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تدوین مدل ساختاری فرسودگی شغلی بر اساس تکنو استرس، با توجه به نقش میانجی ویژگیهای روانشناختی (تعهدسازمانی و حمایت اجتماعی ادراک شده) بر معلمان در زمان تدریسهای مجازی دوران شیوع کووید19 | ||
| شناخت اجتماعی | ||
| مقاله 7، دوره 11، شماره 22، آذر 1401، صفحه 81-90 اصل مقاله (579.21 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/sc.2023.68453.2901 | ||
| نویسندگان | ||
| شکوفه موسوی* 1؛ محمودرضا شاهسواری2؛ مائده گل نیا3 | ||
| 1استادیار گروه روان شناسی دانشگاه پیام نور، تهران، ایران. | ||
| 2استادیار گروه جامعه شناسی، دانشگاه پیام نور، تهران، ایران. | ||
| 3کارشناسی ارشد روانشناسی، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| مقدمه: فرسودگی شغلی معلمان ناشی از تکنواسترس یا استرس تکنولوژی در زمان تدریسهای مجازی دوران شیوع کووید ۱۹ از جمله آسیبهای نوین جامعه جهانی به حساب میآید. هدف از پژوهش حاضر تدوین مدل ساختاری فرسودگی شغلی بر اساس تکنواسترس با نقش واسطهای ویژگیهای روانشناختی تعهد سازمانی و حمایت اجتماعی ادراک شده بود. روش تحقیق: جامعهی آماری شامل معلمان مقطع ابتدایی شهرستان فریدونشهر بودند که در دوران شیوع کرونا به صورت آنلاین تدریس داشتند؛ که از بین آن‌ها ۸۴ نفر با شیوهی نمونهگیری در دسترس به عنوان نمونه آماری انتخاب شدند. برای گردآوری اطلاعات از پرسشنامهی استاندارد فرسودگی شغلی مسلش(1981)، پرسشنامهی تکنواسترس طرفدار و همکاران (2008)، پرسشنامهی حمایت اجتماعی ادراک شده زمن و همکاران (1998) و پرسشنامهی تعهد سازمانی آلن و مایر(1990) استفاده شد. جهت تجزیه و تحلیل دادهها از نرمافزارهای 23AMOS و 23SPSS بهره گرفته شد. یافته‌ها: نتایج نشان داد که تکنواسترس به‌طور مستقیم نقش معنادار در پیش‌بینی فرسودگی شغلی دارد، ولیکن تکنواسترس سهم معناداری در پیش‌بینی فرسودگی شغلی با میانجی‌گری حمایت اجتماعی ادراک شده و تعهد سازمانی ندارد. همچنین نتایج نشان داد که جنسیت افراد، سابقه تدریس افراد بر فرسودگی شغلی آن‌ها به طور معنیدار تأثیر ندارد. از سوی دیگر، مشخص گردید که تفاوت معناداری بین میانگین فرسودگی شغلی در افراد با سنین مختلف وجود داشته است. بنابراین سن افراد بر فرسودگی شغلی آن‌ها به طور معنیدار تأثیر دارد. | ||
| کلیدواژه‌ها | ||
| فرسودگی شغلی؛ تکنواسترس؛ تعهدسازمانی؛ حمایت اجتماعی ادراک شده؛ کووید 19 | ||
| عنوان مقاله [English] | ||
| Development Of A Structural Model Of Job Burnout Based On Thechnostress, Considering The Mediating Role Of Psychological Factors ( Organizational Commitment And Perceived Social Support) Among Teachers During The Covid-19 Pandemic | ||
| نویسندگان [English] | ||
| Shokoufeh Mousavi1؛ MahmoudReza Shahsavari2؛ , Maedeh Golnia3 | ||
| 1Assistant Professor, Department of Sociology, Payam Noor University, Tehran, Iran. | ||
| 2Assistant Professor, Department of Sociology, Payam Noor University, Tehran, Iran. | ||
| 3Master's degree in psychology, Payam Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
Introduction: Job burnout in teachers caused by technostress or technology-related stress during the virtual teaching period of COVID-19 pandemic is one of the new global societal damages. The aim of this study was to develop a structural model of job burnout based on technostress with the mediating role of psychological characteristics, organizational commitment, and perceived social support. Research Method: The statistical population consisted of elementary school teachers in the city of Ferdowsi who were teaching online during the COVID-19 pandemic and 84 of them were selected as the available sample using the sampling method. To collect data, the Maslach Burnout Inventory (1981), the Technostress Supporters and Colleagues Questionnaire (2008), the Perceived Social Support from Friends and Colleagues Questionnaire (1998), and the Allen and Meyer Organizational Commitment Questionnaire (1990) were used. The collected data were analyzed using 23AMOS and 23SPSS software. Results: The results showed that perceived social support and job commitment did not have a significant mediating role in predicting job burnout. Therefore, it can be concluded that technostress directly plays a significant role in predicting job burnout, but technostress does not have a significant contribution to predicting job burnout with the mediating role of perceived social support and organizational commitment. Additionally, the results indicated that gender and teaching experience did not have a significant effect on job burnout. However, there was a significant difference between the average job burnout in individuals of different ages. Hence, age has a significant effect on job burnout. | ||
| کلیدواژه‌ها [English] | ||
| Job burnout, Technostress, Organizational Commitment, Perceived Social Support, COVID-19 | ||
| مراجع | ||
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