بررسی تاثیر بهروزی ذهنی معلمان بر میزان فشار روانی دانش آموزان با نقش میانجی‌ کیفیت ارتباط معلم و دانش‌آموز در مدارس دولتی

هدف از پژوهش حاضر، بررسی رابطه بهروزی ذهنی معلمان و میزان فشار روانی دانش‌آموزان با نقش میانجی کیفیت ارتباط معلم و دانش‌آموز می‌باشد. این پژوهش از نوع توصیفی همبستگی است. جامعۀ آماری پژوهش، شامل دو بخش دانش‌آموزان پایۀ ششم دورۀ ابتدایی و معلمان آن‌ها در شهر ملارد در سال تحصیلی 1403-1402 است. برای محاسبۀ حجم نمونه از تعداد متغیرهای مشاهده‌پذیر استفاده شد که برای دانش‌آموزان 37 بوده است و بر اساس این روش، تعداد نمونه باید بین 185 و 555 باشد. در این پژوهش، تعداد نمونه 377 است. به منظور ارزیابی متغیرها از پرسشنامه‌های فشار روانی تحصیلی زاجاکوا و همکاران (2009)، پرسشنامۀ بهروزی ذهنی کییز و ماگیارمو (2003) و پرسشنامۀ کیفیت ارتباط معلم و دانش‌آموز موری و زوواک (2011) استفاده شد. تجزیه‌و تحلیل داده‌ها با استفاده از آزمون همبستگی پیرسون و مدل‌سازی معادلات ساختاری در محیط نرم­ افزارهای spss-26 و lisrell انجام شد. یافته‌ها نشان داد بهروزی ذهنی معلمان بر میزان فشار روانی دانش‌آموزان تاثیر منفی و معنا‌داری داشت؛ اما تاثیر بهروزی ذهنی معلمان بر کیفیت ارتباط معلم و دانش‌آموز مثبت و معنا‌دار بود. همچنین، نتایج نشان داد بهروزی ذهنی معلمان از طریق کیفیت ارتباط معلم و دانش‌آموز بر میزان فشار روانی دانش‌آموزان تاثیری معنادار می‌گذارد.

investigating the effect of mental well-being of teachers on the level of psychological pressure of students with the mediating role of the quality of teacher-student communication in public schools

purpose: due to the very important role they play in the future administration of the country, students are considered one of the important strata of society, and the importance of this role is that in the future, the students will be the main managers of the country and guide other sections of the society towards the perfection and goals of the country. on the other hand, some of the students will be the flagbearers of the education and upbringing of the generations after them in the future, and in this way, they will be indirectly involved in the improvement of the next generations of society. this group is exposed to a lot of psychological pressure due to their age and special social position. one of the factors that may play a decisive role in the psychological pressure of students is the teacher-student relationship, which is considered as one of the most important interpersonal interactions in the school, unfortunately, it has been given less attention or even ignored in the country’s schools today. the teacher-student relationship is a stable cognitive, behavioral, and emotional relationship that is gradually formed during long-term interactions between students and teachers and will be very related to the growth and development of students. the mental well-being of teachers is one of the psychological issues that affects the quality of teacher-student communication. mental well-being is an umbrella that shows people’s level of satisfaction and positive feelings based on their subjective evaluations of life.  this research seeks to answer the question of whether the quality of teacher-student communication can play a mediating role in influencing the mental well-being of teachers on the level of psychological pressure of students. design/methodology/approach: this research is practical in terms of purpose; because it seeks to solve the problem and examine the relationships between the variables of students’ mental pressure, teachers’ mental well-being, and the quality of teacher-student communication. the current research is cross-sectional in terms of time horizon. considering that a questionnaire was used for data collection in the present study, the present study is quantitative in terms of the method of data collection. the statistical population of the current research included two sections of sixth-grade students and their teachers in mallard city in the academic year 1402-1403, according to the survey, the number of students was 19059 and the number of teachers was 289. the number of observable variables was used to calculate the sample size. in this research, the number of samples is 377. these numbers were selected through cluster sampling. the measurement tools in the present study were standard questionnaires of students’ mental pressure, teachers’ mental well-being, and the quality of teacher-student communication. for the variable of students’ academic stress, the questionnaire of zajacova et al. (2009) was used. for the mental well-being variable of teachers, the standard questionnaire of keyes and magyar-moe (2003) was used. to measure the quality variable of teacher-student communication, the standard questionnaire of murray and zvoch (2011) was used. to check the validity of the questionnaires, the necessary approvals were obtained using the opinion of the respected professor mahla and some other experts in the field of educational management and organizational behavior. cronbach’s alpha method was also used to check the reliability of the questionnaire questions. cronbach’s alpha calculated for the questionnaires was more than 0.7, so the questionnaires have reliability. findings: the findings showed that teachers’ mental well-being had a negative and significant effect on students’ psychological pressure (p<0.05); however, the effect of teachers’ mental well-being on the quality of teacher-student communication was positive and significant (p<0.05). also, the results showed that teachers’ mental well-being through the quality of teacher-student communication has a significant effect on students’ psychological pressure (p<0.05). discussion and conclusion: the results of the present study showed that there is a negative and significant relationship between the mental well-being of teachers and the level of psychological pressure of students. in other words, it can be said that by increasing the components of teachers’ well-being (emotional, psychological, and social), the amount of psychological stress of students decreases. the results of the present study showed that there is a positive and meaningful relationship between the mental well-being of teachers and the quality of teacher-student communication. in other words, it can be said that by increasing the mental well-being components of teachers (emotional, psychological, and social), the quality of teacher-student communication also increases. the research results also showed that there is a negative and significant relationship between the quality of teacher-student communication and the level of psychological pressure on students. in other words, with the increase in the quality of teacher-student communication, the amount of psychological stress of students decreases.