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Showing 5 results for barzegar bafrooei

Kazem Barzegar Bafrooei, Zahra Ganji, Ahzam Shirahany,
Volume 1, Issue 138 (3-2016)
Abstract

Background: The studies have shown that mental health and irrational beliefs play an important role in family and career, and it seems that self is influenced by the working conditions of teachers. This study aimed at comparing mental health and irrational believes of ordinary and special primary schools teachers of Yazd province.

Method: The population includes all teachers of ordinary and special primary schools of Yazd in 2013. The sample of the study (60 teachers of special school and 60 teachers of ordinary school) was taken by census and targeted sampling. For data collection, the questionnaire of irrational believes of Jones IBT and Goldberg mental health (GHQ) was used. The processing data using descriptive and inferential statistics (ANOVA and multiple regression multivariate input method) was performed.

Results: Data analyzing was performed using descriptive and inferential statistics and results confirmed the research hypotheses. It shows that there was a significant difference between irrational believes and mental health of ordinary and special primary school teachers (p<0/001). Regression analysis show that irrational believes; demand for approval by others, tendency to blame, and avoiding possible problems in ordinary school teachers and perfectionism can predict mental health of special school teachers.

Conclusion: According the obtained results, it can be concluded that change of irrational believes in special school teachers will result in changes in their behavior and social adjustment, and better mental health.


Faeze Toloeian, Dr. Kazem Barzegar Bafrooei, Dr. Hossain Hassani,
Volume 2, Issue 180 (6-2024)
Abstract

Abstract
Background and purpose: The purpose of this study was to investigate the role of time perspective
and self-compassion in the happiness of exceptional teachers.
Method: This research is a descriptive-correlation type. The statistical population of the research is
made up of all the teachers of the exceptional schools of Mashhad in the academic year of 2020-2021,
numbering 240 people. The statistical sample of this research included 240 exceptional teachers of
Mashhad city using the full number sampling method. To collect information, the Oxford happiness
questionnaires of Michael Argyle (1989), self-compassion - long form of Neff et al. (2003) and
Zimbardo and Boyd's time perspective inventory (1999) were used. Research data were analyzed
using Pearson correlation coefficient, regression, independent t-test and analysis of variance in SPSS
26 software.
Findings: The findings showed that there is a positive and significant relationship between all
dimensions of self-compassion and happiness (r=0.47 and P<0.01). Also, between happiness and
positive past time perspective (r=0.23 and P<0.01), hedonistic present (r=0.35 and P<0.01) and
future (r=0.42 and P<0.01) There is a positive and significant relationship between happiness and
negative past perspective (r=-0.16 and P<0.05) and the present destiny (r=-0.22 and P<0.01). And
there is meaningful. The dimension of self-kindness against self-judgment (ꞵ=0.001, p≤3.65, t=0.28)
and the dimension of compassion against extreme assimilation (p≤2.83, t=21/0.01) ꞵ=0) significantly
predict happiness in exceptional school teachers.
Conclusion: The perspective of time and self-compassion is effective in the happiness of exceptional
teachers, and the authorities of exceptional education can increase the happiness of teachers by
holding self-compassion training courses.
 
Dr. Kazem Barzegar Bafrooei, Dr. Hasan Khezri,
Volume 7, Issue 120 (10-2013)
Abstract

This study examined the prevalence of bullying in schools from the perspective of the teachers. In this Research 416 ‎teachers were employed in secondary sector (200 men and 216 women) selected to a cluster random sampling method ‎and participated in the survey. For measuring different types of bullying a 15-Items questionnaire was made. Data ‎were analyzed using descriptive statistics and Chi square test. Results: Findings showed that the highest incidence of ‎bullying in boys, respectively, for the name calling (43%), making fun of others (42%), Insult (36%), and kicking (34%) ‎is. In girls, the highest rates of bullying, was “making fun of others” (26/9%). In the comparison between boys and girls, ‎the boys were in the majority of types of bullying, but the rumors, excluding others from participation in, and to disrupt ‎friendships, girls are significantly different. Accordingly, boys more than girls, were committed all types of bullying ‎related to the three categories. Since this study shows that types of bullying -particularly verbal bullying- is common, ‎schools should be reduce the rate, through anti-bullying programs.‎
Kazem Barzegar Bafrooei, Marzieh Mirjalili, Ahzam Shirahany,
Volume 7, Issue 135 (10-2015)
Abstract

Background: Today, the prevalence of learning disabilities is increasing among students. These disorders are categorized in three categories: reading disorder, mathematics disorder, impairment is written on academic performance that affect on educational and social performance of children. Students play an important role as human resources, then, achieving useful strategies are necessary. The aim of this study was to investigate the treatment strategies. Studies showed that rhythmic exercises improve performance of students. It also improves problem-solving, planning, organization of emotion- behavior in children with learning disabilities

Conclusion: The results showed that painting can be considered effective in reducing behavioral problems in children with learning disorders. Parents and teachers should be aware of effectiveness and usefulness of these strategies and use them in their training procedure.


Dr Kazem Barzegar Bafrooei,
Volume 9, Issue 122 (3-2014)
Abstract

Autism is a sub-category of the developmental pervasive disorders that it has severe effects on individual functions. Autism will be emerged during the third years of life. It is diagnosed by following signs: deficiency in communication, stereotype behaviors and deficiency in social skills. Currently, in some of the exceptional schools established special classes for autistic children. According to the studies, we found that teaching to these children is so hard. Providing an interesting environment, communicating and enjoying of living with autistic children are concerns of teachers who work with autistic children. In this article, it is tried to provide a brief explanation and definition of autism and then introducing benefit strategies for helping teachers for adjusting educational-therapeutic activities with developmental characteristics of autistic children.



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