راﺑﻄﻪ ﺑﯿﻦ ﺷﯿﻮهﻫﺎي ﻣﺪﯾﺮﯾﺖ ﮐﻼس و ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﯽ ﺑﺎاﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﭼﺎﺑﮑﺴﺮ

Relationship between classroom management practices and communication skills with academic achievement motivation of primary school students in Chabaksar

ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ راﺑﻄﻪ ﺑﯿﻦ ﺷﯿﻮهﻫﺎي ﻣﺪﯾﺮﯾﺖ ﮐﻼس و ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﯽ ﺑﺎاﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﭼﺎﺑﮑﺴﺮ اﻧﺠﺎم ﺷﺪ. روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ- ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﻣﻌﻠﻤﺎن و داﻧﺶ آﻣﻮزان دﺧﺘﺮ و ﭘﺴﺮ ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﻣﺪارس ﺷﻬﺮ ﭼﺎﺑﮑﺴﺮ ﺑﻮدﻧﺪ. ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺳﺎده و ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي 80 ﻣﻌﻠﻢ و 200 داﻧﺶآﻣﻮز اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﻣﻌﻠﻤﺎن ﺑﻪ ﺳﺆاﻻت ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﯽ )ﮐﻮﺋﯿﻦدام، 2004( و ﺳﺒﮏ ﺗﺪرﯾﺲ )ﮔﺮاﺷﺎ، 1996( و داﻧﺶ آﻣﻮزان ﺑﻪ ﺳﺆاﻻت ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ واﻟﺮاﻧﺪ، 1992( ﭘﺎﺳﺦ دادﻧﺪ. ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از روش رﮔﺮﺳﯿﻮن ﮔﺎمﺑﻪﮔﺎم ﻧﺸﺎن داد ﻣﺘﻐﯿﺮﻫﺎي ﺷﯿﻮهﻫﺎي ﻣﺪﯾﺮﯾﺖ ﮐﻼس و ﻣﻬﺎرت ﮔﻮش دادن ﺑﻬﺘﺮﯾﻦ ﭘﯿﺶﺑﯿﻨﯽ ﮐﻨﻨﺪه ﺑﺮاي ﻣﺘﻐﯿﺮ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﻣﯽﺑﺎﺷﻨﺪ و ﺑﯿﻦ ﺷﯿﻮهﻫﺎي ﻣﺪﯾﺮﯾﺖ ﮐﻼس و ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﯽ ﺑﺎاﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﭼﺎﺑﮑﺴﺮ راﺑﻄﻪ وﺟﻮد دارد )0/01< P(. درﻧﺘﯿﺠﻪ، ﻣﻌﻠﻤﺎن ﻣﯽﺗﻮاﻧﻨﺪ از ﺳﺒﮏﻫﺎي ﮐﻼس داري ﻣﺆﺛﺮ و ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﯽ در ﺟﻬﺖ اﻓﺰاﯾﺶ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ و ﭘﯿﺸﮕﯿﺮي از ﻓﺮﺳﻮدﮔﯽ و اﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﺳﻮد ﺑﺒﺮﻧﺪ.

The aim of this study was to determine the relationship between classroom management practices and communication skills with the academic achievement motivation of elementary school students in Chabaksar. The research method was descriptive-correlation. The statistical population of this study included teachers and male and female elementary school students in Chabaksar. 80 teachers and 200 students were selected using simple random sampling and cluster random sampling. Teachers answered the questions of the Communication Skills Questionnaire (Quindam, 2004) and teaching style (Gerash, 1996), and students answered the questions of the Academic Achievement Motivation Questionnaire (Walrand, 1992). Data analysis using stepwise regression method showed that the variables of classroom management practices and listening skills are the best predictors for the variable of academic achievement motivation, and there is a relationship between classroom management practices and communication skills with students' academic achievement motivation (P <0.01). As a result, teachers can benefit from effective classrooming styles and communication skills to increase motivation for academic achievement and prevent student burnout.