مشاوره کاربردی

مشاوره کاربردی

تحلیل مضمون آسیب‌های شغلی معلمان مدارس استثنایی

نوع مقاله : مقاله کاربردی

نویسندگان
1 دانشجوی کارشناسی ارشد، گروه مشاوره شغلی، دانشکده ادبیات و علوم انسانی، دانشگاه شهرکرد، شهرکرد، ایران
2 استادیار گروه مشاوره، دانشکده ادبیات و علوم انسانی، دانشگاه شهرکرد، شهرکرد، ایران
3 دانشیار گروه مشاوره، دانشکده ادبیات و علوم انسانی، دانشگاه شهرکرد، شهرکرد، ایران
چکیده
معلمان مدارس استثنائی، به علت قرار گرفتن با گروه‌هایی از دانش آموزان که دارای نیازهای ویژه­ای هستند، در مقایسه با معلمان عادی مشکلات بیشتری را متحمل می‌شوند. پژوهش حاضر با هدف شناسایی آسیب‌های شغلی معلمان مدارس استثنایی در سال 1402 انجام شد و به دنبال درک عمیق چالش‌ها و مشکلات شغلی این معلمان از طریق تجارب زیسته آنان بود. رویکرد پژوهش کیفی و استراتژی آن پدیدارشناسی بود. مشارکت‌کنندگان به صورت نمونه­گیری هدفمند از بین معلمان مدارس استثنایی شهرستان نجف‌آباد انتخاب شدند. فرایند نمونه­گیری تا رسیدن به اشباع نظری ادامه یافت و با هشت نفر از معلمان مصاحبه شد. ابزار پژوهش مصاحبه نیمه ساختار یافته بود. تجزیه و تحلیل اطلاعات با استفاده از تاکتیک تحلیل محتوا و نرم‌افزار MAXQDA24 انجام شد. نتایج نشان داد که معلمان مدارس استثنایی آسیب‌های شغلی را در هشت مضمون اصلی تجربه می‌کنند که عبارتند از: آسیب‌های مرتبط با ماهیت کار، شرایط کار، انگیزش شغلی، نگرش و رشد شغلی، تداخل مشکلات شغلی با مسائل خانواده، تداخل آسیب روانی با وظایف شغلی، تعهد سازمانی، مدیریت و خط­مشی سازمان. تجربه معلمان مدارس استثنایی  بیانگر آسیب‌های شغلی متعددی است که می‌تواند بر کیفیت خدمات آموزشی، سلامت روان و رضایت شغلی آنها تأثیر منفی بگذارد. این آسیب‌ها از ماهیت کار تا مسائل سازمانی و مدیریتی را در بر می‌گیرد و نیازمند توجه جدی در جهت حمایت‌های مادی و معنوی، بهبود شرایط کاری، ارتقای انگیزش شغلی و ارائه خدمات مشاوره‌ای و روان‌شناختی به این گروه از معلمان است.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Thematic Analysis of Occupational Pathologies of Exceptional School Teachers

نویسندگان English

yusef piltan 1
رضوان صالحی نجف آبادی 2
Mohammad rabiee 3
1 1. M.A. Student, Department of Career Counseling, Faculty of Literature and Humanities, Shahrekord University, Shahrekord, Iran
2 2. Assistant Professor, Department of Counseling, Faculty of Literature and Humanities, Shahrekord University, Shahrekord, Iran
3 Associate Professor, Department of Counseling, Faculty of Literature and Humanities, Shahrekord University, Shahrekord, Iran
چکیده English

Teachers in exceptional schools face greater challenges compared to regular teachers due to their engagement with students who have special needs. This study, conducted in 1402, aimed to identify occupational hazards among exceptional school teachers and sought to gain a deep understanding of their professional challenges through their lived experiences. The research employed a qualitative approach with a phenomenological strategy. Participants were selected through purposive sampling from exceptional school teachers in Najafabad County. The sampling process continued until theoretical saturation was reached, resulting in interviews with eight teachers. Data was collected through semi-structured interviews and analyzed using content analysis techniques and MAXQDA24 software. The findings revealed that exceptional school teachers experience occupational hazards across eight main themes: hazards related to work nature, working conditions, job motivation, professional attitudes and growth, work-family conflict, interference of psychological harm with job duties, organizational commitment, and management and organizational policies. The experiences of exceptional school teachers indicate multiple occupational hazards that can negatively impact the quality of educational services, mental health, and job satisfaction. These hazards range from the nature of work to organizational and managerial issues, necessitating serious attention to material and moral support, improvement of working conditions, enhancement of job motivation, and provision of counseling and psychological services for this group of teachers.
 

کلیدواژه‌ها English

Occupational Pathology
Career Counseling
Exceptional School Teachers
Thematic Analysis
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دوره 14، شماره 2
بهمن 1403
صفحه 35-52

  • تاریخ دریافت 22 دی 1403
  • تاریخ بازنگری 08 اسفند 1403
  • تاریخ پذیرش 16 خرداد 1404