Razi Journal of Medical Sciences

fa تأثیر رهبری تحول آفرین با رویکرد روانشناختی بر مدیریت کلاس درس در اساتید دانشگاه‌های استان مازندران The Impact of Transformational Leadership with a Psychological Approach on Classroom Management among University Professors in Mazandaran Province روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: رهبری تحول‌آفرین با رویکرد روان‌شناختی نقش مهمی در مدیریت اثربخش کلاس درس ایفا می‌کند و می‌تواند با ایجاد انگیزش، خودکارآمدی و تعهد در معلمان، محیط یادگیری پویا و سازنده‌ای برای دانش‌آموزان فراهم سازد. از این رو،  هدف کلی پژوهش حاضر، بررسی تاثیر رهبری تحول آفرین با رویکرد روانشناختی بر مدیریت کلاس درس در اساتید دانشگاههای استان مازندران بود. روش کار: این پژوهش از نظر هدف، بنیادی- کاربردی و از نظر نوع دادهها، ترکیبی (کیفی- کمی) از نوع اکتشافی بود که در بخش کیفی از روش گراند تئوری و در بخش کمی توصیفی- پیمایشی استفاده شد. جامعه آماری آن را در بخش کیفی، متخصصان، خبرگان و اساتید دانشگاههای استان مازندران به تعداد 25 نفر و در بخش کمی، اعضای هیات علمی دانشگاههای استان مازندران به تعداد 1477 نفر تشکیل میدادند که در بخش کیفی از روش نمونهگیری غیرتصادفی از نوع هدفمند و با در نظر گرفتن قانون اشباع تعداد 12 نفر و در بخش کمی بر اساس فرمول کوکران تعداد 305 نفر با استفاده از روش نمونهگیری تصادفی طبقهای برحسب جنسیت به عنوان نمونه آماری انتخاب شدند. جهت جمعآوری دادهها در بخش کیفی از مصاحبه نیمه ساختار و در بخش کمی از پرسشنامه محقق ساخته رهبری تحول آفرین با رویکرد روانشناختی با 73 سوال، پرسشنامه مدیریت کلاس درس کوشان (1393) با 25 سوال استفاده شد. یافته‌ها: نتایج نشان داد که؛ تاثیر رهبری تحول آفرین با رویکرد روانشناختی بر مدیریت کلاس درس و فرایند اشتراک دانش در اساتید دانشگاههای استان مازندران مثبت و معنادار میباشد و مدل ارائه شده دارای برازش مناسب میباشد. نتیجه‌گیری: به طور کلی به نظر می‌رسد رهبری تحول‌آفرین با تمرکز بر بهبود انگیزش درونی، توسعه خودآگاهی، و ایجاد محیطی حمایتگر و مشوق، می‌تواند به بهبود کیفیت آموزش و ارتقای کارایی کلاس‌های درس کمک کند. از جنبه مدیریت کلاس، رهبری تحول‌آفرین می‌تواند به اساتید کمک کند تا با استفاده از تکنیک‌های روانشناختی مانند تقویت احساس مسئولیت و ارتقای اعتماد به نفس دانشجویان، فضایی منظم و مؤثر برای یادگیری ایجاد کنند.</div> <div style="text-align: justify;">Background & Aims: Classroom management has always been one of the major concerns for instructors, as managing and controlling the classroom is a prerequisite for creating an effective learning environment to achieve educational objectives. Designing and organizing the classroom facilitates its management. This activity should be planned in a way that provides more learning opportunities while fostering students' social skills and cooperation. Among the elements of the classroom, the role of the instructor and their managerial style is fundamentally important in achieving educational goals and training students suited to the contemporary world. Classroom management is the first level of educational management, serving as the foundation for higher levels, and plays a crucial role in shaping the structure of education, the teaching process, the development of students' character, and their mental, emotional, educational, and training processes, thus enhancing the quality of the educational system. Although the effectiveness of instructors is based on their attitudes, objectives, and personalities on the one hand, and their comprehensive skills in empowering students on the other, instructors still require skills and techniques that enable them to create an optimal environment that transforms the classroom into an attractive, joyful, and positive space to maximize interaction for achieving learning. Transformational leadership, as a type of leadership inclined toward change and innovation, can have positive or negative effects on classroom management and knowledge sharing. However, these effects are not fully understood, and some aspects may remain ambiguous. Classroom management methods in universities are often directly influenced by the leadership styles of instructors. Instructors recognized as transformational leaders possess unique abilities that can significantly impact their classroom management. A transformational leader may be able to utilize positive and motivational psychology to encourage students to participate more actively and effectively in classes. Therefore, considering the significance of transformational leadership with a psychological approach in classroom management, this study aims to examine the role and impact of transformational leadership with a psychological approach on classroom management by presenting an analytical model, ultimately providing strategies for developing transformational leadership with a psychological approach. Accordingly, the main research question of this study is: What is the impact of transformational leadership with a psychological approach on classroom management among university instructors in Mazandaran Province, and how can a model be presented in this regard? Methods: This research is fundamental-applied in terms of its objective and exploratory in nature, utilizing a mixed-methods (qualitative-quantitative) approach. In the qualitative section, the grounded theory method was employed, while in the quantitative section, a descriptive-survey method was used. The statistical population in the qualitative section consisted of 25 experts and faculty members from universities in Mazandaran Province. In the quantitative section, the population included 1,477 faculty members from universities in Mazandaran Province. For the qualitative section, a non-random purposive sampling method was applied, and based on the saturation rule, 12 participants were selected. For the quantitative section, using Cochran’s formula, 305 participants were selected through stratified random sampling based on gender. Data collection in the qualitative section was conducted using semi-structured interviews, while in the quantitative section, data were collected using a researcher-made Transformational Leadership with a Psychological Approach Questionnaire containing 73 items, and the Classroom Management Questionnaire by Koushan (2014) containing 25 items. Results: The results indicated that the impact of transformational leadership with a psychological approach on classroom management and the knowledge-sharing process among university instructors in Mazandaran Province is positive and significant. Additionally, the proposed model demonstrated a good fit. Conclusion: The findings of the study revealed that the impact of transformational leadership with a psychological approach on classroom management among university instructors in Mazandaran Province is positive and significant. This can be explained by the fact that transformational instructors, by creating an environment where students become intrinsically motivated, can enhance students' active participation in the classroom. This participation may manifest in discussions, projects, and even in the practical resolution of scientific problems. When students are intrinsically motivated, they require less external supervision, and the classroom environment naturally moves toward positive interactions. Additionally, instructors can encourage deeper thinking and analysis by posing challenging questions, stimulating intellectual curiosity, and presenting complex topics. This approach prevents students from limiting themselves to surface-level information and instead engages them in the processes of critical thinking and problem-solving. As this approach contributes to the intellectual growth of students, the classroom environment evolves toward creativity, innovation, and interactivity. Furthermore, instructors can strengthen positive classroom interactions by using their communication skills and creating an environment where students feel more comfortable expressing their opinions and questions. Overall, transformational leadership, by focusing on enhancing intrinsic motivation, developing self-awareness, and creating a supportive and encouraging environment, can contribute to improving the quality of education and increasing classroom efficiency. From the classroom management perspective, transformational leadership can assist instructors in establishing an organized and effective learning environment by utilizing psychological techniques such as fostering a sense of responsibility and enhancing students' self-confidence.  </div> رهبری تحول آفرین, رویکرد روانشناختی, مدیریت کلاس Transformational leadership, psychological approach, classroom management 1 10 http://rjms.iums.ac.ir/browse.php?a_code=A-10-6370-13&slc_lang=fa&sid=1 Sara Nasiri Ghadi سارا نصیری قادی 3900319475328460089769 0009-0008-3164-7532 No PHD student of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran. دانشجوی دکتری تخصصی مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران Kiumars Khatirpasha کیومرث خطیرپاشا ki.khatirpasha@iau.ac.ir 3900319475328460089770 0009-0004-1631-2700 Yes Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran استادیار گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران Maryam Taghvaie مریم نقوایی 3900319475328460089771 3900319475328460089771 No Assistant Professor, Department of Educational management, Sari Branch, Islamic Azad University, Sari, Iran استادیار گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران