اقتدار معلم ، اضطراب ، افسردگي و پيشرفت تحصيلي دانش‌آموزان

Teacher’s Authority: Students’ Anxiety, Depression, and Achievement

سند تحول بنيادين آموزش و پرورش، معلم (مربي) را تحت عنوان اسوه امين و بصير توصيف كرده است. ازجمله ويژگي‌هاي كليدي معلم، برخورداري او از انواع مطلوب اقتدار و پرهيز از انواع نامطلوب آن است. معمولاً از دودسته كلي اقتدار حقوقي-محتوايي و صوري-وجودي به ترتيب به‌عنوان مطلوب و نامطلوب نام‌برده مي‌شود. پژوهش حاضر به بررسي رابطه بين انواع اقتدار معلم و اضطراب، افسردگي و پيشرفت تحصيلي دانش‌آموزان پرداخته است. اين پژوهش ازاين‌جهت كه توانسته است يكي از مفاهيم مهم فلسفه تعليم و تربيت را در پيوند با مفاهيم روان‌شناختي و در قالب پژوهش‌هاي توصيفي- همبستگي موردبررسي قرار دهد، در نوع خود نوآورانه به شمار مي‌رود. براي جمع‌آوري داده‌ها از پرسشنامه محقق ساخته اقتدار معلم و پرسشنامه سلامت روان (داراي دو خرده مقياس اضطراب و افسردگي) استفاده‌شده است. جامعه آماري عبارت‌اند از كل دانش‌آموزان دختر دوره متوسطه و پيش‌دانشگاهي شهر بجنورد در سال 1393 كه 378 نفر آن‌ها به‌عنوان حجم نمونه انتخاب شدند. يافته‌هاي تحقيق نشان داد كه بين اقتدار صوري- وجودي معلمان و پيشرفت تحصيلي دانش‌آموزان رابطه معناداري وجود ندارد؛ اما بين اين نوع اقتدار معلمان از يك‌سو و افسردگي و اضطراب دانش‌آموزان از سوي ديگر، رابطه مثبت معناداري وجود دارد. بين اقتدار محتوايي- حقوقي معلمان و پيشرفت تحصيلي رابطه مثبت معنادار و بين اين نوع اقتدار معلمان و افسردگي دانش‌آموزان رابطه منفي معناداري برقرار است.

Document of basic evolution of education has described teacher as an example of honesty and knowledge. Authority is one of the key features of teacher that divided into desirable and undesirable ones. Usually, different kinds of authority are divided into two general categories: content-legal and formal-existential as desirable and undesirable ones. This study examined the relationship between types of teacher authority and anxiety, depression and achievement. Two questionnaires were used to collect data: the first one a researcher- made questionnaire to examine teacher’s authority and second one a mental health questionnaire (with two subscales of anxiety and depression). All of the high-school female students in 1393, in Bojnord were the population of this study. 378 students were selected as the sample size. The results showed that there was no significant relationship between formal-existential authority of teachers and achievements of students. But, there was significant positive relationship between this kind of authority and depression and anxiety of students. There was a significant positive relationship between content-legal authority of teachers and students achievements, and there was a significant negative relationship between this kind of authority and depression. The findings had high integrity and were in keeping with our expectations of different types of authority. formal- existential authority as undesirable one had direct relationship with anxiety and depression, and content-legal authority as desirable one had direct relationship with achievement and indirect with depression. Teachers through content-legal authority and their scientific and moral personality, in addition of respecting to students’ independence, can play a role as a desirable example (osveye hasane). On the other hand, teachers through avoiding imposing formal-existential authority can lead educational process toward safe academic achievement, internal motivation and totally toward deeper educational flows.