رابطه خودکارآمدی با سلامت روان در معلمان: نقش واسطه ای حمایت اجتماعی ادراک شده ‌

نویسندگان
سید صادق نبوی 1
فرامرز سهرابی 2
غلامعلی افروز 3
علی دلاور 2
سیمین حسینیان 4
1 دانشجوی دکتری دانشگاه امام رضا(ع)، استادیار دانشگاه فرهنگیان تهران
2 دانشگاه علامه طباطبایی
3 دانشگاه تهران
4 دانشگاه الزهرا
10.29252/rph.11.2.50
چکیده
هدف اصلی پژوهش حاضر پیش‌بینی سلامت روان معلمان، بر اساس خودکارآمدی و با میانجی گری حمایت ‏اجتماعیِ ادراک‌شده بوده است. با توجه به اهداف پژوهش، روش ‏پژوهش، توصیفی و از نوع همبستگی است. جامعۀ آماری این پژوهش شامل کلیۀ معلمان دورۀ ابتدایی و متوسطۀ شهر تهران بوده است که از میان آن‌ها تعداد 447 نفر با روش نمونه گیری تصادفی خوشه ای برای اجرای پژوهش انتخاب شدند. به‌منظور جمع آوری داده های پژوهش از پرسشنامۀ سلامت ‏عمومی، پرسشنامه خودکارآمدی عمومی ، پرسشنامه حمایت اجتماعی استفاده به عمل آمد. نتایج تحلیلِ مسیر نشان داد که متغیر حمایت اجتماعی می تواند رابطۀ بین خودکارآمدی و سلامت روان را در بین معلمان میانجی گری نماید. متغیر خودکارآمدی هم اثر مستقیمی بر روی سلامت روان دارد و هم به‌واسطۀ حمایت اجتماعی می تواند رابطۀ غیرمستقیمی با سلامت روان داشته باشد. درنهایت در مدل مفروض 15درصد از پراکندگی نمرات سلامت روان معلمان از طریق نقش واسطه ایِ حمایت اجتماعیِ ادراک‌شده، تبیین شد. بین معلمان زن و مرد از لحاظ شدت نشانه‌های بی‌خوابی و اضطراب تفاوت معنی‌داری وجود دارد. می‌توان نتیجه‌گیری نمود که حمایتِ اجتماعی نقش کلیدی در خودکارآمدی و سلامت روان معلمان دارد.
کلیدواژه‌ها
سلامت روان
خودکارآمدی
حمایت اجتماعی
معلمان ‌

عنوان مقاله English

Relationship between self-efficacy and mental health among teachers:the role of perceived social support

نویسندگان English

Seyed Sadegh Nabavi 1
Faramarz Sohrabi 2
Gholamali Afrooz 3
Ali Delavar 2
Simin Hosseinian 4
1 Imam Reza International University, Farhangian university
2 Allame tabatabae university
3 Tehran University
4 Alzahra university
چکیده English

The main objective of this study was to investigate the relationship between self-efficacy, perceived social support and mental health among teachers. Sample consisted of 447 teachers which selected by cluster random sampling. In order to collect research data from the General Health Questionnaire, general self-efficacy questionnaire and Social Support Questionnaire were used. The results of path analysis showed that social support can mediate the relationship between self-efficacy and mental health among teachers. There have significiant diffrences between genders in anxiety and insomnia symptoms. There were not significiant difrences between elementary school and secondary school teachers in outcome variableres. Path analysis showed that 15% of teacher’s mental health scores was explained through the perceived social support. It could be concluded that social support had a pivotal role in teacher self efficacy and mental health.

کلیدواژه‌ها English

mental health
self-efficacy
Social Support
teachers
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