تبیین فرایند غربت‌زدگی معلمان مجرد و غیربومی: مطالعه‌ای با رویکرد گلیزری

نوع مقاله : مقاله پژوهشی اصیل

نویسنده

دانشگاه تهران

10.48310/istt.2026.22146.1208

چکیده

پیشینه و اهداف: با وجود جابه‌جایی‌های شغلی گسترده و به‌کارگیری معلمان در استان‌های غیرمحل سکونت، تجربه غربت و فاصله از خانواده در میان معلمان مجرد غیربومی کمتر مورد بررسی معناشناختی قرار گرفته است. پژوهش حاضر با هدف تبیین فرایند غربت‌زدگی معلمان مجرد و غیربومی در مدارس ابتدایی استان‌های تهران و البرز انجام شد تا خلأ موجود در ادبیات علمی ایران پر شود. روش: این مطالعه با رویکرد نظریه داده‌بنیاد گلیزری انجام شد. داده‌ها در سال تحصیلی ۱۴۰۴5-۱۴۰4 از طریق مصاحبه‌های نیمه‌ساختاریافته با ۱۵ معلم خبره جمع‌آوری شد و با کدگذاری باز، محوری و انتخابی تحلیل شدند تا فرایند غربت‌زدگی به‌صورت نظام‌مند تبیین شود. مفهوم‌ها و مؤلفه‌های الگوی غربت‌زدگی معلمان دوره ابتدایی (227کد مفهومی، 12 مقوله فرعی و 6 مقوله اصلی) از مصاحبه‌ها مشخص شد. یافته‌ها: یافته‌ها نشان داد که الگوی غربت‌زدگی معلمان دوره ابتدایی شامل 6 مؤلفه چالش‌ها و استرس‌های روزمره (تعارضات ارتباطی، مدیریت خواسته‌ها)؛ نوسانات هیجانی (دانش‌های هیجانی، بازسازی شناختی)؛ بازآرایی هویتی در محیط‌های ناآشنا (توسعه و تعالی فردی، تکامل و دگرگونی درونی)؛ مواجهه با موقعیت‌های چالش‌برانگیز (حس بی‌ثباتی و ناامنی محیطی، احساس گرفتارشدگی روانی)؛ فقدان حمایت‌های عاطفی و پیوندهای اجتماعی (پیوندهای عاطفی با خانواده و زادبوم، نیازهای روان عاطفی)؛ منابع حمایتی برای مقابله با غربت (دسترسی به منابع و خدمات حمایتی، خودتنظیمی و تاب-آوری) بوده است. نتیجه‌گیری: نتایج پژوهش ضمن پر کردن خلأ نظری موجود، می‌تواند راهنمای سیاست‌گذاران و نهادهای آموزشی برای طراحی برنامه‌های حمایتی، کاهش فرسودگی زودرس و ارتقای کیفیت آموزش در محیط‌های شهری و مهاجرپذیر باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Explaining the process of alienation among single and non-native teachers: A study using the Glasery approach

نویسنده [English]

  • soraya ghorehjili
TEHRAN UNIVERSITY
چکیده [English]

Background and Objectives: Despite widespread job transfers and the employment of teachers in provinces other than their place of residence, the experience of homesickness and distance from family among single non-native teachers has been less studied semantically. The present study aimed to explain the process of homesickness among single and non-native teachers in elementary schools in Tehran and Alborz provinces to fill the gap in the scientific literature in Iran. Method: This study was conducted with the approach of Glaser's data-based theory. Data were collected in the academic year 1404-14045 through semi-structured interviews with 15 expert teachers and analyzed using open, axial, and selective coding to systematically explain the process of homesickness. Concepts and components of the homesickness model of elementary school teachers (227 conceptual codes, 12 subcategories, and 6 main categories) were identified from the interviews. Findings: The findings showed that the pattern of homesickness among elementary school teachers included 6 components: daily challenges and stresses (communication conflicts, demand management); emotional fluctuations (emotional knowledge, cognitive restructuring); identity restructuring in unfamiliar environments (personal development and excellence, internal evolution and transformation); facing challenging situations (feeling of environmental instability and insecurity, feeling of psychological entrapment); lack of emotional support and social ties (emotional ties with family and homeland, psycho-emotional needs); support resources for coping with homesickness (access to support resources and services, self-regulation, and resilience). Conclusion: The results of the study, while filling the existing theoretical gap, can guide policymakers and educational institutions to design support programs, reduce premature burnout, and improve the quality of education in urban and immigrant environments.

کلیدواژه‌ها [English]

  • Homelessness
  • lived experience
  • single teachers
  • data-based theory
  • model
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دوره 3، شماره 4 - شماره پیاپی 10
بهمن 1404 شناسه مقاله:1-29
  • تاریخ دریافت: 27 دی 1404
  • تاریخ بازنگری: 03 اسفند 1404
  • تاریخ پذیرش: 06 اسفند 1404
  • تاریخ اولین انتشار: 06 اسفند 1404
  • تاریخ انتشار: 01 خرداد 1405