Mina Irandegani; Naser Nastiezaie
Abstract
AbstractThe purpose of this study is to investigate the effect of organizational stroke on teacher’s organizational cynicism with mediating of organizational rumor. The research method is descriptive-correlative. The statistical population of the study was all primary teachers in Konarak city (Sistan ...
Read More
AbstractThe purpose of this study is to investigate the effect of organizational stroke on teacher’s organizational cynicism with mediating of organizational rumor. The research method is descriptive-correlative. The statistical population of the study was all primary teachers in Konarak city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=476), which were studied by random-stratified sampling (by gender) of 213 teachers through questionnaires of organizational stroke (Farajvand & Mesri, 2021), organizational cynicism (Kalagan et al., 2009), and organizational rumor (Dağli & Han, 2018). Correlation coefficient and structural equation modeling were used to analyze the data by using SPSS and Smart PLS softwares. Correlation coefficient findings showed that there is a positive and significant relationship between organizational stroke, organizational cynicism and organizational rumor. The results of structural equation model showed that the direct effect of organizational stroke on teacher's organizational cynicism is positive and significant. Also, the indirect effect of organizational stroke on teacher's organizational cynicism through mediation of organizational rumor is positive and significant. Thus organizational stroke not only directly increases the teachers' organizational cynicism but also can increase the organizational cynicism by increasing organizational rumor.Extended abstractIntroductionIf teachers become cynicism about the education organization and school, it will reduce their participation in the decisions and activities of the organization, because they do not trust and believe in the intentions and plans of the organization and management. As a result, they will not have a commitment to the goals of the organization. Teachers' non-commitment to the goals of the education organization and school also causes them not only to withdraw extra effort in order to achieve organizational goals, but also not to perform their official and organizational duties in an optimal way. This issue leads to inefficiency and ineffectiveness of educational organizations (Zohoorparvandeh & Shokrollahi, 2017). When teachers in the process of effective communication with communication barriers, lack of transparency, and lack of received information, and experience an organizational stroke, their suspicion towards the education organization and school increases. In a poorly managed school, rumors can demoralize teachers and staff and increase anxiety, conflicts, and misunderstandings. School administrators should be careful about gossips in the workplace, as it affects teachers and causes pessimistic behavior among them. Therefore, it is necessary to study this phenomenon in schools. Thus, the main purpose of the research is to investigate the effect of organizational stroke on teachers' organizational cynicism with the mediating role of organizational rumors.Theoretical FrameworkCynicism is among the attitudinal variables that have recently been discussed as the background of unethical behavior (Moghaddam & Mahmoudi Meymand, 2018). Cynicism is an attitude of disillusionment with society and organizations and mistrust towards others, and this negative attitude has permeated many organizations and is the main reason for many undesirable and negative organizational consequences and one of the problematic issues in the workplace (Mehrabi & Estiri, 2014). Cynicism is classified into three types: emotional cynicism, cognitive cynicism, and behavioral cynicism. Emotional cynicism includes emotional reactions such as irritation, anger, tension and anxiety. When the origin of these feelings is management behavior, it affects the commitment and motivation of employees. When employees believe that deception and personal gain are common in the organization, they feel cognitive cynicism. For example, cognitive mistrust is created when employees believe that the organization does not value their contribution and does not pay attention to them. Behavioral cynicism appears in the negative behaviors of employees; behaviors such as criticizing the organization, sarcastic jokes, suspicious interpretations of the organization's events, and pessimistic predictions of the organization's future indicate behavioral skepticism (Mete, 2013).Communication is one of the most important elements of the management process. The existence of effective and correct communication in the organization is always considered one of the important components in the success of management. It has been proved by experience that if correct communication is not established in the organization, the flow of affairs is disrupted and things become chaotic (Nasiri Valik Bani, 2017). In a kind of metaphorical view of the organization and management, effective communication has been likened to the "heart of management" through which information is transferred throughout the organization and feeds the cells of the organization, i.e. human resources. If the heart of management, i.e. effective communication, cannot deliver the flow of information correctly to the departments and members of the organization, the performance of that department or member will be disrupted and an organizational stroke will occur (Mottaghi & Asghari Sarem, 2013). The antecedents of organizational stroke include lack of openness, lack of consensus, lack of support, lack of individual similarity, negativity, lack of education, lack of skills; and its consequences include structural damage, psychological damage, behavioral damage, and social damage (Shajari, Asghari, Sarem & Samadi, 2021b).Rumor is a possible social phenomenon, and gossiping is a favorite activity for people in society, so that people volunteer to spread rumors with a significant frequency, and 65-90% of their conversations are related to rumors (Beersma & Van Kleef, 2011). Although experts have divided rumors into two types; positive and negative (Babaei Aghbolagh & Sattari Ardabili, 2018), many psychology and organizational behavior researchers consider rumors to have a negative function and organizational rumors to be a type of organizational disease (organizational syndrome) which is an inhibiting factor for advancing organizational goals and reduces the productivity of human resources (Khanifar et al., 2011).Research methodologyThe research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 476 primary teachers in Konarak (Sistan and Baluchestan province) in the academic year 2021-2022. Based on Cochran's sampling formula and stratified random sampling (according to gender), 213 teachers were selected as samples. Questionnaires of organizational stroke (Farajvand & Mesri, 2021), organizational rumor (Dağli & Han, 2018) and organizational suspicion (Kalagan et al., 2009) were used. Also, correlation coefficient and structural equation model were used for data analysis using SPSS21 and Smart PLS software.Research FindingsThe first finding showed that organizational stroke has a positive and significant effect on organizational cynicism (β=0.21, t=2.03).The second finding showed that organizational stroke has a positive and significant effect on organizational rumors (β=0.54, t=9.53).The third finding showed that organizational rumors have a positive and significant effect on organizational cynicism (β=0.32, t=9.53).The fourth finding showed that organizational stroke has a positive and significant effect on organizational cynicism through the mediation of organizational rumors (β=0.172, t=4.62).ConclusionOverall, the findings of this study showed that organizational stroke has a positive and significant effect on teachers' organizational suspicion with the mediating role of organizational rumors. Therefore, it is suggested that the managers of educational centers should promote and encourage the establishment of correct and effective organizational communication for their teachers, create organizational structures that accelerate organizational communication, and eliminate any slowness and confusion in communication in order to prevent the organizational stroke phenomenon from occurring. The management of the organization must design effective communication channels in the organization so that communication and information are faced with the least possible damage. Also, educational managers should reduce the spread of organizational rumors and organizational suspicion of teachers towards the school and the education organization through strengthening the norms of feeling useful and productive and giving identity to teachers and stimulating them to participate more in various meetings and ceremonies in order to develop social networks of the organization, create higher trust between teachers and the management of the educational organization through establishing open communication and transparent, correct information and dissemination of good and bad news of the organization, continuous participation of teachers with senior managers and clear and transparent accountability of senior managers, transparent and objective assessment of performance. Finally, since informal networks and interest groups influence the spread of rumors and mistrust among teachers, it is suggested to the managers of educational centers to use them for the benefit of the interests and goals of the organization by infiltrating these groups. This research has limitations. Since this study was conducted on elementary school teachers of Konarak city (Sistan and Baluchistan province); generalizing the results to other teachers must be conducted cautiously. Therefore, it is suggested to conduct such a study on the teachers of other cities. Also, since the research method was quantitative, it is suggested to other researchers to conduct such studies in a qualitative or mixed method.
Farzaneh Azarboueh; Naser Nastiezaie
Abstract
AbstractThe Purpose of this research was to investigate the effectiveness of classroom management skills training on classroom psychosocial climate and teacher’s self-efficacy. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included ...
Read More
AbstractThe Purpose of this research was to investigate the effectiveness of classroom management skills training on classroom psychosocial climate and teacher’s self-efficacy. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all new teachers employed in Zabol city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly selected in two groups of 15 experimental and control groups. The data collection instrument was questionnaires of classroom psychosocial climate of Fraser et al., and teachers' self-efficacy of Techanan-Mooran et al., that all participants completed as the pre-test. Then, the relationship intra-individual skills training were conducted in the experimental group for eight sessions (60 minutes). Finally, the posttest was completed by both experimental and control groups. The univariate analysis of covariance was used to analyze the data. The findings indicated that classroom management skills training has a positive and significant effect on classroom psychosocial climate and teacher self-efficacy. Therefore, classroom management skills training should be considered as one of the prerequisites for the teaching profession for novice teachers.Extended AbstractIntroductionTeacher self-efficacy is described as his judgment about his abilities to make positive results for students' learning and engage them in educational affairs (Jessica et al, 2021). Self- effective teachers create an optimal psychological-social climate for learners. The classroom psychological-social climate means social communication template among classmates and relation with teacher and general form of teaching and training. (Soldozi, 2020) The classroom psychological-social climate can be enriched by cohesion, it can be disciplined, assignment-based, challenging and striving or competitive (özüdoğra.2020). If teachers don't manage the classroom properly, they can't control teaching-learning process and they don't make a suitable climate for learning. (Jafari et al., 2017) The effective management is considered to be one of the most important issues for teachers, especially for novice ones will be more complicated (Flower et al., 2017). Since novice teachers are worried about creating a suitable environment for learning and class management, they can not conveniently conduct whatever they have learned from academic training, as a result they always feel a sense of failure and inefficiency (Hajitabar Firouzjaee, 2020). Here, the project's results help teachers especially novice ones to manage and control the class effectively by learning the classroom management skills and creating a psychological-social climate for students. In this way they will promote their self-efficacy in teaching too. So the main issue of the project is to survey the effect of training class management skill on teacher's self-efficacy and create a psychological-social climate in class.Theoretical frameworkThe classroom management includes teaching management, personnel management and behavior management (Emmer et al., 1980). The classroom management styles are introduced in this way; non-intrusive, interventional and interactively (Glickman & Tamashiro, 1982). The best management style is a management in which limitations and expectations are accounted, and presented in a simple and intelligible language, by means of proper methods and devices for training (lm et al., 2019). Techanan-Mooran et al, (1998) describe teacher self-efficacy as his/her judgment about his/her abilities to create positive outcomes for students learning and involvement in education even with problematic and unmotivated students. They are divided into three subscales "student involvement ", "teaching methods", and "classroom management "Teachers with high self -efficacy design their educational goals and try to use new method to overcome the challenges they face and achieve their goals (Ross.2002). Teachers with self efficacy are more skillful in organizing education, asking questions, explaining, giving appropriate feedback to students in difficult situations continually and keeping students active in their homeworks (Chan.2008). Teachers who feel more self sufficient, can provide more opportunities for their students to progress (Skaalvic & Skaalvic, 2007). Friser et al., (1987) state that the classroom climate and situations are created by school, teachers, classmates and other school agents. Psycho-social environment influence on student’s activities, classmate orientation, teacher orientation, school orientation, behavior, self-efficacy, learning empowerments, self-concept, success and schooling achievement, emotional and social development, class leadership style, teacher's fatigue and quality of school life (Fraser, 1981).Akyar et al (2022) discovered that there is a relationship between the class management skills and the students' self-regulative guidelines (self-monitoring, self-evaluation, self-enhancement).Fathi et al (2021) discovered that in spite of the effect of self-efficiency and the teacher's acceptance of the job-fatigue, the teacher's self-efficiency is more predictive in their job-fatigue.Veisi et al (2021) discovered that class management authority sources (specialty, encouragement, punishment, and resourcefulness) are able to predict the teacher's style of teaching.Research methodologyA quasi experimental design was employed with pretest, posttest and control group. The population of this study included all new teachers were employed in Zabol city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly divided in two groups of 15 experimental and control. The data collection instrument was questionnaires of classroom psychosocial climate of Fraser et al., and teacher self-efficacy of Techanan-Mooran et al., that all participants completed as the pre-test. Then, the classroom management skills training were conducted in the experimental group for eight sessions (60 minutes). Finally, the same questionnaire was completed by both experimental and control groups. In order to analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (univariate analysis of covariance) were used by SPSS21. Research findingsThe first finding show that the mean of classroom psychosocial climate in the post test of experimental group is significantly higher than that of control group (Sig=0/002, DF=27&1, F=11.134). Based on the first hypothesis of research (classroom management skills training has a positive and significant effect on class psychosocial climate) it is confirmed that the rate of this effect will be 0.292.The second finding shows that the mean of teacher's self-efficacy in post test relating to experimental group is significantly higher than that of control group (Sig=0/001, DF=27&1, F=40.410). Based on this hypothesis of research (the classroom management skills training has a positive and significant effect on teacher's self-efficacy) it is confirmed that the rate of this effect will be 0.599.ConclusionThis study was conducted to investigate the effectiveness of classroom management skills training on the psychosocial climate of teachers' overall self-efficacy. The results showed that management skills training has a positive and significant effect on the psychosocial climate of the classroom and teachers' self-efficacy. This finding is consistent with the results of studies (Browne, 2013, Shobe, 2003, Kerssen-Griep & Witt, 2012, Lewis et al., 2008, Nakamur, 2000, Abu-Tineh et al., 2011, Stronge, 2018). Explaining this finding, it can be said that teaching classroom management skills causes teachers to teach classroom rules to students, to apply the rules in a coherent and fair manner among students, to act preventively and proactively against inappropriate student behaviors, involve students in the process of creating and maintaining rules and procedures, spend more time on teaching, and waste less time on distractions, and know when to change daily activities or when there is a need to intervene to avoid behavioral problems, to be willing to be exposed to problems when problems arise so that they can eliminate them; they consciously reduce their physical or mental distance from students resulting in an attractive, task-oriented, and organized class. In these classes, the relationship between teacher and student is positive and based on mutual respect, and educational expectations from students are clarified, and a suitable structure is provided to meet the expectations. As a result, they lead the psycho-social climate of the class to the desired climate and have a higher sense of self-efficacy. According to the findings of this study (the positive effect of classroom management skills training on the psychosocial climate of the classroom and teacher self-efficacy), it is suggested to education planners to design a program to teach classroom management skills in the form of workshops, brochures or books for teachers.
Hosein Ali Mir; Naser Nastiezaie
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the effect of toxic organizational climate on the management of teachers' imagery with the mediating role of negligence. The research method was descriptive-correlative. 223 teachers of Hamoon city (located in Sistan and Baluchestan province) ...
Read More
Extended AbstractAbstractThe aim of this study was to investigate the effect of toxic organizational climate on the management of teachers' imagery with the mediating role of negligence. The research method was descriptive-correlative. 223 teachers of Hamoon city (located in Sistan and Baluchestan province) in the academic year 2021-2022 were studied by stratified-random sampling (by gender) through questionnaires of organizational toxic atmosphere, imagery management and negligence. Pearson correlation coefficient and structural equation modeling using SPSS21 and Smart PLS software were used to analyze the data. Findings showed that the toxic organizational climate has a direct and indirect positive and significant effect on teachers' imaging management, accompanied by the mediating role of negligenc. Therefore, it can be concluded that in a toxic atmosphere, teachers no longer have the initial enthusiasm and express negligence in various ways, such as delaying clients, delaying doing duties, and wasting time. Such actions force the individual to resort to imagery management strategies to justify the habits.IntroductionEmployees like to work in a healthy organizational environment, where their physical and mental health is as important as the organization's management and productivity. Several factors can change a healthy organizational environment to a stressful one. One of these cases is the toxic organizational atmosphere. Organizational climate refers to employees' perceptions, feelings, and values in their work environment, and toxic organizational climate is the product of injecting the concept of organizational toxicity into the body of organizational climate (Chamberlain & Hodson, 2010). Organizational climate affects employees' attitudes and behaviors both positively (such as productivity and job satisfaction) and negatively (such as absenteeism and leaving the service). Therefore, considering the effect that organizational climate has on teachers' behavior, principals should create a good atmosphere in schools (Amiri, 2020).Another negative consequence of the toxic organizational climate is negligence. Negligence is the deliberate procrastination of an action that a person intends to do despite being aware of its negative consequences, and often leads to dissatisfaction with performance (Zentall, 2021). Negligence is a special type of deviant work behavior that most people and organizations face today, so that the rate is reported to be about 95% (Onwuegbuzie, 2000). People who are procrastinating have symptoms of not being motivated enough to participate in team and group tasks, negligence, reasoning and excuses for not doing tasks; and usually consider factors such as fear of success, fear of failure, avoidance of things that the person is unwilling to do, lack of motivation to do work (reward), lack of knowledge and skills needed to do work, lethargy and immobility, unfavorable physical conditions effective in their negligence (Uysal & Yilmaz, 2020).Given the above, the main issue of the research is: what effect does the toxic atmosphere of the organization have on the management of teachers' imagery with a mediating role of negligence? Theoretical frameworkOrganizational climate refers to employees' perceptions, feelings and values in their work environment, and toxic atmosphere is the product of injecting the concept of organizational toxicity into the body of organizational climate (Chamberlain & Hodson, 2010) which has negative effects on mind, productivity, performance and decisions (Rasooli, 2014).The idea of imaging management was first proposed by Goffman in 1959. Imaging management is an individual's attempt to control the self-image that is present in social interactions (Tabarsa & Moeini Korbekandi, 2014). The primary motivation for imagery is that people want to avoid being negatively evaluated, both inside and outside the organization (Danayifard et al, 2014).Negligence can be defined as delaying tasks and planned activities to other times for a variety of reasons (Uysal & Yilmaz, 2020). Experts have proposed various theories regarding work negligence, such as behavioral problem (Leddy et al, 2013), cognitive problem (Pychyl & Flett, 2012), metacognitive problem (Bouman & Meijer, 1999), motivational problem (Steel & Konig, 2006), and personality disorder (Shehne Yailagh et al, 2006).Bagheri Ghajari et al (2021) in their research found that the components of performance appraisal, job status and position, role ambiguity (job stressors), leader-member exchange, organizational culture, political skills, hierarchy of accountability, self-control Personal attractiveness, self-confidence, need for power and conscientiousness have explained the personal circumstances affecting the management of mental imagery in Education staff.Eidouzahi & Nastiezaie (2020) in their research found that the narcissism of school principals both directly and indirectly and through the mediating variable of organizational hypocrisy has a positive and significant relationship with teachers' organizational silence.MethodologyThe research method is descriptive-correlative. The statistical population of the study included 528 teachers(267 females and 261 males) in Hamoon city (Sistan and Baluchestan province) in the academic year of 2021-2022. 223 teachers (113 females and 110 males) were studied by stratified random sampling (by sex) and based on the Cochran's sampling formula.To collect data related to the variable of organizational toxic atmosphere by Hadavinejad and Rustaii (2017), and the variable of imaging management strategies by Bolino and Turnelli (1999), and the variable of questionnaire of organizational negligence by Saffarinia and Amirkhani Razligi (2011) ) Was used.Discussion and ResultsThe structural equation model with the help of SPSS21 and Smart PLS software was used to test the research hypothesis and analyze the data. The results showed that the value of β factor of organizational toxic atmosphere on teachers' imagery management is 0.24. Given that the obtained value of T, which is equal to 4.21 and is greater than the standard value of 1.96, as a result, the toxic atmosphere of the organization has a positive and significant effect on the management of teachers' imagery. The value of β factor of organizational toxic atmosphere on teachers' negligence is 0.55. Given that the obtained value of T, which is equal to 10.41 and is greater than the standard value of 1.96, as a result, the toxic organizational climate has a positive and significant effect on teachers' negligence. The value of coefficient β of negligence on imagery is 0.62. Given that the obtained value of T, which is equal to 11.75 and is greater than the standard value of 1.96, as a result, negligence has a positive and significant effect on teachers' imagery management. According to the value of the following indicators:a) the value of the path coefficient of the independent variable on the mediator variable: a = 0.55,b) the value of the path coefficient of the mediator variable on the dependent variable: b = 0.62,c) the standard error of the path of both the independent and the mediator variable: Sa = 0.05,d) The standard error of the path of both mediator and dependent variable: Sb = 0.053,the obtained value of Z was equal to 7.60. Since this value of Z was greater than the value of 2.58, therefore, the indirect effect of organizational toxic atmosphere on the management of imagery mediated by organizational negligence (β = 0.34) is significant at the significance level of 0.01. To determine the intensity of the effect of the mediating variable, the VAF index is used, the value of which is between 0 and 1. The closer this value to 1, the stronger the effect of the mediating variable, and vice versa. According to the obtained VAF value (0.58), it can be said that the intensity of the effect of the mediating variable is moderate and the toxic organizational atmosphere has a positive and significant effect on the management of teachers' imagery with the mediating role of negligence.ConclusionThe aim of this study was to investigate the effect of organizational toxic atmosphere on imagery management mediated by organizational negligence. The findings of this hypothesis are consistent with the findings of Hadaninejad & Rustayi (2017); Zare et al., (2017); Hakkak et al., (2019). A toxic organizational atmosphere in which the staff, unable to express the ideas; take no part in decision-makings; even cannot protest against the various job and organizational issues; and only do the assigned tasks, no knowledge and no change will be produced. The staff in such a toxic atmosphere will not have the primary enthusias, and will be kind of indifferent. In this status, the organization's problems, prosperity, goals, and missions, as well as the client's view of the organization, become worthless to employees; therefore, they work only to the extent of receiving salaries and not being fired in the organization, resulting the occurrence of negligence exhibit in various forms such as aggression, distraction, disgust of duties, ambiguity and confusion in doing things (Neenan & Dryden, 2002), increasing absenteeism and failure, poor performance and efficiency, reduced productivity, dissatisfaction, customer procrastination, reduced employee motivation and increased employee substitution between units (Saleem & Rafique, 2012), delay in doing assigned duties, waste of time and negative attitudes (Ozer & Sachs, 2011) in the workplace. Such actions force the individual to give a number of reasons to justify the habits in question, so that he can resolve his mental conflicts and cognitive inconsistencies, among which will be the approach to imagery management.According to the present study, it is suggested that the management of the organization should act in a way that fits into the general belief of teachers that the organization values their services and arranges a suitable work environment and is concerned about their comfort. In addition, avoiding harsh and unkind treatment of teachers while criticizing management decisions, and respectful and appreciative behavior with teachers can improve the atmosphere of the organization. The principals can train the teachers by holding workshops, strategies and skills to deal with negligence, including clarifying goals, planning before work, time management, categorizing work activities (urgent and important, urgent, important), trying to motivate and avoiding laziness, avoiding justification, to indoctrination, punishment and evitable conditioning, changing the environment, creating love and affection, finding a disciplined friend, self-regulating, and not expecting rapid progress.
