سبك مديريت كلاس و ارتباط آن با مسئوليت پذيري دانشجويان دندانپزشكي در دوران پاندمي كوويد 19

Investigating the effect of professors' classroom management style on the responsibility of dental students- 2021

اوﻟﯿﻦ ﺳﻄﺢ از ﻣﺪﯾﺮﯾﺖ آﻣﻮزﺷﯽ ﮐﻪ ﺑﺮ ﮐﯿﻔﯿﺖ آﻣﻮزش ﺗﺎﺛﯿﺮﮔﺬار اﺳﺖ، ﻣﺪﯾﺮﯾﺖ ﮐﻼس اﺳﺖ ﮐﻪ در ﺷﮑﻞ دادن ﺑﻪ ﺳﺎﺧﺘﺎر آﻣﻮزش، ﻓﺮاﯾﻨﺪ ﺗﺪرﯾﺲ و رﺷﺪ ﺷﺨﺼﯿﺖ و روﻧﺪ ذﻫﻨﯽ، ﻋﺎﻃﻔﯽ، آﻣﻮزﺷﯽ و ﺗﺮﺑﯿﺘﯽ ﻓﺮاﮔﯿﺮان ﻧﻘﺶ اﺳﺎﺳﯽ دارد. ﻫﺪف ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ ﺗﺎﺛﯿﺮ ﻣﺪﯾﺮﯾﺖ ﮐﻼس ﺗﻮﺳﻂ اﺳﺎﺗﯿﺪ ﺑﺮ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي داﻧﺸﺠﻮﯾﺎن دﻧﺪاﻧﭙﺰﺷﮑﯽ ﺑﻮد. روش ﺑﺮرﺳﯽ: ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺗﻮﺻﯿﻔﯽ، از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺣﺎﺿﺮ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮑﺪه دﻧﺪاﻧﭙﺰﺷﮑﯽ رﻓﺴﻨﺠﺎن ﺑﻌﺪ از آزﻣﻮن ﻋﻠﻮم ﭘﺎﯾﻪ ﺑﻪ ﺗﻌﺪاد 132 ﻧﻔﺮ ﺑﻮدﻧﺪ ﮐﻪ 97 ﻧﻔﺮ از آﻧﺎن ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﻣﻮرﮔﺎن ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ ﺗﺤﻘﯿﻖ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺗﺤﻘﯿﻖ ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﺳﺒﮏ ﻣﺪﯾﺮﯾﺖ ﮐﻼس وﻟﻔﺎﻧﮓ وﮔﻠﯿﮑﻤﻦ 1986 و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي ﻓﻬﺮﺳﺖ ﭘﻨﺞ ﻋﺎﻣﻠﯽ ﮐﺎﺳﺘﺎ و ﻣﮏﮐﺎر 1991 ﺑﻮد. داده ﻫﺎي ﺗﺤﻘﯿﻖ ﺑﺎ اﺳﺘﻔﺎده از روﺷﻬﺎي اﻣﺎري ﺗﻮﺻﯿﻔﯽ و رﮔﺮﺳﯿﻮن ﺧﻄﯽ درSPSS26- ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻣﯿﺎﻧﮕﯿﻦ اﻣﺘﯿﺎز ﻣﺘﻐﯿﺮ ﻣﺪﯾﺮﯾﺖ ﮐﻼس 4/0±11/63 از 5 ﺑﻮد و ﻣﺘﻐﯿﺮ ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي ﻧﯿﺰ ﻣﯿﺎﻧﮕﯿﻦ 3/83±1/22 را ﺑﺪﺳﺖ آورد. در ﺑﯿﻦ اﺑﻌﺎد ﻣﺪﯾﺮﯾﺖ ﮐﻼس، ﻣﺪﯾﺮﯾﺖ رﻓﺘﺎر ﺑﯿﺸﺘﺮﯾﻦ ﻣﯿﺎﻧﮕﯿﻦ را داﺷﺖ )4/29±1/01(. ﺑﻌﺪ ﻣﺪﯾﺮﯾﺖ آﻣﻮزش، ﺑﻌﺪ ﻣﺪﯾﺮﯾﺖ اﻓﺮاد و ﺑﻌﺪ ﻣﺪﯾﺮﯾﺖ رﻓﺘﺎر ﺑﺮ ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي داﻧﺸﺠﻮﯾﺎن دﻧﺪاﻧﭙﺰﺷﮑﯽ ﺗﺄﺛﯿﺮ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري داﺷﺖ. ﺳﺒﮏ ﻣﺪﯾﺮﯾﺖ ﮐﻼس اﺳﺎﺗﯿﺪ 55 درﺻﺪ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي داﻧﺸﺠﻮﯾﺎن دﻧﺪاﻧﭙﺰﺷﮑﯽ را ﭘﯿﺶﺑﯿﻨﯽ ﮐﺮد. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﻫﺮ ﺳﻪ ﺑﻌﺪ ﻣﺪﯾﺮﯾﺖ آﻣﻮزش، ﻣﺪﯾﺮﯾﺖ اﻓﺮاد و ﻣﺪﯾﺮﯾﺖ رﻓﺘﺎر ﺑﺮ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي داﻧﺸﺠﻮﯾﺎن ﺗﺎﺛﯿﺮ داﺷﺖ. ﺑﻌﺪ ﻣﺪﯾﺮﯾﺖ اﻓﺮاد ﺑﯿﺸﺘﺮﯾﻦ ﺗﺎﺛﯿﺮ را ﺑﺮ ﻣﯿﺰان ﻣﺴﺌﻮﻟﯿﺖﭘﺬﯾﺮي داﺷﺖ. داﻧﺸﺠﻮﯾﺎن دﻧﺪاﻧﭙﺰﺷﮑﯽ ﺑﺎ ﺑﻬﺮه ﻣﻨﺪي از راﻫﻨﻤﺎﯾﯽ ﻫﺎ و ﺣﻤﺎﯾﺖ ﻫﺎي اﺳﺎﺗﯿﺪ در ﻃﻮل آﻣﻮزش ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي ﺑﯿﺸﺘﺮي ﮐﺴﺐ ﺧﻮاﻫﻨﺪ ﻧﻤﻮد.

The quality of education depends on several factors, including classroom management; The first level of educational management is classroom management, which plays a key role in shaping the structure of education, teaching process and the development of personality and the mental, emotional, educational and training process of learners. The aim of this study was to investigate the effect of classroom management on the responsibility of dental students. Methods: The present study is descriptive, in terms of purpose is applied research and correlational. The statistical population of the present study was 132 students of Rafsanjan Dental School after the basic sciences exam, and 97 people were selected as the available sample. The research instruments were Wolfgang-Glickman 1986 class management style questionnaire and Costa and McCar 1991 five-factor list responsibility questionnaire. Research data were analyzed using statistical tests of mean, standard deviation and simple regression in spss26 software and confirmatory factor analysis in Amos26 software. Results: the regression coefficient of education management was 0.50, individual management was 0.61 and behavior management was 0.36 and the regression coefficient between the classroom management and responsibility variables was 0.74. Conclusion:The results showed that the classroom management style of the professors of the dental school is interventional and all three dimensions of education management, people management and behavior management have a positive and significant effect on studentschr('39') responsibility. Dental students will gain more responsibility during the training by benefiting from the guidance and support of professors.