بررسی تجربه زیسته معلمان در مواجهه با بی نظمی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه روانشناسی، دانشگاه کردستان، سنندج، ایران

2 کارشناس ارشد روانشناسی تربیتی، آموزش و پرورش، مریوان، ایران

10.22034/lbcij.2026.68486.1296

چکیده

هدف: هدف از این پژوهش تجربه زیسته معلمان در مواجهه با بی‌نظمی دانش‌آموزان در شهر مریوان بود، با توجه به هدف کاربردی و بر مبنای رویکرد کیفی و با به‌کارگیری روش پدیدارشناسی و استفاده از روش تحلیل مضمون انجام شده است.
روش پژوهش: جامعه آماری آن شامل تمامی معلمان دارای سنوات بالای 15 سال در دوره ابتدایی شهر مریوان در سال تحصیلی 1403-1402 بودند که تعداد آنها برابر با 280 نفر بود، روش نمونه‌گیری پژوهش به‌صورت هدفمند بود؛ و برای تعیین کفایت نمونه نیز از قاعده اشباع نظری استفاده شد بر این اساس نمونه‌ی مورد بررسی با تعداد 30 نفر به اشباع رسید، در این برای گردآوری داده‌ها از مصاحبه نیمه ساختاریافته استفاده شد. برای تهیه‌ی سوالات مصاحبه سعی شد که تا حدی با توجه به سطح تحصیلات و رشته‌های مرتبط با معلمان سوالات استاندارد طراحی شوند.
یافته‌ها: برای تحلیل سوالات از روش تحلیل کلایزی و مضمون استفاده شد نتایج نشان داد «اعمال مقررات کلاسی در ارتباط با دانش‌آموزان بدرفتار و دادن نتیجه و نمره به فعالیت دانش‌آموز، دخالت و مشارکت دادن دانش‌آموزان» بی‌نظم در فرایند تدریس می‌توانند در زمینه‌یابی رفتارهای بی‌نظمی دانش‌آموز تأثیر داشته باشند.
نتیجه‌گیری: از یافته‌های بدست آمده از این پژوهش نتیجه گرفته می‌شود که «تأثیر شرایط فیزیکی و روانی محیط کلاس در امر بی‌نظمی دانش‌آموزان، به‌روز بودن معلم در امر آموزش و شیوه کلاس‌داری» از شیوه‌های مناسب مدیریت بی‌نظمی در کلاس بودند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Examining Teachers' Lived Experience in Dealing with Student Disorganization

نویسندگان [English]

  • Hassan Gharibi 1
  • ًQahraman Fathi 2
  • Aram Naderian 2
1 Assistant Professor, Department of Psychology, University of Kurdistan, Sanandaj, Iran
2 MA in Educational Psychology, Education, Marivan, Iran
چکیده [English]

Objective: This study aimed to explore teachers’ lived experiences in dealing with students’ misbehavior in elementary schools in Marivan. The research had an applied purpose and adopted a qualitative approach using a phenomenological method.
Method: The participants included all elementary school teachers in Marivan with more than 15 years of teaching experience during the 2023–2024 academic year, totaling 280 individuals. Purposeful sampling was employed, and theoretical saturation was reached with 30 participants. Data were collected through semi-structured interviews. The interview questions were designed based on standard guidelines and adjusted according to the participants’ educational backgrounds and teaching fields.
Results: The results indicated that enforcing classroom regulations for disruptive students, evaluating and grading students’ classroom activities, and involving misbehaving students in the teaching process play a significant role in identifying and understanding patterns of disruptive behavior among students.
Conclusions: The findings demonstrate that factors such as the physical and psychological conditions of the classroom environment, teacher’s up-to-date pedagogical knowledge, and effective classroom management strategies are among the most suitable approaches for managing student misbehavior and promoting discipline in the classroom.

کلیدواژه‌ها [English]

  • teachers lived experiences
  • curriculum
  • disorganization
Abbaszadeh, L., & Rezaei Kojabadi, R. (2024). Investigating the causes of order and disorder among students. National Conference on Management and Humanities Research in Iran. [In Persian] https://sid.ir/paper/1145461/fa
Baghbani, M., Habibi Kalibar, R., & Farid, A. (2024). Lived experience of teachers in rural multi-grade schools regarding the factors of aggression in elementary students. New Approach in Educational Children Quarterly, 6(1), 97–101. [In Persian] https://doi.org/10.22034/NAES.2024.454136.1402
Berkowitz, R., Moore, H., Astor, R., Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Rev. Educ. Res. 87(2), 425–469. [In Persian] Doi:10.3102/0034654316669821
Fathi Aghdam, G., & Pasang, P. (2010). Investigating the relationship between learning disabilities and delinquency in delinquents housed in the Tehran Correction and Rehabilitation Center. Journal of Behavioral Sciences, 2(3).
Forster, M., Gower, A.L., & Gloppen, K., (2019). Associations between dimensions of school engagement and bullying victimization and perpetration among middle school students. Sch. Ment. Health, 1–12. Doi:10.1007/s12310-019-09350-0
Hasanzadeh, N. (2025). Elementary school students’ disorder in educational environments and strategies to deal with it. First International Conference on Modern Education. [In Persian] https://civilica.com/doc/2515271
Hezarjaribi, J., Keshvari Charmi, M., Farouqi, E., & Motaghedam, A. (2014). Investigating the level of social security feeling and its effective factors: A case study of Tehran. Social Welfare and Development Planning, 5(20), 1–42. [In Persian] https://doi.org/10.22054/qjsd.2014.714
Hosseini, S. H., Ojaghi, A., & Samimi, M. (2022). Developing an organizational discipline model with emphasis on apparent and spiritual discipline. Military Management, 21(85), 35–64. [In Persian] https://doi.org/10.22034/iamu.2022.540528.2657
Hosseini, S. S. (2021). Lived experiences in strengthening and improving order among elementary school students. First International Conference on Modern Ideas in Jurisprudence, Law, and Psychology, Tehran. [In Persian] https://civilica.com/doc/1623868
Jafari Ranjbar, F. (2020). Investigating the effect of cognitive-behavioral group therapy training on reducing irrational beliefs and discipline among secondary school students in Bandar Abbas. Ormazd Research Journal, 51(Supplement 2), 136–161. [In Persian] https://sid.ir/paper/524347/fa
Karami Torab, E., Nikdel, F., Heidari, A., Nikdel, F., & Ahmadi, S. (2014). A Study of the Relationship between Social Control and Disorder Among Citizens of Dehdasht. Strategic Research on Social Problems3(2), 35-46. [In Persian]  https://dor.isc.ac/dor/20.1001.1.23221453.1393.3.2.3.6
Karami, F., Karami, A., Hashemzadeh, A., & Ataei, M. R. (2016). Investigating the causes and factors of student disorder in the classroom and providing appropriate solutions for maintaining discipline in the class. First International Conference on Recent Research in Educational Sciences, Psychology, and Social Studies of Iran, Qom. [In Persian] https://civilica.com/doc/498799
Keikhaei, M., & Marziyeh, A. (2017). Discipline in school and strategies to prevent disorder among students. Fourth International Conference on Recent Innovations in Psychology, Tehran. [In Persian] https://civilica.com/doc/670142/
Lochan, D. (2010). Students’ perceptions of indiscipline at three primary schools in one educational district in central Trinidad (Thesis). St. Augustine: University of the West Indies, Faculty of Humanities & Education. Doi:10.47974/JSMS-1036
Mehdipour, Z., & Ebrahimi-Nasab, R. (2024). Structural relationship between Davis’s technology acceptance model constructs and the quality of education based on secondary school teachers in Rafsanjan. Technology and Knowledge in Education, 11, 1–15. [In Persian] https://doi.org/10.30473/t-edu.2024.71018.1137
Ngwokabuenui, Y., P. (2018) Students’ Indiscipline: Types, Causes and Possible Solutions: The Case of Secondary Schools in Cameroon. Journal of Education and Practice, 6(22).
Njoroge, P. M., & Nyabuto, A. N. (2014). Discipline as a factor in academic performance in Kenya. Journal of Educational and Social research, 4(1), 289-307. Doi:10.5901/jesr.2014.v4n1p289
Odebode, A. A. (2019, April). Causes of Indiscipline among Students as Viewed by Primary School Teachers in Nigeria. In Elementary School Forum (Mimbar Sekolah Dasar) (Vol. 6, No. 1, pp. 126-140). Indonesia University of Education. Jl. Mayor Abdurachman No. 211, Sumedang, Jawa Barat, 45322, Indonesia. Web site: https://ejournal. upi. edu/index. php/mimbar/index. Doi:10.53400/mimbar-sd.v6i1.15217  
PISA, O. (2019). Results (Volume III): What school life means for students’ lives. Publishing PISAOECD, 10. Doi:10.1787/acd78851-en.
Pigozi, P. L., & Machado, A. L. (2015). Bullying na adolescência: visão panorâmica no Brasil. Ciência & Saúde Coletiva, 20, 3509-3522. Doi:10.1590/1413-812320152011.05292014
Rizzotto, J. S., & França, M. T. A. (2022). Indiscipline: The school climate of Brazilian schools and the impact on student performance. International Journal of Educational Development, 94, 102657. Doi:10.1016/j.ijedudev.2022.102657
Soleimani, F. (2020). Biographical narratives and teachers’ accounts of undisciplined students in the classroom and effective strategies for reducing indiscipline problems. First National Conference on Clinical Psychology of Children and Adolescents, Ardabil. [In Persian] https://civilica.com/doc/1193152
Taherian, H., Razavi, S. S., Khorasani, M., & Rafiei, A. (2023). Elementary students’ disorder and strategies to deal with it. 13th International Conference on Management and Humanities Research, Tehran. [In Persian] https://civilica.com/doc/1773640
Tartifizade, N., Niknam, Z., Amani Tehrani, M., & Abbasi, E. (2024). Participants in school-based curriculum planning: A Narrative of a Decade of Elementary School Experience. Learner-based Curriculum and Instruction Journal, 3(3), 20-36. doi: 10.22034/cipj.2024.63922.1179
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of educational research, 83(3), 357-385. Doi:10.3102/0034654313483907
Warren, S. S. (2014). A Non-Authoritarian Approach to Secondary School Pedagogy: A Critical Action Research Project. A (PhD Thesis, The University of Worcester.  https://eprints.worc.ac.uk/id/eprint/3997
  • تاریخ دریافت: 13 مرداد 1404
  • تاریخ بازنگری: 04 اسفند 1404
  • تاریخ پذیرش: 21 فروردین 1405
  • تاریخ اولین انتشار: 01 خرداد 1405
  • تاریخ انتشار: 01 خرداد 1405