جستجوی مقالات مرتبط با کلیدواژه "حمایت خودمختاری" در نشریات گروه "علوم تربیتی"

The purpose of the present study was to validate the teacher as social context in teachers (Teacher's behavior in the classroom). This research was descriptive of the correlation. The statistical population included all the teachers of the first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of 2019-2020. The sample consisted of 240 teachers (123 males and 117 females) were selected by relative stratified random sampling and all of them completed the Teacher as Social Context questionnaire. Confirmatory factor analysis and Cronbach's alpha coefficient were used to examine the questions of the questionnaire. Findings showed that the questionnaire was saturated with three factors of involvement, structure and autonomy support. Cronbach's alpha coefficient was favorable for the agents and the whole questionnaire in terms of psychometrics in all participants and the range of correlations of the set of items was favorable. Also, the significance of fitness indices in confirmatory factor analysis confirmed the three-factor model extracte. Analysis of reliability, convergent and divergent validity of the questionnaire factors showed that the questions are sufficiently accurate in assessing the factors. As a result, the Persian version of the Teacher as Social Context questionnaire in the teacher community has acceptable psychometric properties and can be used as a valid tool to measure teacher behavior in the classroom.

The aim of this study was to predicting teachers' autonomy support based on job stressors by mediating coping strategies. The research method was descriptive, and the research design was correlational and structural equations. The statistical population included first and second secondary school teachers in noor and chamestan public schools in the academic year 1398-99 numbering 636 teachers. Based on the Cochran's formula and stratified random sampling were selected 240 teachers. To collect data, the questionniar was used. Teacher as Social Context questionnaire of Wellborn et al (1992), Job stressors questionnaire of Otero-Lopez et al (2006) and the coping strategies of Carver (1997). Structural equation modeling was used to analyze the data. The results of the study showed that job stressors have a direct effect on coping strategies and autonomy support. Coping strategies have a direct effect on autonomy support. Job stressors indirectly affect autonomy support through coping strategies. The results of this study support the mediating role of coping strategies in the relationships between job stressors with the teachers' autonomy support.