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 ...
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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.
leila jalali; Mahtab jafari
Abstract
The purpose of this research is to investigate the mediating role of human resource improvement in the relationship between knowledge management and the job performance of secondary school teachers in Karaj city. The current research is an applicable research in terms of its purpose, and a survey-correlation ...
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The purpose of this research is to investigate the mediating role of human resource improvement in the relationship between knowledge management and the job performance of secondary school teachers in Karaj city. The current research is an applicable research in terms of its purpose, and a survey-correlation research in terms of research method. The statistical population of the research is 7690 secondary school teachers in Karaj city. Using the Tabaking formula, 200 people were selected as a sample from among the teachers by multi-stage cluster sampling method. To collect data, Velba & Jansen's human source training and improvement (2010), Lawson's knowledge management (2003), and Patterson's job performance (1990) questionnaires, which had acceptable validity and reliability, were used. Data were analyzed using descriptive and inferential statistical methods including correlation coefficient, path analysis, and structural equation model. The results showed that there was a significant relationship between knowledge management and job performance (p≥0.05). There was a significant relationship between improving human resources and job performance (p≥0.05). There was a significant relationship between knowledge management and improving human resources (p≥0.05). Also, the results of the structural equation model showed that the human resource improvement variable had a mediating role in the impact of knowledge management on job performance (p≥0.05). In general, it can be concluded that the improvement and development of knowledge management and training and the improvement of human resources can directly lead to an increase in the professional performance of teachers.
Extended Abstract
Introduction
Job performance means knowledge and ability to perform specific tasks, which requires proficiency in the use of special techniques and tools, and practical competence in behavior and activity. Such functions are obtained through education, internship and experience. The distinctive feature of job performance is that it is possible to achieve the highest level of competence and expertise, because this performance is accurate, specific and has objective and measurable criteria (Saatchi, 2007; Savari et al, 2017). Kampbell (1999) considers job performance to be behavior or actions that include the organization's goals and determine its efficiency, which can be determined by the level of skills determinable by providing a specific action or a set of actions (Nam & Park, 2019). Job performance is influenced by various factors, including knowledge management and improvement of human resources. Knowledge management is as a life cycle that includes four elements (Salami & Mohseni, 2019). On the other hand, the most important feature of today's organizations is change. Koper (2004) in the definition of human resource improvement writes: Human resource improvement is related to preparation for learning, development and training opportunities in order to improve individual and group performance and organizational improvement (Koper, 2004; Bigdali et al, 2018). ).
According to the mentioned materials, the main problem of the research is: what is the relationship between knowledge management and teachers' job performance with the mediating role of improving human resources?
Theoretical foundations
Knowledge management is a systematic and coherent process that uses a suitable combination of information technologies and human interaction to identify, manage and share the organization's information assets.
Job performance includes an area of organizational behavior that is related to people's jobs, and is in line with the achievement of the organization's goals. Job performance definitions mainly emphasize behavior compared to results (Jalal Zadeh & Nasiriyan, 2020).
Improvement refers to activities through which employees keep pace with the changes and growth of the organization. In organizational literature, there is a small difference between training and improvement.
Hoseini (2021) investigated the impact of flexibility of human resources on organizational innovation and job performance of the employees of Birjand Education Department. The results of the research showed that the flexibility of human resources has an effect on the organizational innovation of employees. Employees' skills and behavioral flexibility do not affect the organizational innovation of employees. The flexibility of human resource activities has an effect on the organizational innovation of employees. The flexibility of human resources affects the job performance of employees. Employees' skills, behavioral flexibility and flexibility of human resource activities do not affect the job performance of employees.
Por Rashidi (2021) investigated the mediating role of knowledge management and organizational learning in the impact of human resources development activities on employee innovation (case study of employees of Shahid Bahonar University, Kerman). The results showed that human resource development activities have a positive and significant effect on knowledge management. Human resources development activities have a positive and significant effect on the organizational learning of employees. Organizational learning of employees has a positive and significant effect on their innovation. Organizational learning of employees has a positive and significant effect on their innovation. Human resource development activities have a positive and meaningful effect on employee development. Finally, knowledge management and organizational learning play a mediating role in influencing human resource development activities on employee innovation.
Research Methodology
The current research is applicable in terms of its purpose, and is a descriptive research in terms of the research method of the correlative-survey type and based on structural equation modeling. The statistical population of the research is 7,690 secondary school teachers in Karaj city, among which 200 people were selected as a sample by using the smoking formula with a multi-stage cluster sampling method. The questionnaire of Patreson (1990) was used in order to collect data related to the job performance variable, and the questionnaire of Lavson (2003) for the knowledge management variable, and the questionnaire of Velba & Jansen (2010) for the human resources improvement variable were used.
Research Findings
In order to investigate the hypothesis of the research, the structural equation modeling method of structural equation modeling with the help of spss software was used, and then statistical liserel software was used to measure the effects of the independent and mediator variables with the dependent variable, and the results were as follows: the results of the first sub-hypothesis showed that based on the findings of inferential statistics, the coefficient of knowledge management impact on job performance is estimated at 0.46. Considering that the value of the significant number (t-value) is equal to 6.09 and more than 1.96; it means that knowledge management has a positive and significant effect on performance. The results of the second sub-hypothesis showed that based on the findings of descriptive statistics, the mean of the variable of job performance is equal to 3.48 out of 5, and its standard deviation is 0.94, which indicates that the teachers' job performance level is higher than the average. Based on the findings of inferential statistics, the impact factor of improving human resources on job performance is estimated at 0.31. Considering that the value of the significant number (t-value) equal to 4.16 is greater than the absolute value of 1.96; it means that improving human resources has a positive and significant effect on job performance. The results of the third sub-hypothesis showed that based on the findings of descriptive statistics, the mean of human resource improvement variable is equal to 3.69 out of 5 and its standard deviation is 0.69, which can be said that the teachers are average to high in terms of human resource improvement. Based on the findings of inferential statistics, the impact coefficient of knowledge management and improvement of human resources is estimated at 0.51. Considering that the value of the significant number (t-value) equal to 6.07 is greater than the absolute value of 1.96; that is, knowledge management has a positive and significant effect on the improvement of human resources. The results of the main hypothesis showed that the effect of the knowledge management variable on the improvement of human resources was accepted with a path coefficient of 0.51 and a t-statistic value of 6.07. Also, the effect of improving human resources on job performance was confirmed with a path coefficient of 0.31 and a t-statistic value of 4.16. On the other hand, considering that the absolute value of the Sobel statistic is equal to 4.208 and is greater than 1.96, and the significance level of the test (0.00) is lower than the error level of 0.05, it can be found at the confidence level of 95 percentage of mediating effect of human resource improvement in the relationship between knowledge management and job performance confirmed once again. Also, the value of the direct effect of knowledge management on job performance is equal to 0.46, the indirect effect of knowledge management on job performance is 0.158, and the total effect of knowledge management on job performance is estimated to be 0.618.
Conclusion and Discussion
The current research was conducted with the aim of mediating role of improving human resources in the relationship between knowledge management and teachers' job performance. The results of this research are consistent with the results of Morshedi Tonekaboni (2020); Yousefli & Efrai (2020); Salami & Mohseni (2019); Ghasemi-nejad Raini & Azari (2018); the application of knowledge management and training and improvement of human resources by providing creating conditions for more productivity of human capital, creating job feedback, more efficient and effective learning, satisfaction of applicants, stimulating motivation as well as creativity and innovation, creates the field of desire and motivation to work and career advancement, and ultimately leads to improvement.
According to the current research, it is suggested to pay special attention to training and improving the knowledge of employees and in this regard, design and implement training courses based on needs assessment by experts and establish the balance between the personal needs of teachers and the needs of the organization, the redesign of assessment and learning mechanisms, and the institutionalization of evaluation culture, reuse of workshop equipment and tools, and training and internship while doing work should be considered.
