شکل گیری از خودبیگانگی شغلی و وابسته های آن در بین معلمان؛ مطالعه جامعه شناختی تجربه زیسته معلمان شهر تهران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
تحقیقات میدانی اندکی از منظر جامعه شناسی سازمانی به بررسی تجربه زیسته معلمان در سازمان آموزش و پرورش بعنوان یک سازمان مدرن پرداخته است. تحقیق حاضر با هدف وضعیت شناسی شکل گیری ازخودبیگانگی در میان معلمان و به منظور تقلیل وابسته های آن با رویکرد کیفی انجام شده است.در این راستا مصاحبه هایی با 13 معلم مشغول به خدمت در مقاطع ابتدایی و متوسطه تهران بعمل آمد در این رابطه از روش نمونه گیری هدفمند و معیار اشباع نظری استفاده گردید. تحلیل داده های مطالعه و «مدل نظریه ای» ساخته شده نشان می دهد که : شرایط علی« عدم امکان مشارکت سازمانی»،« فقدان تخصص گرایی حرفه ای»، « عدم حمایت اجتماعی / سازمانی»،« عدم احساس توانمندی حرفه ای»و«نارضایتی مالی»منجر به پدیده «بیگانگی شغلی» در بین معلمان شده است. در این وضعیت به نظر می رسد معلمان با اتخاذ راهبردهای « اجرای قوانین کارآمد»، «کنشگری پراگماتیستی»،«گفتمان رضایت»باپدیده بیگانگی شغلی مقابله می کنند. پیامدهای این راهبردها برای معلمان مورد مطالعه،«تهی شدن فعالیت علمی معلم»و«بی تفاوتی آموخته شده» و« اتکا به تعاملات همکاران» بوده است.Occupational alienation and its dependents among teachers; A sociological study of the lived experience of teachers in Tehran
From the perspective of organizational sociology, few field researchers have investigated the lived experience of teachers in the formal education organization as a modern organization. The current research was conducted with the qualitative approach to study the situation of alienation formation among teachers. Therefore, it will be a basis for policy-making in order to reduce the dependent factors of alienation among teachers. In this regard, interviews were conducted with 13 teachers working in primary and secondary schools in Tehran. The analysis of the study data and the constructed "theoretical model" show that: the causal conditions "impossibility of organizational participation", "lack of professional specialization", "lack of social/organizational support", "lack of feeling of professional competence" and "Financial dissatisfaction" has brought about the phenomenon of "occupational alienation" among teachers. In this situation, it seems that teachers encounter the phenomenon of occupational alienation by adopting the strategies of "implementation of efficient rules", "pragmatic activism", and "satisfaction discourse". The outcomes of taking these strategies for the studied teachers were "the depletion of the teacher's scientific activity" "learned indifference" and "relying on the interactions of colleagues". Keywords: Job alienation, Lack of organizational participation, Lack of professional specialization, Financial dissatisfaction, qualitative approach Introduction Recent findings show that teachers, as the main actors of the educational institution, are the most significant variable in students' learning. In other words, the functions of the education system are based on the motivated, capable, and powerful teacher as the main agent of this system. Due to such substantial role of teachers, researchers have considered internal and external factors affecting teachers' performance as the subject of research. The lived experiences of a large number of teachers have expressed stress and exhaustion. As a result, teacher exhaustion has been one of the topics that attracted many educational researchers during the last decades, until recently, positive psychology introduced the concept of job passion in relation to teachers' efficiency. Achieving the functions of education and training requires creativity, dynamism and non-stationarity of this organization and its main agents, i.e. teachers. Reviewing previous research and the opinions of experts have shown that the education system in Iran has faced many challenges: Lack of motivation, lack of job belongingness and financial dissatisfaction have always been introduced as factors affecting the dysfunctions of this system. Goals From the perspective of organizational sociology, few field researchers have investigated the lived experience of teachers in the formal education organization as a modern organization. The current research was conducted with the qualitative approach to study the situation of alienation formation among teachers. Therefore, it will be a basis for policy-making in order to reduce the dependent factors of alienation among teachers. Methodology In qualitative research, the following methods were used; - "Documentary analysis" for reviewing previous research. - "grounded theory method" for analyzing qualitative data and generating paradigm models and theories. To do so interviews were conducted with 13 teachers working in primary and secondary schools in Tehran. Findings The analysis of the study data and the constructed "theoretical model" show that: the causal conditions "impossibility of organizational participation", "lack of professional specialization", "lack of social/organizational support", "lack of feeling of professional competence" and "Financial dissatisfaction" has brought about the phenomenon of "occupational alienation" among teachers. In this situation, it seems that teachers encounter the phenomenon of occupational alienation by adoptin
تبلیغات
