedesire of the learners, stricter control and the content of the book; the themes obtainedfor the number of students are two themes: not respecting the distance with the teacherand making more noise; teaching in the outskirts of the city includes two themes: fewfacilities and many negative emotions; in the main theme of the academic foundation,4 sub-themes of communication with virtual networks, anti-social values, larger bodyand moral problems were identified. the results of the data showed that students'misbehavior, then teaching in the outskirts of the city, and then the principal andassistants are the most stressful factors for teachers.introduction: teachers are one of the most key components and the most effectivepeople in education and its educational programs (datnow. 2020). the researchbackground in this field shows the high impact of teachers on the academic performance and behavior of students (pishkadam, derakhshan & jhaleh. 2019). there is no absolute and accepted definition of excitement to date (chen. 2020) and many researchers have defined it differently. for example, schutz et al (2006) have defined emotions as socially constructed, personal ways of being. emotions in education are considered as one of the important factors of students' learning and progress. emotion is an important aspect of teachers' understanding and teaching, and studies on teacher's emotions show that teaching is an emotional activity and emotions teachers are related to the well-being and quality of their teaching. teacher emotions are defined as dynamic interactions between personal, professional and social environments, research has shown that teachers' emotions may be triggered by various stimuli, including professional goals, educational policies, student behaviors, school climate, colleagues, and socio-cultural factors.research method: the aim of the present study was to investigate the stressful factors perceived by first secondary school teachers. the studied community was formed by all the first secondary teachers of kermanshah city in 1402-1403. in this research, a non-random and purposeful sampling method was used. in qualitative research, the number of samples is not known in advance, so data collection should be carried out until theoretical saturation. in the current study, the data reached saturation with 11 teachers, but the researchers interviewed another teacher for more certainty, so the researchers completed the sampling work with 12 samples. the participants were all primary school teachers who were present in the classroom. the researchers first entered into negotiations with the education and training of the entire kermanshah province and explained the necessity of their research to the relevant department so that they could cooperate if possible. the data collection tool was a semi-structured interview. the first question asked to the teachers was what is stress from your point of view. they were asked to specify that the phenomenon of stress is familiar to you and have you been involved in this phenomenon? therefore, interviews were conducted with people who had struggled with this phenomenon and had a special view of stress in school, thus the essence of phenomenology is visible in the present research. the researcher encouraged the participants to talk freely about the phenomenon of stress in school as much as possible and express their views on the phenomenon openly. if necessary, the researcher would explain a specific view of the phenomenon to the teachers, then the participants would present their experiences and phenomenological world in the field of stress in school. discussion and conclusion one of the stressful factors for teachers is misbehavior of students. in the present study, teachers reported that students' misbehavior disrupts their teaching and disrupts the class and lesson process. teachers reported that they react when faced with these problematic student behaviors. they reported that the misbehavior of the teacher in the classroom gives them more stress. they reported that they used punishment against behaviors that made them angry. teachers reported that students' procrastination gives them the least stress. the teachers reported that these high stresses on the part of the students caused physical problems (such as hand tremors and digestive diseases) and psychological problems (such as depression). data analysis showed that teachers' stress and anxiety are influenced by the teacher-student relationship. teachers who had good relationships with students reported less stress and anxiety in the classroom. these teachers saw the students as worthy and