Education Management
Hosein Majooni; Siroos Ghanbari
Abstract
The aim of the present study was to investigate the focal relationship of level five leadership with organizational excellence of schools. The statistical population of the research included all the teachers of primary schools in Fars province in the academic year of 1399-1400, numbering 16,264 people. ...
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The aim of the present study was to investigate the focal relationship of level five leadership with organizational excellence of schools. The statistical population of the research included all the teachers of primary schools in Fars province in the academic year of 1399-1400, numbering 16,264 people. According to the classes of the research society such as the type of region (rich, semi-rich and deprived), the number of cities/districts (39) and gender (male and female) by proportional stratified random sampling method and based on the Cochran formula, a sample of The volume of 375 people was selected. The research method is quantitative, descriptive and correlational. Data collection was done based on five-level leadership questionnaire of Cham Asemani and Amarloo Organizational Excellence, whose Cronbach's alpha coefficient was 0.96 and 0.91, respectively. In order to analyze the data, descriptive techniques, Pearson correlation matrix, focal correlation analysis and multiple linear regression were used using SPSS 25 software. The results showed that: the dimensions of level five leadership have a positive and significant focal correlation in alpha of 0.01 with a value of 0.725 with the organizational excellence of schools and are able to explain 464% of the variance of the variable of organizational excellence of schools. Dimensions of manager's personality traits; Choosing competent employees, then setting the goal; disciplinary culture; The use of technology and the force density dimension has a positive and significant effect on the organizational excellence variable of schools at the level of 0.01.
management
farzaneh soltangholi; Mohammad Reza Ardalan; Siroos ghanbari; afshin afzali
Abstract
Abstract
The aim of the current research was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their coaching leadership. The research population consists of all primary school teachers in Ilam province in academic year 2020-2021, ...
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Abstract
The aim of the current research was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their coaching leadership. The research population consists of all primary school teachers in Ilam province in academic year 2020-2021, among whom a sample size of 339 teachers was selected by stratified random sampling method and based on the Cochran formula. The research method is quantitative- correlative study type, and the modeling approach is covariance-oriented structural equation. Dennison's adaptive organizational culture questionnaires (2000); the coaching leadership of Peláez Zuberbuhler et al. (2021), and the researcher-made questionnaire of lean behaviors of school principals were used to collect data. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis. Structural equation modeling was used for data analysis using Lisrel 10.30 software. The results showed that adaptive organizational culture has a significant positive effect on the lean behaviors of school principals at the level of 0.05; adaptation-oriented organizational culture has a significant positive indirect effect on the lean behaviors of managers at the level of 0.05 due to the coaching-oriented leadership of managers; also, adaptive organizational culture and coaching leadership of principals are able to explain 40% of the variance of lean behaviors of school principals.
Extended Abstract
Introduction
The activity of educational centers has always been associated with a percentage of wastage, which has caused poor performance, delays in the change process, a drop in the quality of education, an increase in costs, and a waste of resources (Hashemi, yari Haj Atalou, Malekiavarsin, 2021:82); therefore, the educational system requires the use of new management tools and approaches. One of these approaches is lean leadership, which, from a behavioral point of view is the behavior whose main characteristic is to help create added value to the organization (Hussein & Al-Zubaydi, 2020: 410).
The emergence and growth of lean behaviors is influenced by various factors, the most important of which are organizational culture (Grigg, Goodyer & Frater, 2020) and coach-oriented leadership style (Berg & Karlsen, 2016). Adaptive organizational culture promotes norms and behaviors used by the organization to be able to discover, translate and interpret environmental symbols and new behaviors. This type of culture provides a favorable environment for the organization to create new opportunities, understand and meet the needs of customers and adapt to environmental changes, and therefore it is believed that it can create a favorable environment for creating and strengthen lean behaviors in the organization. Another factor affecting lean behaviors is coach-oriented leadership style. Examining various researches shows that relationship-oriented leaders pay attention to the needs and motivation of subordinates and improve personal, group, and organizational needs, and provide new opportunities for the organization in order to identify effective methods of working (Fazlail & Moazzami, 2023).
As a social organization, Schools are facing unpredictable environmental complications, among which are the spread of the Covid-19 disease, and the move towards virtual and combined education. Schools need to adapt to these complexities in order to survive. The effectiveness of adaptation requires an adaptive organizational culture on one hand, and pure behaviors on the other. Therefore, the problem of the current research is to answer the question in a scientific way: Can an adaptive organizational culture with the mediation of a coaching leadership lead to lean behaviors of school principals?
Theoretical foundations
Adaptive culture is described as a range of cultural characteristics that enable an organization to be more adaptable to environmental changes by helping organizations anticipate and adapt to those changes (Sharma & et.al, 2021).
The leader's approach of using coaching is a new paradigm (Hagen & Aguilar, 2012). Coaching skills are fundamental behaviors of the leader that help organizations create a competitive advantage (Lee, Idris & Tuckey, 2019). Some researchers believe that coaching leadership refers to a type of positive leadership behavior in which the leader motivates employees through appropriate coaching techniques and provides sufficient resources and support to enhance the employee's ability to study and work (Wang, Yuan & Zhu, 2017: 1656).
Lean behaviors are behaviors whose main feature is helping to create added value for the organization. Among these behaviors, we can mention courtesy, calmness, wisdom, patience, objectivity and trust (Hussein & Al-Zubaydi, 2020:406).
Tortorella et al, (2020) studied the role of organizational culture and leadership styles in lean production. Their findings indicated a meaningful relationship between organizational culture and leadership styles with lean production. Also, in that research, coach-oriented leadership style was identified as an effective style in lean production.
Kołodziejczak (2015) studied the role of coaching in organizational culture in the study titled "Coaching Along Organizational Culture". The results showed that the use of coaching in organization management can gradually model or change the organizational culture. Also, the findings indicated that in favorable conditions, coaching may provide the possibility of changing from traditional culture to innovative one. This change is possible because coaching creates changes in people's behavior; stimulates their creativity; and has a positive effect on employee motivation.
Methodology
The research community consists of all primary school teachers in Ilam province in the academic year 2021-2022 as many as 2909 people; (1907 women and 1002 men). Cochran's formula was used to determine the sample size consisting 339 teachers (222 women and 117 men). Proportional stratified random sampling method was used. Dennison's adaptive organizational culture questionnaires (2000); the coaching leadership of Pilaz Zuborbuehler et al. (2021); and the researcher-made questionnaire of lean behaviors of school principals were used to collect data.
Findings
In order to check research hypotheses and data analysis, structural equation modeling was used using Lisrel 10.30 software. The results of the correlation matrix analysis showed that the variables of adaptive organizational culture of schools (0.65) and educational leadership of school principals (0.63) have a positive and significant relationship with the variable of lean behaviors of school principals at the level of 0.05. Adaptable organizational culture variable has a positive and significant relationship with school principals' educational leadership variable (0.72) at the 0.05 level. The results of the analysis of structural equations show that: the adaptive organizational culture variable with path coefficient of 0.41 and t value of 7.18 has a positive and significant effect on the variable of lean behavior of school principals at the level of 0.05; the variable of adaptive organizational culture of schools with path coefficient of 0.52 and t value of 19.50 has a positive and significant effect on the educational leadership variable of school principals at the level of 0.05; the educational leadership variable of school principals with path coefficient of 0.34 and t-value of 5.93 has a positive and significant effect on the lean behavior variable of school principals at the level of 0.05; and the adaptive organizational culture variable of schools has a positive and significant effect on the lean behavior variable of school principals at the level of 0.05 due to the pedagogical leadership of school principals (0.1768) and the T value of 5.66. Also, the results of the analysis of structural equations showed that: adaptive organizational culture of schools has a positive direct effect (0.41), a positive indirect effect (0.1768), and a significant positive total effect (0.5868) on the lean behaviors of school principals at the level of 0.5. Also, the variables of adaptive organizational culture of schools and educational leadership of school principals are able to explain 40% of the variance of the variable of lean behavior of school principals; the amount of explained variance of pure behavior of school principals according to its t value (10.56) is significant at the level of 0.05.
Conclusion
The aim of the study was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their pedagogical leadership. The results regarding the positive relationship between adaptive organizational culture and the lean behaviors of school administrators are aligned with research results of Tortorella et al, (2020), Paro & Gerolamo (2017), De Castro Freitas et al, (2017), and Bortolotti, Boscari & Danese (2015). Research studies show that lean behaviors can maximize cost reduction in any organizational culture environment (Tortorella et.al, 2020). The adaptive organizational culture of schools and the coaching leadership of principals are able to explain 40% of the variance of lean behaviors of school principals. This finding is consistent with the results of the studies of Tortorella et al, (2020), De Castro Freitas et al, (2017), Kołodziejczak (2015) and Bortolotti, Boscari & Danese (2015); while contradict with the study results of Paro & Gerolamo (2017). The existence of an adaptive (flexible) organizational culture and an inspiring leader can lead to the emergence and strengthening of lean behaviors in the organization. Coach-oriented leaders help employees reduce wastage and rework, reduce waste, and contribute to transparency in the organization through questions and answers, provide useful and constructive feedbacks, and plan for improvement, and this is what Lean is looking for. The adaptive organizational culture of schools has an indirect positive effect on managers' lean behaviors through the coaching leadership of managers. This finding is in line with the results of the study of Tortorella et al, (2020). From a theoretical point of view, there is a conceptual connection between organizational culture and coaching. If there are underlying assumptions and support for the benefits of a manager's use of a coaching style, then we would expect to see evidence of the coaching style being used (Nieminen, Biermeier-Hanson & Denison, 2013). According to the results of the research, the following suggestions are presented: encouraging the spirit of accepting the criticism and avoiding partisanship in decision-making, attention of the officials of the educational system to teachers through intelligent questions and providing feedback to them, reviving the spirit of law in the body of the organization and transparency in doing things.
Siroos ghanbari; Mohsen Ahmadi
Abstract
Abstract
The purpose of this research is to investigate the role of individual citizenship behavior in the organizational innovation of schools with the mediation of knowledge sharing in elementary school teachers. The current research is developmental and applicable in terms of its purpose, and descriptive-correlative ...
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Abstract
The purpose of this research is to investigate the role of individual citizenship behavior in the organizational innovation of schools with the mediation of knowledge sharing in elementary school teachers. The current research is developmental and applicable in terms of its purpose, and descriptive-correlative in terms of the nature and method of data collection. And it is specifically based on structural equation modeling. The statistical population of the present study is all primary school teachers in 2 districts of Kermanshah, which are 1150 people; And according to Morgan's table and stratified random sampling method, 291 people were selected as samples. In the present research, three questionnaires were used as collection tools, which include the standard questionnaire of individual citizenship behavior of Schwabsky (2014), knowledge sharing by Van den Hooff and Van Weenen (2004) and organizational innovation of schools by Amid et al. (2002). The findings of the research showed that individual citizenship behavior and knowledge sharing of teachers have a significant effect on the organizational innovation of schools at the level of 0.05. Individual citizenship behavior through knowledge sharing has a significant effect on schools' organizational innovation at the 0.05 level. Also individual citizenship behavior and knowledge sharing can explain 47% of the variance of schools' organizational innovation.
Extended Abstract
Introduction
Innovation is a key category for improving performance because it plays a fundamental role in organizational competition at all levels, including different national and international levels. In the dynamic and complex situation in which organizations are competing, the need for innovative organizations is constantly felt more (Battistelli, at al, 2019). Many thinkers have introduced innovation along with making a difference as an undeniable indicator, and believe that innovation is a complementary part of the organization's strategy (Le and Lei, 2019). Among the factors influencing the organizational innovation of schools is "individual citizenship behavior". In relation to individual citizenship behavior, the most recent research has used organizational citizen behavior with a scale change of "individual citizen behavior". Individual citizenship behavior is the description of voluntary behaviors on behalf of individuals that exceed official expectations and express their duties (Ribeiro, Duarte, Filipe, 2018). Individual citizenship behavior is a part of extra-role behaviors; individual citizenship behavior is a kind of valuable and useful behavior that includes various behaviors of employees such as accepting and assuming additional responsibilities, obeying the rules and procedures of the organization, developing a positive attitude and tolerating problems at work (Sun and Yoon, 2020). On the other hand, research has shown us that one of the factors influencing the innovation of schools is "knowledge sharing" (Delio and Cullar, 2021). Knowledge sharing will be and is one of the main processes in different structures known for knowledge management, and the motivation of people to share knowledge in organizations is one of the most important priorities of knowledge management activists and agents in the world (Ghanbari and Ahmadi, 2019). Knowledge sharing reflects the culture of social interaction, which includes the transfer of knowledge, experiences and skills of employees in the whole or part of the organization (Afsar, Masood, Umrani, 2019). Sharing knowledge will improve the professional and working skills of employees and create a social context for them so that they have the ability to produce valuable knowledge content that can cause the growth and development of the organization's intellectual capital (Attar, 2020).
According to the mentioned points, the researchers are trying to answer the main question of whether there is a significant relationship between individual citizenship behavior and organizational innovation of schools through the sharing of knowledge among primary teachers.
Theoretical framework
Organizational innovation of schools refers to new techniques of management, organization and strategies at the levels of organizations (Woodland, Douglas, Matuszczak, 2021). Organizational innovation of schools creates positive output and usable and valuable services in the organization. On the other hand, school organizational innovation is defined as a school's willingness to develop positive outputs and advanced and new services and present them to the market for success. In other words, organizational innovation at the school level is the key to survival in today's competitive education environment (Khan, at al, 2018). Knowledge sharing is the voluntary and enthusiastic transfer of acquired skills and experiences to other people and departments of the organization (Gupta, Mejia, Kajikawa, 2019). Knowledge sharing is also defined as information behavior that requires effort and preparation to be accountable and understand information knowledge sharing (Kurniawan, at al, 2020). Individual citizenship behavior by creating suitable platforms for working human factors makes teachers teach with a sense of responsibility and full commitment to issues in their organization and profession (Tufan, Elma, Çinkir, 2019). Individual citizenship behavior causes the success, efficiency and effectiveness of teachers in any type of educational system and should depend more on teachers who are willing to do things beyond the formal job requirements (Choi, Hwang, Kwon, 2019).
Mesgarian, et al (2021) showed that there is a significant relationship between knowledge sharing and organizational innovation. Rajabi Farjad, Mirsepasi, Naderi Mehrbani (2021) showed that there is a significant relationship between knowledge management processes and organizational innovation. Mazari and Thabet (2019) showed that there is a significant relationship between organizational citizenship behavior and knowledge sharing.
Methodology
In terms of the objective, the current research is of the type of applicable and developmental research, and in terms of the method used, it is a descriptive-correlative research. The statistical population of the present study is all primary school teachers in two districts of Kermanshah, which are 1150 people; and according to Morgan's table, 291 people were selected as samples. Stratified random sampling method was used in this research. In order to collect data related to the variable of organizational innovation of schools, the questionnaire of standard organizational innovation of schools (Amid et al, 2002), individual citizenship behavior questionnaire (Shuibeski, 2014), and knowledge sharing questionnaire (Vanden Huff & Van Vinen, 2004) was used.
Research findings
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software, and inferential statistics was used to test the hypotheses. Then, regression was used to test the hypotheses with LISREL software, confirmatory and content factor analysis, as well as the effect of factors; and the descriptive indices and correlation matrix of the research variables showed that the variables of individual citizenship behavior (0.698) and knowledge sharing (0.447) have a positive and significant relationship with the variable of organizational innovation of schools at the level of 0.05. The individual citizenship behavior variable has a positive and significant relationship with the knowledge sharing variable (0.645) at the 0.05 level. The results of the first hypothesis showed that the variable of individual citizenship behavior with the path coefficient (0.51) and the t value (7.15) has a positive and significant effect on the variable of organizational innovation of schools at the level of 0.05, and as a result, the null hypothesis is rejected while the opposite hypothesis is confirmed, so the first hypothesis is confirmed. The results of the second hypothesis showed that the knowledge sharing variable with path coefficient (0.41) and t value (5.36) has a positive and significant effect on the organizational innovation variable of schools at the level of 0.05, and as a result, the null hypothesis is rejected and the opposite hypothesis is confirmed, so the second hypothesis is confirmed. The results of the third hypothesis showed that the individual citizenship behavior variable with path coefficient (0.54) and t value (6.73) has a positive and significant effect on the knowledge sharing variable at the level of 0.05, and as a result, the null hypothesis is rejected and the opposite hypothesis is confirmed, so the third hypothesis is confirmed. And the results of the fourth hypothesis showed that the variable of individual citizenship behavior through knowledge sharing with the path coefficient (0.2214) and the t value (4.16) has a positive and significant effect on the variable of organizational innovation at the level of 0.05, and as a result, the null hypothesis is rejected and the opposite hypothesis is confirmed, so the fourth hypothesis is confirmed.
Conclusion
The present research was conducted with the aim of investigating the role of individual citizenship behavior in the organizational innovation of schools with the mediation of knowledge sharing among primary school teachers. These results are consistent with the findings of researchers such as Mesgarian, et al (2021), Akbari (2019), Azeem, et al (2021), Shujahat et al (2019) and Koch, et al (2015). In explaining this finding, it can be said that teachers who are constantly donating knowledge and gathering knowledge and developing their knowledge and skills through this sharing of knowledge; bring new information into the organization through this behaviour, which leads to organizational innovation. Also, teachers who have high citizenship behavior develop their curricular and non-curricular, knowledge and information, and share their information with other colleagues on their demand. This can be effective in improving organizational innovation. According to the results of the research, it is suggested that teachers' performance evaluation systems be aligned with the dimensions of supporting innovations, and teachers' satisfaction with innovation should be measured and evaluated, which is done through changing employee performance evaluation policies; education managers should use appropriate systems and methods and support creativity and innovation, which is done through teachers' job independence, providing an environment for the learning organization, and welcoming their new ideas; and also to raise the level of organizational innovation of teachers, it is suggested to the policy makers, planners, and administrators of education to hold face-to-face or virtual training workshops about factors affecting innovation, including individual citizenship behavior and knowledge sharing.
