Masoumeh dadashi; samira pali
Abstract
Abstract
The present study was conducted with the aim of testing the causal model of job performance based on communication skills with the mediation of job conflict in teachers. Based on this, the research method was descriptive, carried out by a survey method. The statistical population was 295 people ...
Read More
Abstract
The present study was conducted with the aim of testing the causal model of job performance based on communication skills with the mediation of job conflict in teachers. Based on this, the research method was descriptive, carried out by a survey method. The statistical population was 295 people of elementary school teachers in Lahijan city in the academic year of 2021-2022 among whom 167 people was selected by simple random method as a statistical sample based on Cochran's formula. Data collection tools were Ladahl and Kenger's (1965) standard job engagement questionnaires, Patterson's job performance (1963), and Queen Dame's communication skills (2004). The validity of the questionnaires were examined and confirmed based on content validity using the experts' opinion, superficial validity based on some of the statistical population view, and structural validity by factor analysis method. The reliability of the questionnaires was estimated by Cronbach's alpha method as 0.88 for job performance, 0.80 for communication skills, and 0.78 for job involvement. Data analysis were carried out at two levels, descriptive statistics and inferential statistics, including modeling of structural equations. The results showed that there is a relationship between communication skills and job involvement with an impact factor of 0.67, between communication skills and job performance with an impact factor of 0.79, and between job involvement and job performance with an impact factor of 0.76. On the other hand, communication skills have a direct relationship with job performance with an impact factor of 0.50. In other words, job engagement has a mediating role in the relationship between communication skills and job performance.
Extended abstract
Introduction
Job performance is an important organizational behavior that plays an effective role in the success of the organization. This is the reason why successful organizations make great efforts to find effective factors on performance and behavior by which increase the performance of their employees (both quantitatively and qualitatively) (Karimi & Shahdousti, 2017). Psychologists believe that motivations and needs have an effect on people's performance and ultimately on economic growth and development. Job performance is a composite structure based on which successful employees can be identified from unsuccessful ones through a set of specific criteria (Ahadi & etal, 2015). In other words, the performance can be considered as the calculation or measurement of the results, also the job performance is a reflection of the employee's knowledge, skills, behavior and moral values (Mohammadi & et al, 2018). Communication skills are those skills by which people can engage in interpersonal interactions and the communication process; a process during which people share their information, thoughts and feelings with each other through verbal and non-verbal exchange (Haddad & Ebrahimi, 2020). Effective communication skills play an important role in students' academic success (Bahadorikhosroshahi & Habibi Kaleybar, 2017) and improve teaching and learning, and increase students' motivation towards learning and education (Kilic, 2013). Another fundamental factor in improving teachers' job performance is the degree of their job involvement. Job involvement is an important variable attitude in maximizing organizational effectiveness. Job involvement mainly includes job satisfaction, power, dedication and attachment.
This study is trying to answer this question if there is a relationship between communication skills and job performance with regard to the mediation of the teachers' job involvement in primary schools in Lahijan city or not.
Theoretical Framework
Performance, that is, the result of the activities of the human force in terms of the implementation of assigned tasks after a certain time, which can have the aspect of productivity and efficiency, and also, it is the sum of the job-related behaviors that people show themselves (Ghaderabadi&etal, 2017).According to Hellriegel & Slocum (1996), communication skill is the ability to send and receive information, thoughts, feelings and attitudes (Amiruddin & et al, 2021). Communication skills refer to managers' ability to effectively transfer ideas and information to others and also to effectively receive ideas and information (Tari & et al, 2020).Job involvement refers to positive psychological conditions in a person that prompts him to be actively involved in his role and organization. Harter & et al (2003) have defined employee job involvement as a combination of emotional and cognitive variables in the work environment including satisfaction, happiness, prosperity and positivity (Tabatabai Adnan & et al, 2021).
Al-Halaby & Al-Fares, (2022) investigated the relationship between communication skills and the job performance of employees of Iraqi government organizations. The results of the research showed that there is a significant relationship between the communication skills of employees and their job performance.
James & Tari, (2022) conducted a research entitled "The role of communication skills in improving the job performance of Rivers State University employees". The results of their research showed that there is a significant relationship between communication skills and the job performance of employees.
Methodology
The current research is applicable in terms of purpose and descriptive in terms of data analysis of correlation type (structural equation modeling). The statistical population of this research was made up of all the teachers of primary schools in Lahijan city, numbering 295 people (173 women and 122 men). 167 people were selected as a statistical sample by simple random sampling. In order to collect the data related to the communication skills variable, the questionnaire by Queendam (2004) was used, and the job involvement variable was based on the Ladahl and Kenger (1965) model, and the Patterson (1963) questionnaire was used for the job performance variable.
Discussion and Results
In order to investigate the research hypothesis and data analysis, SPSS and Lisrel software were used, and the results related to the first hypothesis showed that the strength of the relationship between communication skills and job engagement was calculated as equal to (0.67), which shows that the correlation is favorable. The significance statistic of the test was also obtained (7.65), which is more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. Therefore, it can be said that communication skills have a positive and significant relationship with job involvement. The results related to the second hypothesis showed that the strength of the relationship between job involvement and job performance was calculated equal to (0.76), which shows that the correlation is favorable. The significance statistic of the test was also obtained (8.74), which is more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. Therefore, it can be said that job involvement has a positive and significant relationship with job performance. The results related to the third hypothesis showed that the strength of the relationship between communication skills and job performance was calculated equal to (0.48), which shows that the correlation is favorable. The significance statistic of the test is also (5.46) which is more than the critical value of t at the 5% error level, i.e. (1.96) and shows that the observed correlation is significant. Therefore, it can be said that communication skills have a positive significant relationship with job performance. The fourth hypothesis analyzes the mediating role of job involvement in the relationship between communication skills and job performance. The results showed that the strength of the direct relationship between communication skills and job performance was calculated equal to (0.48), which shows that the correlation is favorable. The strength of the indirect relationship between communication skills and job performance considering the mediating role of job engagement is equal to (0.51). Considering that the power of the indirect path is greater than the direct path, the existence of the variable of job involvement increases the strength of the relationship and the mediating role of this variable is confirmed.
Conclusion
The present study was conducted with the aim of providing a structural model of job performance based on communication skills with the mediation of job involvement in elementary school teachers. The results of this research are consistent with the findings of Al-Halaby & Al-Fares (2022) and Yousefi (2021), ASAD & et al, (2022) and Rajabi farjad & farkhojaste (2021); as long as the teachers in their work environment can achieve the educational goals by spending their energy and capabilities and display a special performance, they will have the feeling that their maximum capabilities have been used to perform the assigned tasks and that they will be happy and refreshed if in their work environment are recognized as an exemplary teacher (Call & Ployhart, 2021). This procedure will increase the commitment and responsibility of teachers, and this will improve the overall effectiveness of the system and ultimately improve their performance. In this sense, the amount of overwork has not affected them, but their work satisfaction will increase along with their productivity.
According to the results of the present study, it is suggested that the authorities and those involved in education should provide a calm environment away from any tension for teachers to interact together. On the other hand, it should be noted that teachers should be rewarded based on their competence and merit. School administrators should take into consideration the performance and activities of teachers and give them feedback on their work. Involving school teachers in important educational decisions can help them improve their job performance. On the other hand, removing obstacles in the performance of teachers' duties and their direct interaction with other colleagues and asking about their work and hierarchical problems can play a significant role in improving job performance, and ultimately preventing and eliminating strict rules and administrative bureaucracy and creating flexibility in the way the teachers' training tasks are performed can also play an important role in improving communication skills and ultimately job performance.
narjes malekian; samira pali
Abstract
AbstractThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. This research is applicable in terms of its purpose and descriptive-correlative ...
Read More
AbstractThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. This research is applicable in terms of its purpose and descriptive-correlative in terms of data collection method. Statistical community of school students included 1767 elementary girls' schools in Rahim Abad city, and 251 people were selected as a statistical sample with the help of random cluster sampling. The research data was collected through a questionnaire (Wang et al., 2011; Martin and Marsh, 2008; Elliott and McGregor, 2001; Li Yu and Wang, 2005). SPSS and Lisrel software were used in data analysis. The research findings indicate that goal orientation and academic self-concept have a direct and indirect positive relationship with enthusiasm for school. There is a positive and significant relationship between goal orientation, academic persistence and enthusiasm for school. There is a positive and significant relationship between academic self-concept and academic persistence and enthusiasm for school. Academic persistence plays a mediating role in the relationship between goal orientation and academic self-concept with enthusiasm for school. The results showed that by improving academic self-concept and improving goal orientation, it is possible to increase academic persistence and increase students' enthusiasm for school.Extended AbstractIntroductionSchool is very important in the lives of children and teenagers, and they spend a long time in school; therefore, the level of their interest and passion for school and investigating the factors related to passion for school will be important (Karababa, 2020). The persistence of students makes them adjust their academic problems and develop their abilities by creating motivation and enthusiasm in themselves (Rabiei, 2016). Such students tie their persistence to academic enthusiasm, because persistence in the academic process makes students identify and solve unexpected problems easily. This causes enthusiasm in them to continue their education (Hoferichter & etal, 2021). One type of inference that can be made about students' motivations is the goals they adopt for studying and then adjust and adapt the amount of effort they put in to achieve those goals (Balali, 2017).The experience of success creates a positive self-concept in students, and successive failures create the impression that they are worthless, weaker and more incompetent than their classmates, which creates a negative self-concept in the students (Wu et al, 2021). Academic self-concept refers to a student's perception or idea of his/her competence in relation to school learning, which affects academic progress and is simultaneously affected by it, and it seems that self-concept and academic performance have a two-way relationship (Tayebi & Mohammadi, 2019).According to the mentioned materials, the main problem of the research is whether there is a relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of academic persistence of female students of elementary school in Rahim Abad city?Theoretical FrameworkTyler (1976) considers goal orientation to include a part of knowledge, attitude and skills that help people effectively meet their needs (Lin et al, 2022).Academic self-concept refers to mental representations of one's abilities in school and educational environments or representations related to academic progress. In other words, academic self-concept refers to a person's self-evaluation of the domain and special academic abilities (Eslami & et al, 2020). Academic persistence refers to the student's ability to overcome problems and obstacles and challenges that usually occur in the academic life of most students, such as low grades, exam pressure, difficult assignments, and feedback on teacher-student relationships, competition, and loss (Rabiei, 2016). Enthusiasm for school refers to the quality of effort that students spend on targeted educational activities to directly contribute to achieving desired results. Academic enthusiasm is a multidimensional construct consists of various behavioral, cognitive and motivational components (Yeung, 2022).Fartash (2021), in a research on the relationship between education and parents' goal orientation with motivation, self-concept and academic self-efficacy of adolescent girls. The results showed that parents' education has a direct and positive effect on academic self-efficacy, control expectations and children's verbal self-concept. Parents' functional orientation has a positive and direct effect on students' external motivation, but it does not have any significant role on their internal motivation. Parental functional orientation has a positive effect on children's academic self-efficacy and academic self-concept through the mediation of external motivation.Green et al, (2021) conducted a study titled "The relationship between academic motivation, academic self-concept and enthusiasm for school with academic performance". The results of the research showed that there is a positive and significant relationship between academic motivation, academic self-concept and enthusiasm for school with students' academic performance.MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the research was made up of 1767 girls' elementary school students in Rahim Abad city, of which 251 people were selected as the research sample by random cluster sampling. To collect data related to the variable of passion for school, the questionnaire (Wang et al, 2011) with 10 questions; and for the variable of academic persistence, the questionnaire (Martin & Marsh, 2008) with 4 questions; and for the variable of goal orientation, the questionnaire (Alyot & Mac Grigor, 2001) with 9 questions; and for the academic attitude variable, the questionnaire (Li u & Wang, 2005) with 15 questions; and it was used based on a 5-point Likert scale (completely agree to completely disagree).Discussion and ResultsIn order to investigate the research hypothesis and data analysis, SPSS and Lisrel software were used, and the results showed that goal orientation and academic self-concept have a direct and indirect positive relationship with enthusiasm for school. Students who analyze their educational conditions and have a coherent plan for their lessons can better show perseverance against the problems they face and will show more persistence. There is a positive and significant relationship between goal orientation and academic persistence and students' enthusiasm for school. Students who have plan for their lessons can acquire the desired educational results among other students. There is a positive and significant relationship between academic self-concept, academic persistence and enthusiasm for school. Students who have high academic persistence try to do their best during the class. Academic persistence plays a mediating role in the relationship between goal orientation and academic self-concept with enthusiasm for school. Students who try to pay more attention in learning the lessons during the teaching in the classroom can better educate the materials. The results showed that by improving academic self-concept and improving goal orientation, academic persistence can be increased and cause an increase the enthusiasm for school. Students who can cope with school problems such as bad grades and negative feedback about their work can better align their academic plans with academic goals. ConclusionThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. The results of this research are consistent with the results of research findings (Rahmati, 2020); (Green et al., 2020); (Fathi, 2018); (Gorbani, 2014) and (Skaalvik, 2020); People who have higher academic self-concept than other students are more eager to go and stay in school and avoid frequent absences in school. The most important characteristic of academic self-concept is that academic self-concept can be learned and acquired over time, and teachers play an important role in the formation of students' academic self-concept. Based on this, it can be said that higher academic self-concept will improve the conditions of enthusiasm for school.According to the current research, it is suggested that the new approaches and concepts of positive psychology be used in schools in a way that, by identifying as many effective factors as possible on the goal orientation, a better understanding of the causes and correlations of this phenomenon can be obtained based on which, it is possible to benefit from the positive consequences of goal orientation in the academic future of students through educational planning and counseling. It is recommended for school teachers to use active, exploratory and learning-oriented teaching methods and to teach lessons in a practical and applied manner as much as possible so that specialization becomes the main goal of learning. This will improve the goal orientation in students.
samira pali; soghra Tafazoli
Abstract
Extended Abstract Abstract The aim of this study was to determine the role of educational technology equipment and teaching aids in improving the academic achievement of sixth grade students in Rudsar. The method of this study was descriptive-correlational. The statistical population of this study included ...
Read More
Extended Abstract Abstract The aim of this study was to determine the role of educational technology equipment and teaching aids in improving the academic achievement of sixth grade students in Rudsar. The method of this study was descriptive-correlational. The statistical population of this study included primary school teachers and students in Rudsar. 31 teachers were selected by means of census sampling to specify the sample size of the statistical population. To determine the sample size of the statistical population of students, cluster random sampling method was used and 210 students were selected. Data collection tools were Pham and Taylor (1999) Standard Academic Achievement Questionnaire, Yavuz Educational Technology Equipment Standard Questionnaire (2005) and Abdi (2012) Standard Educational Aids Questionnaire. Stepwise regression test was applied for data analysis. Findings of this study showed that educational technology equipment and teaching aids have an effect on improving the academic achievement of sixth grade students in Rudsar city . Introduction Academic achievement is one of the most important variables of any educational system and even some experts refer to it as the main indicator of measuring the quality of education in any country. Accordingly, the educational system can be considered efficient and successful when the courses result the highest possible scores (Karimzadeh, et al., 2020). The importance of academic achievement has made this category to change in accordance to the information age; So that comprehensive programs have been written in many countries to equip schools with various facilities such as computers and the Internet, and special attention has been paid to the role of educational technology equipment and teaching aids, including the invention of new teaching methods, the use of computers in classrooms, the apply of educational softwares and multimedia, and utilizing the Internet and social networks in their curricula (Mohamadi.Y. 2019). Using technology in teaching is a method based on psychological findings. Research shows that the main role of educational technology is to help improve the efficiency and quality of the teaching and learning process (Hoseini, M, 2015). Teaching aids are the basic and important necessities of education and make teaching more effective by using different senses (Tatari, et al., 2015). Educational technology in educational topics leads to the use of speed, accuracy and ease in teaching and learning (Hassevoort, et al., 2018). Education requires practice and learning, and technology is the effective use of teaching aids, and various techniques will be introduced to schools when teachers become familiar with and believe in it and act on their beliefs; because the optimal use and acquisition of skills in any work require the use and implementation of it. The use of teaching aids allows students to employ all their senses to learn; because teaching aids provide a tangible basis for thinking and constructing concepts, thereby reducing students'''' oral response. Today, education officials and experienced teachers together have understood and felt the necessity of recognizing and using of the teaching aids more than ever before, so that tomorrow''''s society will be more prosperous. Given the importance of teaching aids and materials and comparing it with the expectations of using these tools during teaching, the main question of the research is whether the equipment of educational technologies and teaching aids in improving the academic achievement of knowledge has any impact on the rate of promotion of the sixth grade students of Rudsar city. Case study In this study, the primary schools in Rudsar have been studied as a case study. Theoretical framework Educational technology is the analysis of learning problems and methods and the design, development, implementation, evaluation and management of educational and non-educational processes and resources to improve learning and performance in various educational centers, special training environments and job centers. Using technology in teaching is a method based on psychological findings. Research shows that the main role of educational technology is to help improve the efficiency and quality of the teaching and learning process. Technology does not teach learners, but rather influences the performance of the educator. The presence of teaching aids and necessary facilities will greatly help the teaching process. (Poloie, L., & Farhadian, F.2020). Teaching aids are tools and objects that help learners to understand the subject of education better and more. Teaching aids are one of the basic and important needs of education and make teaching more effective by using different senses. (Guraya, S. Y., & Abdalla, M. E.2020.). Methodology The present study was descriptive-correlational in nature and applicable in terms of purpose. The statistical population of this study included 31 primary school teachers in Rudsar and 578 primary school students in the sixth grade of Rudsar schools. The sample size of the statistical population of school teachers in Rudsar city was 31 teachers by census sampling method and the statistical population of students was 210 students by cluster random sampling method. Data collection tools were standard questionnaires of Pham and Taylor (1999) academic achievement, Yavuz (2005) educational technology equipment and Abdi (2012) educational aids. Data analysis was performed using stepwise regression test. Discussion and Results A stepwise regression model has been used in order to determine the best predictor of academic achievement among the predictor variables of educational technology equipment and teaching aids. According to the results of the first regression model, the standardized value of β related to the technology application variable is 0.359. This number shows that the technology application advantages variable affects directly on academic achievement, and the technology application advantages variable 0.359 predicts changes in the academic achievement criterion variable. If a unit of change is observed in the predictor variable of the advantages of technology application, the criterion of academic achievement variable changes to 0.359; which means that academic achievement increases by increasing the variable advantages of technology application. As can be seen, the value of T related to the technology application advantage variable (5.950) is significant at the level of 0.01. which means that the benefits of technology application variable has been able to justify 12.5% of the variance of academic achievement. Also, in the second model, the variables of technology application advantages and technology application assumptions entered into the equation, and the standardized value of β related to the technology application assumptions variable is 0.297. This number indicates that the variable of perceptions of technology application directly affects the variable of academic achievement, and the variable of perceptions of application of technology 0.297 predicts changes in the variable of the criterion of academic achievement. If a unit of change is observed in the predictor variable of listening skills, the variable of academic achievement criterion changes to 0.297; which means that the variable of academic achievement increases as the variable of perceptions of technology application increases. As can be seen, the value of T related to the variable of application of technology application is 2.239 and at the level of 0.01 is significant. That is, by adding the variable of technology application perceptions to the technology application benefits variable in the second model, 15% variance of academic achievement has been added and the variables of technology application benefits and technology application perceptions have been able to justify about 14% variance of academic achievement variable. Considering the significance of the calculated relationship with 0.99 probability, it is concluded that the researchhypothesis that educational technology equipment and teaching aids have an effect on improving the academic achievement of sixth grade students in Rudsar city is confirmed and the variables Advantages of technology application and ideas of technology application are the best predictors for academic achievement variable. Conclusion The findings of this study showed that there is a positive relationship between the variable of educational technology equipment and academic achievement. This result is consistent with and supported by research findings (Rezaee, J.etal.2016; Mohamadi, Y.2019; Guraya, S. Y., & Abdalla, M. E. 2020). It can be explained that when teachers and students believe that high levels of learning can be achieved with less time through the use of educational technologies, it can be easier to improve students'''' academic achievement by applying this Technologies improved. On the other hand, the effect of teaching aids on creating interest and motivation in students makes them more interested in using these tools and creates more motivation to do their homework. It also showed that there is a positive relationship between the variable of teaching aids and academic achievement. As long as teachers are familiar with active methods of teaching aids at high levels and have the necessary information about the types of educational technologies and know how to use each technology in different conditions, There will be better hope to improve the academic progress of students; Because the level of teachers'''' awareness in the use of teaching aids has a great impact on creating a culture and reducing educational errors. Therefore, when students have problems and make mistakes in the use of educational technologies, teachers direct them and advise them of their performance feedback on the use of technology. In this way, students will be more aware of the use of educational technologies and as a result, their academic progress will be continuously improved. The findings of this study showed that the components of technology application perceptions and the advantages of technology application of the variable of educational technology equipment are the best predictors of academic achievement.
samira pali; leyla ezani
Abstract
The aim of this study was to determine the mediating role of jubilation and academic motivation in the relationship between learning self-direction and social acceptance in female elementary school students in Tonekabon. The research method was descriptive-correlation. The population of this study was ...
Read More
The aim of this study was to determine the mediating role of jubilation and academic motivation in the relationship between learning self-direction and social acceptance in female elementary school students in Tonekabon. The research method was descriptive-correlation. The population of this study was female students of the second grade of elementary school in Tonekabon. 204 students were selected by means of cluster random sampling method. Data collection tools were Walland et al.'s Academic Motivation Questionnaire(1992), Crown and Marlowe Social Acceptance Questionnaire(1960), Fisher et al.'s Learning Self-Guidance Questionnaire(2001), and Oxford Jubilation Questionnaire. Data analysis using structural equation modeling showed that in the research model, the direct effect of the predictor and criterion variables was 0.38, the indirect effect was 0.600 provided that there is a jubilation mediating variable, and the indirect effect was 0.510 provided that there is an academic motivation mediating variable. Thus, due to the lower effect of direct path compared with indirect paths, the existence of mediating variables of jubilation and academic motivation increases the effect, and the mediating role in the research hypothesis was confirmed.
