management
Abdullah Hadi Pour
Abstract
The purpose of this study was to determine the effect of quality of in-service training on citizenship behavior of teachers in Tonekabon. This study was a descriptive-correlative one whose community consisted of all the teachers in Tonekabon in the academic year of 2018-2019 for both male and female ...
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The purpose of this study was to determine the effect of quality of in-service training on citizenship behavior of teachers in Tonekabon. This study was a descriptive-correlative one whose community consisted of all the teachers in Tonekabon in the academic year of 2018-2019 for both male and female students. The sample was 207 according to Morgan table. The sampling method was simple. Data collection tool was in-service quality of education questionnaire and organizational citizenship behavior questionnaire. Data analysis was performed using ANOVA and Bonferroni post hoc test. Findings showed that the difference between the qualities of in-service education was 45-31 with 91-76 at P ≤ 0.01 level and also, the 60-46 with 91-76 at P ≤ 0.05 level was significant and the quality of in-service training affects the organizational citizenship behavior of Tonekabon teachers
Javad Mehraban
Abstract
The present study was conducted to investigate the role of music education on students' psychological well-being. The method of this study was causal - comparative, and the statistical population of this study was Tonekabon high school students in the academic year of 2009-2010. The sampling method was ...
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The present study was conducted to investigate the role of music education on students' psychological well-being. The method of this study was causal - comparative, and the statistical population of this study was Tonekabon high school students in the academic year of 2009-2010. The sampling method was targeted, with 100 students in two groups of music and normal students. The measurement tool in this study was Reef's psychological well-being scale (1989). The results of this study showed that the average rank of psychological well-being of students is equal to 71.61 and of non-students is equal to 29.84, and the Z test value is equal to 7.123 at the level of 0.01significance. Thus, music education has had an effect on students' psychological well-being (P <0.01). By including music education programs as an independent curriculum, steps can be taken to promote the students' mental health indicators.
Mansour Allah Yar
Abstract
The aim of this study was to determine the mediating role of employee creativity in the relationship between job self-efficacy and entrepreneurship of education and training staff in Birjand. The research method was correlational. The statistical population of this study included all the training staff ...
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The aim of this study was to determine the mediating role of employee creativity in the relationship between job self-efficacy and entrepreneurship of education and training staff in Birjand. The research method was correlational. The statistical population of this study included all the training staff of Birjand city in the academic year of 2009-2010. Based on Karajsi and Morgan table (1970), 234 samples were selected by cluster sampling method. Data collection tools were Riggs & Knight's Self-Efficacy Questionnaire (1994), Redsip's Creativity Questionnaire (1979), and Hill's Organizational Entrepreneurship Questionnaire (2003). Data analysis using structural equation model showed that the fitness indicators are in the desired level. This shows the appropriate fitness of the role model of employee creativity in the relationship between job self-efficacy and entrepreneurship of education and training staff in Birjand. There is also a relationship between job self-efficacy and entrepreneurship of Birjand education and training staff. There is a relationship between employee creativity and entrepreneurship of Birjand education and training staff.
neda mohseni
Abstract
The present study was conducted to evaluate the feasibility of establishing e-learning in Sarmayeh Bank. The research method was descriptive. The statistical population in this study were learners, teachers, officials and experts in the fields of data engineering and education. 16 teachers and 300 learners ...
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The present study was conducted to evaluate the feasibility of establishing e-learning in Sarmayeh Bank. The research method was descriptive. The statistical population in this study were learners, teachers, officials and experts in the fields of data engineering and education. 16 teachers and 300 learners for measuring the cultural component, 12 officials and data experts for measuring the technical component, and 12 officials and education experts for measuring the educational component were selected by census method. Data collection tools were Cultural, Technical and Educational Susceptibility Assessment Questionnaire. Data were analyzed by means of one-sample t-test and chi-square test. The findings of this study showed that the possibility of establishing a virtual education system in Sarmayeh Bank is approved and useful in terms of cultural, technical and educational infrastructure (P <0.01); Therefore, it is possible to establish e-learning in Sarmayeh Bank, and for the development of e-learning in the bank, more specialized staff should be trained, employees should be interested, and hardware and software facilities should be upgraded.
Rahmatollah Azimi
Abstract
The aim of this study was to evaluate the effectiveness of movement therapy on visual-motor errors of students with special learning disabilities in schools in Tehran. This research was conducted in the form of a quasi-experimental study with a control group and within the framework of a pre-test and ...
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The aim of this study was to evaluate the effectiveness of movement therapy on visual-motor errors of students with special learning disabilities in schools in Tehran. This research was conducted in the form of a quasi-experimental study with a control group and within the framework of a pre-test and post-test design for both experimental and control groups. The sample group consisted of 30 male students with special learning disabilities living in Tehran who were selected by cluster random sampling and then randomly assigned to the experimental and control groups, 15 in each group. The rate of visual-motor errors of the participants in this study was measured by the visual-motor test of Gestalt port in pre-test and post-test. Movement therapy program intervention was performed on the experimental group for 12 sessions of 90 minutes three days a week. After the end of the movement therapy program, the post-test was performed for both groups. The results of analysis of covariance showed that the rate of visual-motor errors in the experimental group decreased significantly at the confidence level (P <0.05). Therefore, it can be said that movement therapy can reduce the rate of visual-motor errors in students with special learning disabilities.
ebrahim khashi jamalzehi
Abstract
The aim of this study was how to determine the effectiveness of visual teaching method using PowerPoint, video and photos and based on the educational management model on students' conceptual learning. A quasi-experimental method was used in this study. The statistical population included female students ...
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The aim of this study was how to determine the effectiveness of visual teaching method using PowerPoint, video and photos and based on the educational management model on students' conceptual learning. A quasi-experimental method was used in this study. The statistical population included female students of humanities in districts 1 and 2 of Tehran who were studying in the academic year 2017-2018. The sample size was determined based on Krejcie Morgan table, according which 297 students from among 1300 female students studying in the field of humanities. The education management model was based on visual instruction in the history course for the experimental group, and the current and traditional teaching method for the control group. The students' pre-knowledge was measured by means of the academic achievement test of the history course regarding the current situation at the first step, and after implementing the model for the experimental group, post-test was performed in either groups. The data collected from the paired t-test showed a significant effect of the educational management model based on visual teaching on conceptual learning of students' history course in the experimental group. With the familiarity and support of school principals, it is necessary to create a suitable structure and atmosphere for the implementation of the learner management model in the teaching process.t-test showed a significant effect of the educational management model based on visual teaching on conceptual learning in the history of students in the experimental group. It is necessary to create a suitable structure and atmosphere for the implementation of the learner management model in the teaching process through familiarizing and support of school principals.
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 ...
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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.
Sima Alizadeh
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of fear of failure and perceived stress in the relationship between shyness and social anxiety of Payame Noor University students in Marand branch. The research method is essentially descriptive-correlative. The statistical ...
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Extended AbstractAbstractThe aim of this study was to investigate the mediating role of fear of failure and perceived stress in the relationship between shyness and social anxiety of Payame Noor University students in Marand branch. The research method is essentially descriptive-correlative. The statistical population of the study consists of 6433 students of Payame Noor University, Marand Branch. The sample size of the study was 165 people by cluster random sampling. Cheek and Briggs (1990) Shyness Questionnaire, Cohen et al. (1983) Perceived Stress Questionnaire, Conroy Fear of Failure (2001) and Ilina (1996) Social Anxiety Questionnaire were used to collect data. Its authenticity was confirmed by the supervisor and academic experts and its reliability was also confirmed by Cronbach''''s alpha coefficient test. In order to analyze the data, the structural equation technique was used using Lisrel statistical software and Spss statistical software. Findings show that students with high perceived stress due to extreme self-assessment of their performance and that their main focus is on the negative aspects of events that happen to them are more likely to develop shyness. Due to high fear of not Acceptance and fear of being criticized by others, these people experience more shyness than people with low self-criticism. IntroductionExcessive fear, anxiety, and abnormal behaviors associated with these symptoms are common and main features of anxiety disorders. In the absence of danger or despite the insignificant danger, the person in these disorders feels that there is a great danger lurking, so it is strongly aroused physiologically and emotionally (Akrami, Nazhvani Shirvani, Zamani, 2020). Perceived stress is one of the major problems of human society and a great number of people are struggling with it. Stress seems to be an essential component and an inevitable result of human interaction with the environment. Stress involves the physical, mental, and emotional reactions that are experienced as a result of changes and needs in a person''''s life. Changes can be large or small. People respond differently to life changes. Positive stress can be a motivator, while negative stress can occur when these changes and needs fail. Perceived stress is a psychological state or process in which a person perceives his or her physical and psychological well-being as threatening. In other words, perceived stress is a person''''s perceived abilities and reassurance in the face of environmental demands. Stresses related to education has a greater impact on students'''' stress levels than stressors related to emotional and health relationships (Talebzadeh, Shahreiari, 2019). Social anxiety disorder is an extreme or unusual fear of situations in which a person''''s behavior or performance may be examined or evaluated by others. Social anxiety is a distressing or stressful feeling that is difficult to describe and control and that one experiences when one is in a social situation. People with social anxiety disorder have many psycho-social problems and this disorder has negative effects on their social, educational, occupational and mental performance (Haghayegh, Mosavi, 2019). Shyness is a painful feeling that is associated with many psychological problems, including aggression, depression, physical disorder, anxiety, obsessive-compulsive disorder, interpersonal sensitivity, personality disorders, drug use, post-traumatic stress disorder, and low self-esteem. Gilbert and Tanji (1998), edited by Gilbert and Miles, 2000) argue that the experience of criticism, understanding social status, and blame styles play an important role in shyness and social anxiety. They also believe that criticism and social setbacks can lead to feelings of shyness, especially if the person being criticized believes the criticism is correct and realizes that its undesirable and unattractive aspects have been observed by others (Doost Mohammadi, 2020). Higher education organizations such as Payame Noor University of, Marand Branch are one of the most important and key organizations in training knowledge-based human resources. Therefore, it is very important to pay attention to the correct category of education and keep students from the existing margins that cause damage to their educational process. Given that shyness is very common in today''''s societies, especially among adolescents and young people, so paying attention to this category and controlling it is very important. According to the contents of this study, an attempt is made to answer the question of whether fear of failure and perceived stress play a mediating role in the relationship between shyness and social anxiety of students of Payame Noor University, Marand Branch? 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 for education is a way that higher education organizations such as Payame Noor University, Marand Branch is one of the most important and key organizations in training knowledge-based human resources. Therefore, it is very important to pay attention to the correct category of education and keep students from the existing margins that cause damage to their educational process. Given that shyness is very common in today''''s societies, especially among adolescents and young people, paying attention to this category and controlling it is very important. Reese''''s (2011) research showed that shyness has a mediating effect between self-criticism on variables based on social support, positive and negative life events, and satisfaction in close relationships, and in turn, provides the conditions to help contribute to the symptoms of depression.MethodologyThe present study was a descriptive correlative study. The statistical population of this study consists of 6433 students of Payame Noor University, Marand Branch. In the end, 163 responses were selected as the final sample size. The method of sampling is cluster random. To collect data related to the shyness variable, the Check and Brigger Questionnaire, Cohen et al. (1983) Questionnaire of Assessing Fear of Failure in Conroy Performance (2001) and Ilina (1996) Social Anxiety Questionnaire has been used.. Descriptive statistics (frequency, percentage, mean and standard deviation) was accomplished by SPSS 22 software, and to test the research hypotheses, first Kolmogorov-Smirnov test was used to check the normality of the research data distribution and then the structural equation technique by LISREL statistical software was used.Discussion and Results"t-value" is used to evaluate the significance of the relationship between variables. Since significance is checked at the error level of 0.05, if the amount of observed factor loads is calculated by t-value test is less than 1.96, the relationship is not significant and will be displayed in red in LISREL software. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its visible variables (questionnaire items) in all cases is greater than 0.3. Therefore, the operating structure of the questionnaire will be confirmed.The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its visible variables (questionnaire items) in all cases is greater than 0.3. Therefore, the operating structure of the questionnaire will be confirmed. After calculating the standard operating load, a significant test should be performed. Based on the results observed in Figure (2), the factor load of t-statistic of the measurement indices of each of the studied dimensions at the 5% confidence level is greater than 1.96. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its visible variables (questionnaire items) in all cases is greater than 0.3. Therefore, the operating structure of the questionnaire will be confirmed.The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its visible variables (questionnaire items) in all cases is greater than 0.3. Therefore, the operating structure of the questionnaire will be confirmed. In order to investigate the mediating effect of fear of failure and perceived stress in the hypothesis in question, the direct effect of two structures with indirect effect in the case of mediating variables should be examined so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the direct effect is 0.33. The indirect effect in the presence of the mediating variable of fear of failure is: 0.63 × 0.67 = 0.422Indirect effect in the presence of the mediating variable of perceived stress is: 0.59 × 0.64 = 0.377Due to the fact that the direct path effect is less than the indirect path, so the existence of mediating variables increases the fear of failure and perceived stress and the mediating role in the present hypothesis is confirmed.ConclusionThe research hypothesis assesses the mediating role of fear of failure and perceived stress in the relationship between shyness and social anxiety of students of Payame Noor University, Marand Branch. In the present hypothesis, the direct effect is 0.33. Due to the fact that the direct path effect is less than the indirect path, so the existence of a mediating variable increases the fear of failure and perceived stress and the mediating role in the present hypothesis is confirmed. The results of the research hypothesis test are consistent and supported by the research findings of (Doost Mohammadi, 2020., Samadi, et al. , 2018., Pirfalak, 2018., Ran & et al, 2018). The hypothesis test results explain that students with high perceived stress are more likely to develop shyness due to extreme self-assessment of their performance and that their main focus is on the negative aspects of what is happening to them. , Due to high fear of rejection and fear of being criticized by others, these people experience more shyness than people with low self-criticism. On the other hand, the fear of failure in affairs makes the person worry about losing the reputation of his friends, and this in turn will cause him to withdraw from the group of friends. Finally, given that reducing social anxiety can increase a person''''s ability to communicate well with others and reduce anxiety in social situations, social inhibitions, or interpersonal behaviors due to concerns about interpersonal evaluation; it can play a role in reducing shyness and its components.
maryam ghafouri; Fatemeh Mosadeghi Nik
Abstract
Extended AbstractAbstractThe aim of this study was to determine the mediating role of school bonding in the relationship between psychological toughness and aggression. The method of this study was descriptive-correlative. The statistical population of the study was the second female high school students ...
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Extended AbstractAbstractThe aim of this study was to determine the mediating role of school bonding in the relationship between psychological toughness and aggression. The method of this study was descriptive-correlative. The statistical population of the study was the second female high school students in Ramsar. A total of 217 students were selected as the statistical sample size by cluster sampling. Data collection tools were Rezaei Sharif and Hajiloo School Connection Questionnaires (2016), Long and Golett Psychological Hardiness(2003), and Eiseng and Glenn Wilson Aggression (1975), which were validated by academic experts and their reliability was confirmed by Cronbach alpha coefficient test. The structural equation technique was used to analyze the data, using Lisrel statistical software and Spss statistical software. Quantitative findings of testing the research hypotheses showed that there is a positive and significant relationship between psychological toughness and school bonding. There is a negative and significant relationship between school bonding and students' aggression. There is a negative and significant relationship between psychological toughness and student aggression, and finally, the link with school has played a mediating role in the relationship between psychological toughness and aggression of the student.IntroductionToday, education, either in general or specific, is an important part of every person's life, and the quality and quantity of education also plays an important role in the future of the individual. Therefore, the psychologists have spent nearly one century to identify exhaustively the predictive factors of academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid tool. For example, understanding how students behave in certain situations can increase effectiveness of educational tools as well as teacher training methods and education system and finally students' progress (Hamedi Nasab., & Asgari, 2020). Students' academic achievement is one of the important indicators and criteria for the efficiency of the educational system, and therefore the analysis of related factors is one of the most basic research topics in the education system. The study and review of already-done researches shows that academic achievement is not the result of one single factor but several factors affect this variable. Communication with the school can be defined as the extent to which students feel satisfied with being in school; Relationship with the school is defined as students' perception of school support that has a favorable atmosphere and a supportive culture (Rezaei Sharif, Hajloo, 2016). On the other hand, connection with school includes the definition of participation in school, commitment to valued principles, and beliefs to school, and the mental feeling of being accepted, encouraged by others in the classroom, and the feeling that one is an important part of classroom activity. Also, the concept of connection with the school includes the connection of students' experiences with the school, the feeling of security in it, receiving respect from teachers, attachment to the school, the level of participation and involvement in the school and commitment to school values and beliefs (Jafari Harand & et al. 2019). Meanwhile, aggression among children and adolescents is a serious social problem rapidly spread in recent years (World Health Organization, 2015). Aggression and violence exist from childhood and are kept on over time and continue into adolescence and adulthood; so that the highest emergence of aggression is in adolescence (Shakeri, et al., 2019). Aggression weakens the regulation and management of emotions, expressing inappropriate behaviors and emotions, slowing down mental processing and hasty and inappropriate decision making (Jalil, et al., 2017). Hardiness is a set of personality traits introduced by Cubasa (1979) and acts as a source of resistance to stressful life events. This personality variable consists of three interrelated components including commitment, control, and challenge. People with high stubbornness feel more committed to whatever they do, and dedicate themselves to the goal (commitment) in addition to feeling in control of the situation (control) and considering the challenges and limitations of life as an opportunity to grow (challenge) (Hashemi, et al., 2019). Psychological stubbornness creates a certain inner attitude that on the one hand affects a person's view of his abilities and on the other hand has a positive effect on how a person performs among peers and the community. The characteristics such as significant curiosity, the desire to have interesting and meaningful experiences, the belief in the effectiveness of what is mentally imagined, the expectation that changing is natural, and any important stimulus can lead to growth and development can affect academic and social performance. (Azimi, et al., 2018). Based on the above, the researcher tries to answer the question of whether there is a significant relationship between psychological stubbornness and aggression of high school female students with the mediating role of bonding with school.Theoretical frameworkZhang (2010) states that stubbornness is associated with five major personality factors; So that the three components of stubbornness (commitment, control and challenge) have a negative and significant relationship with neuroticism and a positive and significant relationship with the other four personality factors (extraversion, delightedness, pleasantness and conscientiousness). Psychological toughness also reduces depression and anxiety. Psychological hardiness reduces test anxiety and increases students' academic achievement (Azimi, et al., 2018). Social psychologists define aggressive behavior as conscious behavior aimed at inflicting physical or mental suffering. This behavior should not be confused with the prove-oneself-to-others, although many people roughly call others aggressive (Sharifi, S.2017).MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the study consists of 1774 female students studying in the second secondary school of Ramsar city in the 1300-1400academic year. Due to the large size of the statistical population, three schools were randomly selected and one classroom was selected from each school, which included the tenth, eleventh and twelfth grades. A total of 9 classrooms were selected with a student population of 250. Accordingly, the sampling method was cluster random. Library and field methods were used to collect data. Considering that all the questionnaires used in the present study have been reviewed by university professors and experts and their validity and reliability have been measured; the researcher personally took action on the validity and reliability of research tools to improve the validity of the questionnaires.Discussion and ResultsStructural equation modeling has been used for analysis. Since the root mean index of the mean squared is approximately 0.037, the model has a good fit. Other goodness-of-fit indicators have also been accepted in the range. The strength of the relationship between psychological toughness and school bonding has been calculated to be equal to (0.79), indicating that the correlation is favorable. The t-test of the test (8.83) was obtained which is greater than the critical value of t at the 5% error level (1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a positive and significant relationship between students' psychological toughness and their connection to school. Also, the calculated strength of the relationship between school and aggression is equal to (-0.83), which indicates that the correlation is favorable. The t-test of the test (-9.72) was also obtained, which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a negative and significant relationship between students' connection with school and their aggression. Also, the strength of the relationship between psychological toughness and aggression has been calculated equal to (-0.52), which indicates that the correlation is favorable. The t-test of the test (-6.62) was obtained which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a significant negative relationship between students' psychological stubbornness and their aggression.In order to investigate the mediating effect of school connection goals on the relationship between psychological toughness and student aggression in the hypothesis in question, the direct effect of two structures with indirect effect on the involvement of the mediating variable should be investigated in order to consider the mediator acceptable provided that the effect increases. In the present hypothesis, the direct effect is equal to (-0.52). The indirect effect if there is a mediator variable of school connection is: (0.83-) × (0.79) = (0.655-)Due to the fact that the direct path effect is less than the indirect path effect, so the existence of the mediating variable of the link with the school increases the strength of the relationship and the mediating role in the present hypothesis is confirmed.ConclusionThe results of this main hypothesis are explained by the fact that the characteristic of psychological toughness creates a certain inner attitude in students that affects the way they deal with various academic problems and causes patience and learn to struggle in the face of adversity and to endure difficult and stressful events (et al.2016.Behroozy). Psychological toughness also causes students to have a positive attitude towards their abilities and capabilities and consider challenging situations in the school environment as an opportunity for learning, growth and academic success, not a threat to their safety and comfort. In fact, they do not ignore or underestimate the importance of problems, but face various problems actively, especially educational problems, and try to solve them (Murray. Et al.2014). Psychological toughness is rooted in concepts such as having a purpose and meaning in life, being valuable, power and responsibility resulting from individual freedom and ability to select, the importance of mental experience and the effective role of the individual in building society. The connection with the school also represents an important arena for students in which they feel safe and valued at school, feel free to face social and academic challenges, and explore new ideas in the school environment. These results are consistent with the findings of Martinez-Ferrer et al. (Martinez-Ferrer et al. 2018).According to the results of the present study, it is suggested that in order to improve the school-student connection, workshops and guidance sessions and even group and individual counseling be organized by counselors and school officials for students, in which the necessary training related to psychological toughness for students are provided. It is also suggested that those involved in the education system in the needs assessment of in-service education programs and the development of cognitive standards using international experiences and local conditions of the country to pay more attention to these issues, and teachers benefit from the acquisition of abilities, how students grow, information about the subject of teaching, how to produce and organize subject knowledge, use of knowledge and technology skills in the learning process.
zahra sabahi; Marzieh Heydari
Abstract
Extended AbstractAbstractThe aim of this study was to explain and rank the factors affecting the quality of students' online learning during corona disease. The research method is descriptive-correlative and the statistical population is all primary and secondary school students in Sarchahan city (600 ...
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Extended AbstractAbstractThe aim of this study was to explain and rank the factors affecting the quality of students' online learning during corona disease. The research method is descriptive-correlative and the statistical population is all primary and secondary school students in Sarchahan city (600 people) in the academic year of 2020-2021. To select the sample size using Cochran's formula, a sample of 234 people was selected by stratified random sampling. The standard questionnaire of Elmilai et al. (2020) was used to measure the research variables. The reliability of the questionnaire was evaluated by Cronbach's alpha coefficient, and estimated to be 0.87; and its validity was evaluated and confirmed by construct and content validity. Using the structural equation modeling method, the research hypotheses were analyzed and the factors were weighted and ranked using the hierarchical technique. The results showed that executive support has a negative and significant relationship with the quality of e-learning. Course content, course design, social support, technical support, instructor and learner characteristics also have a positive and significant relationship with the quality of e-learning. The results of ranking the factors through the method of hierarchical analysis process showed that the course design variable is in the highest priority, followed by executive support, learner characteristics and course design in the second to fourth priorities. Social support variables and coaching characteristics were in the lowest priority.IntroductionE-learning supports students in making effective use of their time and commitment to courses. E-learning can increase self-confidence, reduce stress, and increase enthusiasm and empathy (López-Catálan et al, 2018). However, there are problems in preparing content for e-learning, because students may not be able to access educational materials or do not have a proper understanding of the content in the electronic platform (Bovil, 2020, Bovill and Woolmer, 2018). Nevertheless, teachers find the e-learning platform to be highly interactive, as lesson plans can be mapped with visual aids and attractive learning (Marutschke et al, 2019). In the current situation, Covid-19 has completely changed the educational phase. Although in this global epidemic; administrators, teachers, and students struggled with how to achieve the overall goals of institutions and individuals, in March 2020, the Centers for Disease Control and Prevention issued guidelines to students on alternative training methods for Communicated classes and assignments. Popular virtual classroom programs include Zoom and Adobe Connect around the world (Stone, 2020), and in Iran Shad for teaching schools, and Adobe Connect and Skyroom for universities, which play an important role in the transition from face-to-face classes to online system and training. Learning with electronic technology such as online classes and portals for access to extracurricular courses is known as e-learning (Ngamporn-chai and Adams, 2016). Given the above, the main issue of the research is: what are the factors on the quality of students' online learning in the days of Corona? Theoretical frameworkThis study was conducted with the aim of emphasizing the use of technology in meeting the needs of qualitative education and expectations of school students in Sarchahan city. Also, ranking the influential factors is one of the most important goals of this research. Given that no comprehensive research has been conducted in this field in the country, this research is absolutely necessary and the researcher hopes that the results of this study can help decision makers, government policy makers, teachers and students to plan their activities to improve the quality of education. Because many problems were created due to the corona epidemic and the decision of the educational system to run classes online. The unpreparedness of the educational system in dealing with such an event and the lack of proper management and many infrastructural problems caused the students of schools in Sarchahan city to face many problems to study. Pur Takeli et al, (2021) in a study examined the design of an electronic content development model based on the factors affecting e-learning satisfaction. The results showed that factors such as content, interaction, technology, educator, service quality, design, perceived ease of use, personalization, perceived usefulness, learner, perceived value and self-efficacy were the most important factors affecting e-learner satisfaction.Marlina et al, (2021) in their study examined the factors that affect students' acceptance of e-learning. The results showed that users' satisfaction with e-learning is affected by the quality of education, service quality and information quality.MethodologyThis research is applicable in terms of purpose, and descriptive correlative according to method. The statistical population of the study was all primary and secondary school students in Sarchahan city in the academic year of 2020-2021 (600 people). Cochran's sample volume formula was used to determine the volume. 234 people were selected using stratified sampling method according to the volume. For this purpose, first, three grades; elementary, first high school, and second high school; each were considered as one stratum, so that students in different levels could be easily available. The questionnaire of Elimelay et al, (2020) with 27 questions; based on a 5-point Likert scale (strongly agree to strongly disagree) was used to collect data related to research variablesDiscussion and ResultsIn order to test the research hypothesis and analyze the data, softwares of SPSS23, PLS3 and Expert Choice were used, and the results showed that the coefficient of the extrinsic variable path of executive support on the e-learning quality variable was 0.102 with a t-value of 1.522 and a significance level of 0.183. The error level of 0.05 with the confidence of 0.95 is not significant, so there is no positive and significant relationship between executive support and the quality of e-learning. The coefficient of the extrinsic variable path of the course content on the e-learning quality variable is 0.469 with a t-value of 5.805 and a significance level of 0.000. The error level of 0.05 with a confidence level of 0.95 is significant, so there is a positive and significant relationship between course content and e-learning quality. The coefficient of the extrinsic variable path of course design on the e-learning quality variable is 0.153 with a t-value of 2.195 and a significance level of 0.029. The error level of 0.05 with a confidence of 0.95 is significant, so there is a positive and significant relationship between course design and e-learning quality. The coefficient of the extrinsic variable path of social support on the variable of e-learning quality is 0.255 with a t-value of 5.123 and a significance level of 0.000. The error level of 0.05 with a confidence of 0.95 is significant, so there is a positive and significant relationship between social support and e-learning quality. The coefficient of the exogenous variable path of technical support on the e-learning quality variable is 0.190 with a t-value of 2.448 and a significance level of 0.008. The error level of 0.05 with a confidence level of 0.95 is significant, so there is a positive and significant relationship between technical support and e-learning quality. The coefficient of the exogenous variable path of instructor characteristics on the variable of e-learning quality is equal to 0.182 with a t-value of 3.156 and a significance level of 0.000. The error level of 0.05 with a confidence level of 0.95 is significant, so there is a positive and significant relationship between instructor characteristics and e-learning quality. The coefficient of the extrinsic variable path of the learner's characteristics on the e-learning quality variable is 0.217 with a t-value of 3.696 and a significance level of 0.000. The error level of 0.05 with a confidence of 0.95 is significant, so there is a positive and significant relationship between learner's characteristics and e-learning quality.ConclusionThe aim of this study was to investigate and rank the factors affecting the quality of students' online learning during corona disease. The results of this study are consistent with the findings of Pur Takeli et al, (2021), Elumalai et al, (2021) and salehi et al, (2019); E-learning, which in recent years due to the corona epidemic has received serious attention in scientific and educational circles and has grown and expanded rapidly, serves as a bridge between student and teacher. The application of various components of information and communication technology, especially the Internet, in the organization and management of educational systems is not the only criterion for the quality of e-learning of Madras Sarchahan students. Therefore, paying attention to the needs of Sarchahan Madrasa students and meeting them can also be one of the important measures that principals should pay attention to. In addition, based on the results, the course design variable is in the highest priority, followed by executive support, learner characteristics and course design in the second to fourth priorities. Social support variables and coaching characteristics are the lowest priority.According to the present study, it is suggested that, while paying attention to the design of the course, Sarchahan education system try to create an environment for providing quality learning experiences for students and try to design the courses in a way that is most effective. In-service courses and conferences should be held for teachers and students to get acquainted with educational design patterns and the application of each of them. Also, the content should be prepared as a standard and in a suitable framework for the students of Sarchahan schools. In designing an e-learning system, items such as organizing and supporting, faster responding, and providing training classes to work with the system are recommended.
Afsaneh babaei parsheh; Fatemeh Mosadeghi Nik
Abstract
AbstractThe present study was conducted with the aim of determining the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The research method was descriptive-correlative in nature, and ...
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AbstractThe present study was conducted with the aim of determining the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 295 girls' secondary school teachers in Rudsar city with a statistical sample of 167 people and 4006 girls' secondary school students in Rodsar city with a statistical sample of 216 people. In order to collect data, questionnaires of Babaei (2008), questionnaire of Jing & Morgan (1999), questionnaire by Yazdani (2012), and questionnaire by Koein Dam (2004) were used. In order to analyze the data, structural equation technique was used using Lisrel statistical software and Spss statistical software. The research findings showed that there is a positive and significant relationship between teachers' information literacy and students' academic self-efficacy. There is a positive and significant relationship between teachers' communication skills and students' academic self-efficacy. The results of the research showed that intelligence beliefs have a moderating role in the relationship between information literacy and teachers' communication skills with students' academic self-efficacy. Extended AbstractIntroductionIn the field of self-efficacy, research shows that students who have made great academic progress have been able to manage learning and resistance against social pressures due to their self-efficacy beliefs (Ghasemi, 2014). When a student believes that he has the ability to progress and achieve success, he has achieved academic self-efficacy. Self-motivated students, especially when faced with problems, show hard work and perseverance more than people who doubt their abilities. When students' perception of educational effectiveness is high, they will participate in activities that accelerate the development of their skills and abilities (Maghsudi, Esmaeili Shad, 2017). Intelligence belief is a factor that affects the level of students' learning. People's intelligence beliefs have been considered as their superior styles. According to them, belief in intelligence is an internal mediator that provides prominent mental structures for cognition, emotion and behavior. Therefore, intelligence beliefs can be placed within the dimension of document stability, because they mainly refer to the changeability of intelligence ability and being effective or not of effort and training of intelligence ability (Habib Khalgh, 2016).Information literacy is the ability to obtain, evaluate and use information from various types of sources (Franklin et al, 2019). Information literacy is a tool for individual empowerment. This empowerment can be seen in a person's skill in analyzing and making research decisions or his independence in searching for the truth (Farokh & Shah Talabi, 2018). Information literacy is the set of skills necessary to search, retrieve and effectively use different information sources (Lee et al, 2020). People with these skills can correctly identify their information needs, identify the resources necessary to meet this need, and search, identify and select information by formulating appropriate strategies in these sources, that is, they are able to critically evaluate the results of this search, choose the most suitable options, and recognize the information value of the sources to meet their information needs.Theoretical frameworkInformation literacy is the set of skills necessary to search, retrieve and effectively use different information sources (Karantzas & ETAL, 2017). Communication skills refer to the ability of managers to effectively exchange ideas and information with others (Tari et al, 2020). Educational self-efficacy beliefs help determine what a student can do with their knowledge and skills. As a result, educational progress is largely influenced by the student's perceptions of his abilities and predicted by it (Nazerzadeh et al, 2020), (Doek, 2011). Intelligence beliefs include incremental intelligence belief and inherent intelligence belief. The belief of incremental intelligence refers to the fact that intelligence is a flexible, increasable and controllable quality. On the other hand, the inherent belief about intelligence refers to the fact that intelligence is a fixed, inflexible and non-increasing quality.Messer (2020) investigated the effect of information literacy and communication skills on performance improvement. The results of the research showed that information literacy and communication skills have a significant effect on performance improvement.Kiya (2020) conducted a research titled "Investigation of the relationship between information literacy and the level of creativity and self-efficacy of Farhangian University students". According to the results, it can be said that the more the information literacy of students is improved, the more it affects the creativity and self-efficacy of students.MethodologyThe research method was descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the research was made up of 295 girls' secondary school teachers in Rudsar city with a statistical sample of 167 people, and 4006 girls' secondary school students in Rodsar city with a statistical sample of 216 people. In this research, cluster random sampling method was used. The questionnaire (Babaei, 2008) was used to collect data related to the variable of intelligence beliefs, and the questionnaire (Jing & Morgan, 1999) for the variable of academic self-efficacy, and the questionnaire by (Yazdani, 2012) for the variable of information literacy, and the questionnaire by (Koein Dam, 2004) for the variable of communication skills. Discussion and ResultsIn 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 was used to test the hypotheses from inferential statistics. Then pls software was used to test the hypotheses or the conceptual model of the research, and the results showed that the strength of the relationship between teachers' information literacy and students' academic self-efficacy was calculated as equal to (0.34) and shows that the observed correlation is significant. The strength of the relationship between teachers' communication skills and students' academic self-efficacy has been calculated equal to (0.45) and shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic self-efficacy has been calculated (0.34) and shows that the observed correlation is significant. The strength of the indirect relationship between information literacy and academic self-efficacy in the presence of the variable of intelligence beliefs has been calculated (0.67) and shows the correlation observed is significant. The strength of the direct relationship between communication skills and academic self-efficacy has been calculated (0.45) and shows that the observed correlation is significant. The strength of the indirect relationship between communication skills and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.74) which shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic self-efficacy has been calculated (0.34) which shows that the observed correlation is significant. The strength of the indirect relationship between information literacy and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.67) and it shows that the observed correlation is significant. The strength of the direct relationship between communication skills and academic self-efficacy has been calculated (0.45) and shows that the observed correlation is significant. The strength of the indirect relationship between communication skills and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.74) and shows that the observed correlation is significant. Considering the strength of the direct path relationship is less than the indirect paths, therefore, the existence of the modulating variable of intelligence beliefs increases the strength of the relationship and the role of the modulating variable of intelligence beliefs is confirmed in the current hypothesis.ConclusionThe present study was conducted with the aim of determining the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The results of this hypothesis are consistent with the research findings of Yavari (2019); Maghsudi & Esmaeili Shad (2017); and Ras et al, (2016). Students recognize themselves in their academic tasks with sufficient and autonomous knowledge, they understand themselves better and engage themselves with the goals and assignments and as a result, they succeed in their studies. In addition, in this case, they get the necessary satisfaction about their own learning. In fact, when students consider themselves efficient and put their homework under their control, their internal motivation for academic homework increases (Nokarizi & Dehghani, 2013). Students who believe that their efforts will lead to better results from the classroom system, focus their efforts on learning from lessons and getting excellent grades. According to the results of the present study, it is suggested that the officials and those involved in education should be more sensitive about the academic self-efficacy of their students so that they can benefit more from their progress in the future. By using strategies such as verbally persuading students when solving relatively difficult problems, providing conditions for participation and teamwork, and fostering the belief that learning requires continuous and high effort, the conditions for increasing academic self-efficacy and using learning strategies provide effective academic engagement.
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 ...
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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.
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.
razieh aghababaei; hamid rahimi
Abstract
The purpose of the present study was to investigate the mediating role of psychological security in the effect of perceived ethical leadership style on teachers' voice behavior. The current research was descriptive-correlative, and the statistical population included primary school teachers of Ray city ...
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The purpose of the present study was to investigate the mediating role of psychological security in the effect of perceived ethical leadership style on teachers' voice behavior. The current research was descriptive-correlative, and the statistical population included primary school teachers of Ray city in the academic year of 2022-2023 as many as 849 people, and the sample size was obtained 383 people by using Cochran's formula and stratified random sampling method., Three questionnaires were used in order to collect data: ethical leadership questionnaire by Brown et al. (2005), Hames' voice behavior questionnaire (2012), and Edmonson's psychological security questionnaire (1999). The reliability of the questionnaires was obtained through Cronbach's alpha coefficient: 0.88 for ethical leadership, 0.85 for voice behavior, and 0.90 for psychological security. Research data analysis was done by Smart Pls and Spss statistical software at descriptive and inferential levels. The results showed that the mean of ethical leadership (3.06) is slightly higher than the average (3), and the mean of voice behavior (3.23) and the psychological security of teachers (3.71) were higher than the average (3). The effect coefficients showed that ethical leadership with (Beta=0.74, P=0.001); psychological security with (Beta=0.134, P=0.001); and ethical leadership with (Beta= 0.53, P=0.001) have positive and significant effects respectively on the voice behavior; the voice behavior of teachers; and psychological security.
Extended abstract
Introduction
In today's complex educational environment, schools are facing increasing challenges. What can be helpful in accompanying the changes are teachers, their ideas, and their thoughts (Zhang & et al, 2021). In fact, schools, in order to respond to these ever-increasing changes, are forced to become a learning organization (Kools & et al, 2020) and during this paradigm shift, teachers should be more involved with work environment issues in line with overall school reforms (Shahid & Din, 2021). The involvement of teachers and the expression of ideas, concerns and suggestions about work-related issues with the aim of improving the work unit or organization is their voice behavior (Morrison, 2011). In developing countries, the concept of employee voice is a relatively new concept and not much research has been done on it (Emelifeonwu & Valk, 2019) and the need to investigate it is inevitable. On the other hand, it is worth mentioning that the activity, participation and involvement of teachers with school affairs can improve the quality of education (Ghasemian & et al, 2020) and what is needed in this regard is the appropriate leadership style and the creation of an atmosphere full of psychological security (Duan & et al, 2017; Kessel & et al, 2012) that can help to realize the organizational voice of teachers. Reviewing the research literature shows that a suitable style of leadership supportive of open communication in the organization can lead to the promotion of a sense of psychological security in the organization, and when the workforce reaches the understanding that expressing their opinions and ideas will not be faced with a negative reaction by the organization, silence will no longer be their preference, because leadership is the main factor that develops psychological security in the organization (Nembhard & Edmondson, 2006) and there is a positive relationship between ethical leadership and psychological security (Walumbwa & Schaubroeck, 2009).
Based on the above arguments, the current research seeks to investigate the effect of perceived ethical leadership style on teachers' voice behavior with the mediating role of psychological security.
Theoretical Framework
The leaders of the organization have a fundamental role in encouraging employees to express their thoughts. Authoritarian leadership cannot be a good predictor of employee voice (Li & Sun, 2015). But with their positive behaviors, ethical leaders provide the context for sound behavior. Ethical leadership is presented by Brown & et al (2005) and is defined as the manifestation of normatively appropriate behaviors through personal actions and interpersonal relationships and the promotion of such behavior in followers through mutual communication. Normatively, the term appropriate behavior expresses the moral element of ethical leaders who have personality traits such as responsibility, trust, honesty and fairness in their behavior (Sarwar & et al, 2020). Ethical leaders value the voice of their employees and create the environment for it to happen (Brown & et al, 2005). Voice behavior includes discussing problems with managers, offering solutions and suggestions, voicing ideas for changing a work policy, or consulting with unions or organizational professionals (Travis & et al, 2011). The voice behavior of teachers facilitates the improvement of school status, increases the effectiveness of educational decisions, and accelerates the interpersonal communication of teachers (Zhang & et al, 2021).
Ethical leaders convey high moral standards to their employees and encourage them to express their opinions and ideas not only on ethical issues but also on any other issues related to work and the organization (Avey & et al, 2012). This sense of security in the organization is known as psychological security. Gerlach & Gockel (2018) consider psychological security as a resource available to teachers that can be exploited for the benefit of the school, a resource that should be considered by school leadership. Psychological security is a characteristic of an atmosphere formed by trust and mutual respect (Liu & et al, 2015). In such an atmosphere, employees can easily express differences; as a result, an atmosphere full of psychological trust is created, and employees accept the risk of expressing their opinions, even if it is unpleasant, because they have come to believe that they will not be punished. Psychological security facilitates learning in school and allows people to overcome their anxiety and talk about their new information easily (Kark & Carmeli, 2009). A sense of psychological security is a positive belief and is influenced by job engagement, team learning, and participation in continuous quality improvement efforts. Research results show that high levels of psychological security make employees more willing to communicate and talk (Kessel & et al, 2012).
Research Methodology
The current research was descriptive-correlative, and the statistical population included primary school teachers of Ray city in the academic year of 2022-2023 as many as 849 people, and the sample size was obtained 383 people by using Cochran's formula and stratified random sampling method. The total sample size was 383 people and about 358 questionnaires were returned. Considering that the return rate was 0.93, statistical analysis was done on 358 subjects. Three questionnaires were used to collect data: a) ethical leadership questionnaire by Brown et al (2005) in 10 items with five-point Likert scale, b) voice behavior questionnaire (Hames, 2012) in 12 items and c) psychological security questionnaire (Edmonson's, 1999) in 7 items. The reliability of the questionnaires was obtained through Cronbach's alpha coefficient of 0.88 for ethical leadership, 0.85 for voice behavior and 0.90 for psychological security. Research data’s analysis was done using Smart Pls and Spss statistical softwares at descriptive and inferential levels.
Research Finding
The descriptive findings showed that 45% of the sample group was male teachers and 55% were female. 27% had 1 to 10 years of service, 38% 11 to 20 years, and 35% had 21 to 30 years.
The results showed that the mean of ethical leadership (3.06) is slightly higher than the average (3) and the mean of voice behavior (3.23) and the psychological security of teachers (3.71) were higher than the average (3). Single sample t-test showed that these differences at the error level of 0.05are insignificant only for ethical leadership.
According to the results, the indices of Cronbach's alpha coefficient, combined reliability and mean extracted variance of all variables are relatively favorable. In the ethical leadership variable, items 8 and 10 with 0.83; in psychological security, item 1 with 0.85; and in voice behavior, encouragement and efficiency component with 0.96 had the highest weight and factor load.
The effect coefficients showed that ethical leadership with (Beta=0.74, P=0.001), psychological security with (Beta=0.134, P=0.001), and ethical leadership with (Beta= 0.53, P=0.001) have a positive and significant effect respectively on the voice behavior, the voice behavior of teachers, and psychological security.
Conclusion & Discussion
The results showed that the variables mean of perceived ethical leadership, voice behavior and psychological security was above average and at a relatively favorable level. The results show that ethical leadership has a positive and significant effect on teachers' organizational voice. That is, if teachers have a positive perception of the situation of organizational ethical leadership, they will show more voice behavior. This result is in line with the research results of Sagnak (2017) and Fan & et al (2022).
Also, there is a positive and significant relationship between psychological security and teachers' voice. This result is in line with research results of Sagnak (2017). The effectiveness of a leader is also shown by promoting the psychological security of the organization (Frazier & et al, 2017). When psychological security is considered in the school, teachers are given the opportunity to express their ideas and opinions, teachers and their demands receive attention and their words are given importance, even though they are different.
In addition, the mediating role of psychological security in the effect of ethical leadership on teachers' organizational voice was positive and significant. This result is in line with the research results of Shahid & Din (2021), Sagnak (2017) and Zhang & et al (2021).
Ethical leaders in schools respect teachers, value their growth and development, support them, instill confidence in teachers, and seek to build the school in cooperation with teachers. Such an atmosphere in the school is the one from which teachers perceive psychological security. This sense of psychological security is a positive belief that makes them more involved with their jobs and work environment.
In this regard and according to the results of the research, it is suggested that the managers of the organization, by using a suitable reward system encourage the employees and teachers to express their ideas and organizational problems, and their ideas and suggestions are fairly examined; to be diligent in improving the organizational communication space and involve employees in decision-making processes; use effective listening techniques in interacting with employees; and show in behavior and action that employees' information is important to them.
Education Management
Hossein Rahimi Koloor; Iman Ghasemi Hamadani; Vahideh EbrahimiKharajo
Abstract
The presents study aims to evaluate the moderating role of participatory management in the relationship between the influence of the dark triad of personality on organizational citizenship behavior and mediating role of rudeness in the workplace. This study is considered as applied and descriptive-survey ...
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The presents study aims to evaluate the moderating role of participatory management in the relationship between the influence of the dark triad of personality on organizational citizenship behavior and mediating role of rudeness in the workplace. This study is considered as applied and descriptive-survey in terms of objective and nature, respectively. The population included 400 faculty members and 391 managerial employees, among which 259 people were estimated as a sample based on Cochran's formula. Then, about 200 people answered the questionnaire items applying the convenient sampling method. The data were collected using a researcher-made questionnaire taken from Johnson and Webster (2010), Cortina et al. (2010), Podaskoff et al. (1990), and Webster and Smith (2019). Finally, the data were analyzed utilizing partial least squares (PLS) method. The results indicated that the dark triad of the personality affects the organizational citizenship behavior and rudeness in the workplace directly. In addition, rudeness in the workplace and participatory management affect organizational citizenship behavior significantly. Further, rudeness in the workplace moderates the relationship between dark triad of the personality and organizational citizenship behavior. Finally, participatory management moderates the relationship between the dark triad of personality and organizational citizenship behavior.Extended abstractIntroductionEach person's personality is regarded as universal and essential for individual, group, departmental, or organizational achievements. The dark triad of personality is considered as a cluster with three distinct dimensions of narcissism, Machiavellianism, and psychopathy (Ebrahimi & Azami, 2019), leading to differences between social relations (Salman Chughtai & Ali Shah, 2020). In addition, rudeness in the workplace is among the forms of misbehavior in the organization so that a large number of employees face the rude behavior of their colleagues at work. Such harmful behaviors stem mostly from the personality traits of humans, not external environmental factors (Hadizadeh Moghadam et al., 2022). Today, participatory management is among the issues raised in the organizations. High participatory management atmosphere emphasizes organizational participation and knowledge, collaborative decision-making, and cooperation, as well as allowing the employees to exhibit independence in the workplace (Butts et al., 2009). Organizational citizenship behaviors are among the issues which indicate the positive behaviors of people in the workplace not directly required by the organization. No direct reward system supports such type of behavior, despite its significance for planning the psychological performance of employees (Aldbyani & Al-Abyadh, 2022). No study has been conducted to examine the dark aspects of personality on such behaviors in Iran and investigate the rudeness in the workplace as a mediating role and participatory management as a moderating moral factor, despite all of the positive effects of organizational citizenship behavior. This study can be useful in University of Mohaghegh Ardabili with its wide range of activities and employees including simple, semi-skilled, and expert ones, as well as appropriate access and cooperation of employees in distributing and collecting information. The present study seeks to analyze whether the dark triad of personality for employees in University of Mohaghegh Ardabili affects organizational citizenship behavior or whether rudeness in the workplace and participatory management play a critical role in this regard.Theoretical literatureThe dark side of the personality for the people in the organization affects the administrative and personal consequences at the workplace significantly because a set of different characteristics of the dark person such as "narcissism", "psychosis", and "Machiavellianism" affect the organizational behavior (Jensen et al., 2022). In addition, organizational citizenship behavior is regarded as a special form of behavior, which is known as useful for business as voluntary actions stemming from the peoples’ tendency in this regard (Nazari et al., 2020). Rudeness in the workplace is considered as an unhealthy behavior with low intensity and ambiguous intention manifested by its perpetrator in order to harm the target person (Hadizadeh Moghadam et al., 2022), while organizational citizenship behavior is concerned with the positive behavior of people which is not required by the organization in terms of their duties (Podsakoff et al., 2018). Managers may create environmental conditions which increase employee engagement and alter any of the dark personality traits in organizational citizenship behavior (Richardson & Vandenberg, 2005).Participatory management is regarded as a practice, which prioritizes participation, communication, and employee empowerment (Butts et al., 2009). Such management emphasizes the delegation of four main elements in the workplace including power, information, reward, and knowledge (Riordan et al., 2005). Thus, participatory management is applied as a moderator to bridge the research gap.Rezazadeh et al. (2022) indicated that people with psychological capital exhibit less dark traits in their personality, postpone the immediate gratification of the impulse, persevere, and produce and create efficiently. In addition, Javaezi Shishavan & Zeinali (2022) argued that a positive and significant relationship is observed between psychological schemas with four dark personality traits in students. Finally, Zafaranchizadeh Moqadam et al. (2022) claimed that no significant relationship is reported between dark personality traits with cold empathy, while a significant relationship is observed between the dark personality traits with theory of emotional and cognitive mind.MethodologyThis study is considered as applied and descriptive-survey in terms of objective and method, respectively. The population included 791 employees in University of Mohaghegh Ardabili, among which 200 people were selected as a sample based on the Cochran's formula using convenient sampling method. Finally, "dark triad of personality" (Johnson and Webster, 2010), "rudeness at workplace" (Cortina et al., 2001), "organizational citizenship behavior" (Podaskoff et al., 1990), and "participatory management" (Webster and Smith, 2019) were utilized to collect the data.ResultsThe method of structural equation modeling (SEM) with the partial least squares approach was applied with the help of SmartPLS software to check the hypotheses of the study. Based on the first hypothesis, dark triad affects organizational citizenship behavior with a path coefficient (PC) of 0.268. According to the second hypothesis, dark triad affects rudeness in the workplace with a PC of 0.901. The third hypothesis indicated that rudeness in the workplace affects organizational citizenship behavior significantly with a PC of 0.108. Based on the fourth hypothesis, rudeness in workplace mediates the relationship between dark triad and organizational citizenship behavior with a PC of 0.907. According to the fifth hypothesis, participatory management affects organizational citizenship behavior significantly with a PC of 0.621. Finally, the sixth hypothesis indicated that participatory management moderates the relationship between dark triad and organizational citizenship behavior with a PC of 0.040.ConclusionThe present study aims to assess the moderating role of participatory management in the relationship between the impact of the dark triad of personality on organizational citizenship behavior with the mediating role of rudeness in the workplace. The results of this study are in line with those reported by Salman Chughtai & Ali Shah (2020) and Webster & Smith (2019). Managers should present necessary policies and charters for organizational citizenship behaviors of employees considering the role and impact of dark personality traits on citizenship behavior at the level of organizations.Such people should reduce dark personality traits and increase organizational citizenship behaviors such as altruism, politeness, and grace by increasing independence, participation, and communication with employees. Managers should recruit forces with organizational citizenship behaviors by passing the personality tests, oblige the organization to explain organizational behaviors, and help strengthen the organizational citizenship behaviors among employees by promoting moral spirit considering the significant effect of rudeness in the workplace. Teaching the style of polite behavior in the organization through training courses can be helpful. In addition, employees appointed to managerial positions should believe in polite behavior styles and benefit from the criteria set for a polite manager regardless of any political and factional views.Managers should draw new horizons in the path of forming participatory management by trusting and delegating authority to the employees to expand their ideas in line with the development of participatory management at the organization level. Finally, managers should alter the culture of educational organizations to that encouraging the innovation and its institutionalization, as well as considering mistakes as educational opportunities and the first step in this path.
Reza Sheibanifar; Soheil Hashemi
Abstract
Due to the effects of corona, school education has been done at home. School closures and students' home quarantine due to the epidemic also affect children's physical and mental health; thus, it can be expected to have an effect on parental stress and rejection. Therefore, a study was conducted to investigate ...
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Due to the effects of corona, school education has been done at home. School closures and students' home quarantine due to the epidemic also affect children's physical and mental health; thus, it can be expected to have an effect on parental stress and rejection. Therefore, a study was conducted to investigate the relationship between perceived stress and parental rejection and child aggression in corona epidemic. The research design was descriptive and correlative, and its population included parents with children aged 12 to 17 years in Boroujerd in the academic year 2020-2021. The sample size was 386 people who were selected using random sampling method. Questionnaires used included the Karimi Aggression Scale (2012), the Cohen Perceived Stress Scale (1983), and the Rohnner Parental Rejection Scale (2005). Data were analyzed using Spearman correlation test and SPSS-21 software. Findings of the study showed a significant positive relationship (r = 0.481) between negative parental stress and children's aggression. There was also a negative and significant relationship between parents' positive stress and children's aggression (r=-0.286). Finally, there is a positive and significant relationship between parental rejection and child aggression (r=0.606); Therefore, stress and rejection of parents are effective in the occurrence of aggressive behaviors of children in the corona.Extended AbstractIntroductionDuring the corona epidemic, many signs of psychological damage such as panic disorder, emotion disorder, anxiety, depression, irritability, aggression, and sleep disorders have been reported in individuals (Rubin & Wessely, 2020). According to studies, the more severe the parents' psychological problems such as anxiety; stress and depression, the higher the incidence of behavioral disorders such as aggression in children (Riahi.et al, 2012). Findings of Dirks. et al, (2011) also indicate that aggression is a behavioral problem and if it intensifies, it can cause communication problems and personality disorders. Aggression in behavioral sciences and psychology means behavior that leads to harassment and pain (Yaghobi, et al, 2011). There is ample evidence that the pattern of negative parent-child interaction predicts externalization problems in the child (Shiralinia.et al, 2019). Mothers with anxiety, depression, and poor mental health perceive their children negatively, which affects the way they treat their children and the way they behave to their children (Aslani.et al, 2015). Recent findings from China show that more than 25% of the general population experience severe levels of stress or anxiety caused by the coronavirus (Qiu, et al, 2020). People respond differently to life changes, positive stress can be a motivator, while negative stress can occur when these changes and needs fail. One of the most important reasons for aggression in children is learning from parental behavior among which stress is also one (Azizpour et al, 2017), i.e. children who have aggressive behavioral patterns behave like their own patterns.The critical situation of the epidemic created problems in the families that affect the mental health of the family and their children. The negative effects of the epidemic and the children's not going to school will affect their behavioral problems and their interactions with their parents. Given that according to the results of a study (Chester and De Wall, 2015) there is a relationship between maternal stress and behavioral problems such as aggression in children in the coming years, so coronary epidemic provided the conditions for this study to be accomplished on the relationship between perceived stress and parental rejection with their children's aggression during the corona epidemic.Theoretical FrameworkIn this regard, studies have been conducted in and outside the country that confirm the relationship between maternal rejection / acceptance with the level of aggression in children. DeWall et al, (2010) also showed that long-term acceptance and sudden parental rejection has a significant effect on social relationships and adolescent aggression. In this regard Shiralinia et al, (2019) in a study showed that children's behavioral problems can be affected by maternal stress, the quality of mother-child relationships and maternal mental health.Researches of Hooper et al, (2015) has also shown that there is a relationship between maternal stress and behavioral disorders in children, including aggression. Thus, mothers' mental health problems are associated with short-term and long-term risks to their children's physical, cognitive and mental development (Thapa, et al, 2020), and this can affect parent-child interactions. Children are especially important in corona epidemic because according to research of Pitula et al, (2015) childhood stress can lead to aggression leading to murder in adolescence. Also, it should be considered that aggression in children with learning disabilities is a predictor of depression in these children during adolescence (Morris & Rottenberg, 2015).MethodologyThe research design was descriptive and correlative. This research was applicable in terms of purpose. The statistical population of the study consists of 1500 parents with children aged 12 to 17 years in Boroujerd in the academic year 2020-2021. Using random sampling method, 386 people were selected as a statistical sample. For a closer look, the research was conducted when a year had passed since the Corona epidemic. The conditions for completing the questionnaire were that only parents whose children were 12 to 17 years old and had no psychological disorders such as hyperactivity and aggressive behaviors in their children's school record could complete the questionnaires. Data collected using the standard questionnaires of Aggression Scale (Karimi, 2012), Perceived Stress Scale (Kohen, 1983) and Parental Exclusion Scale (Rohnar, 2005).Discussion and ResultsThe results of Spearman correlation test to investigate the relationship between parental stress and children's aggression show that there is a positive and significant relationship between negatively perceived parental stress and aggression thinking component at the level of 0.01 (r = 0.603), and a positive and significant relationship between negatively perceived stress and aggression component at the Level 0.01 (r=0.454), and a positive and significant relationship between negatively perceived stress and the aggression component (total) of children at level 0.01 (r = 0.481). This means that with the increase of negatively perceived stress of parents, the level of aggression of their children has also increased; but no significant relationship was found between children's aggressive behavior at home and their parents' negatively perceived stress.The results of Spearman correlation test to examine the relationship between parental exclusion and child aggression show that there is a positive and significant relationship (r = 0.486) between the predictor of cold / lack of love variable with children aggression at the level of 0.01. In addition, all components of parental exclusion, including violence / aggression (r = 0.278), indifference / neglect (r = 0.514), lack of differentiation / exclusion (r = 0.587) and exclusion (total) (r = 0.606) have a positive and significant relationship with children's aggression at home. This means that with the increase of rejection and its dimensions in parents, the amount of aggression of children at home has also increased. ConclusionThe present study aimed to investigate the relationship between perceived stress and parental rejection and child aggression during corona epidemic. These findings were consistent with the results of Azizpour et al, (2017), Sadeghzadeh et al, (2019), Morris & Rottenberg, (2015) on the effect of parental stress on child aggression. Explaining this finding, it can be concluded that parents, especially mothers, have had more interaction with their children in the conditions caused by the corona epidemic. Hossein (2014) believes that although both parents play their role in the process of child's upbringing and care, the mother has a greater role than the father in many societies. Therefore, the negative stress caused by this disease has caused mothers to use more strict parenting methods at home, and this has been effective in their children's behavioral problems, and they have exhibited aggressive behaviors. These results were consistent with studies of Shiralinia et al, (2019), Khanjani et al, (2016), and Kolshadi and Yazdkhashti, (2016). Explaining this finding, it should be said that parental rejection has a direct and positive relationship with children's aggression, and since the corona epidemic has increased parental stress, it has led to coldness and reduced parental affection, as a result of which children use aggressive behaviors to attract their parents' attention.
Somayeh Mokhtar Zadeh bazargani; Saeed Alizadeh
Abstract
Choosing a field of study is one of the most important decisions that students make during their studies so that it can determine their career prospects. The aim of the present study was to investigate the factors affecting students' choice of educational field in Noshahr. The research method was ...
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Choosing a field of study is one of the most important decisions that students make during their studies so that it can determine their career prospects. The aim of the present study was to investigate the factors affecting students' choice of educational field in Noshahr. The research method was descriptive and the statistical population consisted of both male and female high school students studying in three fields of high school mathematics physics, empirical sciences and humanities in the academic year 2015-2016. 200 subjects were selected according to the Krejcie and Morgan table using stratified random sampling. The research instrument used in this study is a researcher-made questionnaire of factors affecting educational field choice. Data were analyzed using one-sample t-test and Friedman test. The findings of this study showed that the opinion of the educational advisor, student interest, educational background, family opinion, and academic aptitude were effective in choosing the field of study in Noshahr city (P <0.05). Also, the opinion of the family has the highest rating and the opinion of the secretary and the academic advisor is the lowest.
Azadeh Amiri
Abstract
The present study was conducted to investigate the role of school atmosphere and emotional intelligence in the entrepreneurial self-efficiency of female students in Mashhad vocational schools and was descriptive-correlational. The statistical population of the study included all female students of Mashhad ...
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The present study was conducted to investigate the role of school atmosphere and emotional intelligence in the entrepreneurial self-efficiency of female students in Mashhad vocational schools and was descriptive-correlational. The statistical population of the study included all female students of Mashhad vocational schools in the year 1398-99; 335 students were selected as samples by cluster sampling method according to Morgan table. Data collection was performed using school atmosphere scale of Zolig et al. (2010), emotional intelligence scale of Bradbury-Graves (2005) and entrepreneurial self- efficiency scale of Wilson et al. (2007). The research hypotheses were tested using structural equations modeling. The findings of this study showed that the entrepreneurial self- efficiency of female students in Mashhad vocational schools can be explained and predicted from the school atmosphere and emotional intelligence (P <0.05). There was also a significant relationship between emotional intelligence and entrepreneurial self- efficiency and between school atmosphere and entrepreneurial self- efficiency of female students of Mashhad vocational schools (P <0.01). The results of this study showed that by reforming the school atmosphere and reviewing the academic evaluation in order to foster students' creativity and self- efficiency, their entrepreneurial ideas should be strengthened and applied to increase entrepreneurial self- efficiency.
Seyed Mohammad Mir Kamali; Ali Qaem Montazery
Abstract
The aim of this study was to determine the relationship between organizational learning and communication skills with organizational conflict in the staff of the Education Department of the four districts of Karaj. The study method was correlational. The statistical population of the study included all ...
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The aim of this study was to determine the relationship between organizational learning and communication skills with organizational conflict in the staff of the Education Department of the four districts of Karaj. The study method was correlational. The statistical population of the study included all employees of the Education Department of the four districts of Karaj. According to the statistical population, a sample of 265 people was selected by stratified random sampling. Data collection tools were Nif Organizational Learning Questionnaire (2001), Baron and Hadadi Communication Skills Questionnaire (1986), and Shirkhani Organizational Conflict Questionnaire (2011). Data analysis was performed using Pearson correlation coefficient and multiple regression test (stepwise). Findings of this study showed that there is a relationship between team learning and information skills variables with organizational conflict (P <0.05) and team learning and information skills variables have the predictive power of organizational conflict. It seems that by cultivating the spirit of learning in the organization and also improving the communication skills of employees, individual and organizational conflicts can be prevented.
Akram abi
Abstract
The aim of this study was to investigate the role of postgraduate education of the staff of the Central Organization of Islamic Azad University in improving organizational performance. The study method was descriptive-survey. The study population included all employees working in the central organization ...
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The aim of this study was to investigate the role of postgraduate education of the staff of the Central Organization of Islamic Azad University in improving organizational performance. The study method was descriptive-survey. The study population included all employees working in the central organization of Islamic Azad University in 2018, numbering 643 individuals. The sample size was determined based on Krejcie and Morgan (1970) table, 242 individuals were selected by stratified random sampling method. Data collection tools were demographic information questionnaire and Hershey and Goldsmith (1980) organizational performance questionnaire. Findings of this study showed that postgraduate education of employees is effective on organizational performance standards of the Central Organization of Islamic Azad University (P <0.05). Also, according to the staff of the Central Organization of Islamic Azad University, there is a significant difference between the current situation and the desired organizational performance (P <0.05). It is suggested that the educational organizations encourage employees to continue their education and use in-service training and organizational learning in order to increase the level of organizational performance.
rahimali nasiri; hosein abbasian; bizhan abdollahi; hasanreza zeinabadi
Abstract
Abstract
The current research was conducted with the aim of designing and validating a model for creating an entrepreneur school. In terms of the nature of the data, the method of this research is mixed with an exploratory design, and practical in terms of purpose. In the qualitative part, the qualitative ...
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Abstract
The current research was conducted with the aim of designing and validating a model for creating an entrepreneur school. In terms of the nature of the data, the method of this research is mixed with an exploratory design, and practical in terms of purpose. In the qualitative part, the qualitative content analysis method was used to design the model, and in the quantitative part, the survey method was used to validate the model. In the qualitative part, the data was collected through semi-structured interviews with 17 experts who were selected by the purposeful snowball sampling method, and the inductive coding method was used to analyze the data. In the quantitative part; confirmatory factor analysis, mean descriptive indices, and standard deviation were used. After obtaining the proposed model,, 43 experts were selected through a researcher-made questionnaire, and by purposeful sampling method to validate the model. The findings of the qualitative part of the research were 95 core codes related to the characteristics of the entrepreneur school, which in the quantitative stage, after the confirmatory factor analysis of the questionnaire by PLS software, two items were removed from the initial model due to having a factor load of less than 0.4, and the modified model with 93 features and with good fit, validated and presented.
Extended Abstract
Introduction
Examining the economic and social trend of the developed countries in recent decades shows that in most of them them, entrepreneurship is one of the strategic topics that is considered in the policy field. They found that the economy is influenced by entrepreneurship (Mohd Noor et al, 2021), and entrepreneurs play a significant role in economic and social development (Artakhov Anton, 2022; Rajput, 2015). On the other hand, entrepreneurship is a process that requires planning in the educational system, and the implementation of its programs carries out at the level of the family, school, university, and organizations (Dutta & Crossan, 2005). Therefore, providing conditions for teaching entrepreneurship to people and the consequences of earning entrepreneurial capabilities for them, in addition to improving individual development, promoting creativity, self-confidence, innovation and social skills (Lackeus, 2013), is a response to a complex, uncertain and changing world (Gibb, 2002). Due to such an important role, fundamental steps have been taken in the developed countries of the world to support entrepreneurial activities for the education and training of entrepreneurial competencies (Bridge & O'Neill, 2012), and much attention has been paid to competency-based training in entrepreneurship education programs in the educational environment. (Izquierdo, 2008).
Also in Iran, considering the importance of the issue and in order to lay the groundwork for the training of specialized and committed, knowledge oriented, creative and entrepreneurial human resources in accordance with the needs of the software movement, in the fifth development program, the creation and strengthening of the entrepreneurial spirit and entrepreneurial efficiency through the evolution of educational programs and methods has been emphasized (The fifth development program, 2010). In the document of the fundamental transformation of education, entrepreneurship is one of the basic approaches and creative and entrepreneurial human education is mentioned as a major goal (Document of the fundamental transformation of education, The 4th chapter, paragraph 1, 2015). Nevertheless, the results of the investigations show that the operational strategies adopted have not been very successful in practice. The serious ineffectiveness of the current methods of education, for training creative and problem-oriented students (Mehrabi, 2018), on the one hand, and the inevitable needs of the labor market and the need for future jobs for more skilled and efficient people, on the other hand, are among the evidence and reasons that show that these environments need fundamental changes and should have features that those have not used so far. But what characteristics and how they should be put together in order for a school to become an entrepreneur school, is a topic that this research has addressed.
Therefore, the question which the research is serching an answer for is: what are the components and features of an entrepreneur school?
Theoretical Framework
Since the emergence of the concept of entrepreneurship, several definitions have been proposed for it. For example, Stevenson et al (1985) consider it the process of value creation through taking advantage of an opportunity. Others consider it the same skill as realizing an opportunity (Ahmadi et al, 2018). Entrepreneurship is creation from nothing and a combination of risk taking, creativity, personal success and innovation. In addition, entrepreneurship requires planning through which the raw ideas be managed in such a way that they lead to economic consequences. Accordingly Schumpeter considers the entrepreneur as an economic actor who breaks the stagnation to move the economy towards development (Vaz-Curado & Mueller, 2019). The studies of many thinkers (Frank et al, 2005; Hartshorn & Hannon, 2005) also indicate that entrepreneurship can be taught, and through education, the concepts and skills necessary for entrepreneurship can be transferred and brought it to a conclusion in society (Zali et al, 2007).
Until the early 1970s, researches in the field of entrepreneurship were focused on the characteristics of individuals. But the researchers in this field later realized that the organizations themselves also engage in entrepreneurial activities (Miller & Friesen, 1982; Jennings, 1994; Burglemann, 1983). Therefore, schools can also become entrepreneurs. The movement of schools to become entrepreneurs has been an effort in this direction and it is an issue that the upper documents have assigned to the governments and have emphasized.
Entrepreneur schools are the main centers for training students with new ideas (Ghorbani, 2017; Faghiri & Salehi, 2017), centers to help students create jobs and create businesses and prepare them to enter the business environment (Sattari et al, 2018), and science and technology production centers and the place of making applicable the knowledge, and can play a significant role in the progress and development of the country in the world arena (Abbasi, 2014). Despite the importance of the subject of the entrepreneur school, there are few studies about it that have examined the issue from different perspectives. Some researches, such as Nepal (2021), Hashemi et al (2021), Baharvand & Gouran (2019), and Ghorbani (2017), have identified the dimensions and characteristics of the entrepreneur school. Others, such as Nasre-Sfahani et al (2017), Juvova et al (2017), and Maktabi & Babakhanian (2015), have investigated the role of various factors in the entrepreneur school. Some have also investigated the factors affecting students' entrepreneurial interest or intention, including the researches of Shahin et al (2021), Senarath & Perera(2018), Indrawati & Caska (2018); Cited by Hashemi et al (2021), King (2018)), Rosique-Blasco et al (2016), and Bakherad (2016). Some have also investigated the development of entrepreneurship in schools in different countries of the world, including the experience of Spain (Barba-Sánchez & Atienza-Sahuquillo, 2016), Indonesia (Hadi et al, 2015), Malaysia (Rahman et al, 2015), Hong Kong (Cheung, 2012), Korea (Park, 2012), South Africa (Steenekamp et al, 2011), Portugal (Do Paco et al, 2011) and Austria (Frank et al, 2005; McFadzean et al, 2005).
Nepal (2021) considers the educational methods as the foundation of the teacher's performance progress and the results of the students' learning; and in the shape of the school's features, mentions paying attention to the intraction between the teachers and the students, environment and the learning tasks, educational contents and understanding the various needs of the learners, the physical conditions of the classroom and its soroundings as the effective tools of education.
Hashemi et al (2021) also consider the flexible structure, cohesive entrepreneur culture, constant interaction with the environment, paying attention to the human source, common viewpoint and promising strategy, comprehensiveness and harmony of the trainings, decentralization, autonomous and independence of the schools, self-believing reinforcement, self-identifying, skill learning, training, creativity and innovation in students as the characteristics of these schools
Despite the above researches, there is no research that can provide a clear picture of an entrepreneur school in the form of a model to those involved. In this research, the model of Sporn (2001) has been used to guide the design of the entrepreneur school model. In 2001, he proposed a model for greater adaptability of universities to entrepreneur universities and six factors: "Goal and mission", "Structure", "Culture", "Management", "Governance", "Leadership" and an intermediary namely " environment" (sporn, 2001). Therefore, the same dimensions have been considered here to identify the characteristics of the entrepreneur school and design a model for it.
Research Methodology
The current research is of mixed type (qualitative and quantitative) and exploratory design and includes two main parts of model design and model validation. In the model design part, in order to achieve the desired facts and information, the qualitative method and qualitative content analysis have been used, and in the model validation part, the survey metod was used to meseure the level of importance and the fitness of identified components, and data analysis has been done based on confirmatory factor analysis and descriptive statistics indicators.
Qualitative part: In this section, to examine the theoretical foundations and background of the research, the research field includes all thematic contents related to the concept of the entrepreneur school in books, articles and publications and authoritative scientific sites, as well as all upstream documents, including Iran's vision document 2025, the document of the fundamental transformation of education and training, the comprehensive scientific map of the country, which, for sample, uses search results to the point of saturation in various domestic (such as SID, Magiran, Civilica, Irandoc) and foreign (such as Science Direct, ProQuest, Springer, Eric, Sage) scientific sites. The statistical community for the interview section also includes all experts including professors, managers and teachers who have knowledge, research and experience in the two fields of education and entrepreneurship. Theoretical and purposeful snowball sampling method was used to select the interviewees and the number of interviewees reached 17 until the saturation level was reached. In this section, the method of documentary research and surveying was used to collect data, and in the interview section with experts, the survey method using semi-structured interview was used.
To check the validity and reliability of the tool in the qualitative part, the three criteria of "Credibility", "Portability" and "Verification" were used (Lincoln & Guba, 1994; Quoted by Abbaszadeh, 2012: 23). To analyze the data collected in semi-structured interviews, the three-step coding method of Strauss and Corbin was used, under the title of open coding, axial coding and selective coding, and the unit of analysis is the "subject".
Quantitative part: In the model validation part, the statistical community included professors, managers and experts with knowledge, research or experience in the two fields of education and entrepreneurship, and the statistical sample included 7 professors of entrepreneurship course, 6 teachers or trainers of entrepreneurship course, 22 directors of technical and vocational colleges and 8 entrepreneurial researchers.There were 43 people in total who were selected by targeted and available sampling method. Also, in this section, a researcher-made questionnaire was used to collect data for model validation. This questionnaire, which is derived from the results of qualitative analysis and developed based on the initial template, has 95 items and is designed on a five-point Likert scale and has been approved by supervisors, consultants and experts. In this research, a researcher-made questionnaire was used to validate the proposed model of the entrepreneur school, and it was used to determine the validity of the questionnaire from the experts' point of view. For this purpose, its formal and content validity has been confirmed by mentors and advisors and an entrepreneurial manager. Cronbach's alpha coefficient was also used to ensure the reliability of the designed questionnaire, and the value of α was equal to 0.986. To analyze the quantitative data from the questionnaire, descriptive-analytical method and descriptive statistics (mean and standard deviation) and SPSS 22 and PLS 3 software were used.
Research Findings
In this research, according to the model of Sporn (2001), first 7 components of "environment, goals, structure, culture, governance, management and leadership" were examined for the entrepreneur school, and then using semi-structured interviews with experts and coding, a total of 95 features were determined for them. In the quantitative part, after the confirmatory factor analysis of the Researcher-made questionnaire by PLS software, two variables were removed from the initial model due to having a factor load of less than 0.4, and the modified model of the entrepreneur school with 93 variables and with a good fit by R2 and Q2 indicators. and GOF, validated and presented.
Conclusion and Discussion
According to the results of this research, schools need changes in seven components including "environment, goal, structure, culture, governance, management and leadership", which we will discuss further.
The environment of the entrepreneur school should have specialized, standard and equipped physical and virtual spaces, the curriculum content should be up-to-date and creativity-oriented and comprehensive for all kinds of entrepreneurial skills. It is necessary for the training to be individualized and activity-oriented with a flexible schedule as much as possible so that students learn to develop their own ideas. Of course, the necessity of providing such an environment is the presence of experienced and entrepreneurially qualified teachers who can make the classroom environment dynamic, questioning and collaborative and raise informed, motivated and active students. The entrepreneur school should be a base for the needs, threats and opportunities of its environment in order to use them to become a place of income generation. The policies, rules and regulations of the education system and the preparation and companionship of all people, protection of entrepreneurial models and funds, support of ideas and their owners, and active communication with other organizations. Empowering government policies and, of course, facilitating and supporting laws and regulations are the features that the entrepreneur school needs to succeed.
Another part of the entrepreneur school is having a specific mission. According to the experts, the goal of the entrepreneur school should be education, research, promotion and development of entrepreneurship. The governing culture of the entrepreneur school should be a culture of creativity and entrepreneurship, which means that transformation, dynamism and innovativeness, free communication and effective interactions, spontaneity and automation, and perfectionism, while paying attention to teamwork and responsibility, are valuable features. According to experts, in order for the structure of the school to facilitate entrepreneurship, it is necessary for this structure to be dynamic and flexible, and for horizontal communication to be sufficiently established along with vertical communication. Behaviors are less formal and more informal, the scope of supervision is limited and possibly diverse with a tendency to be more complex.
In addition to the characteristics required for all managers, the manager of the entrepreneur school, including talent and skills management, knowledge and information management, must have a positive attitude towards entrepreneurship. To have the necessary knowledge, expertise and skills for entrepreneurial management. Have entrepreneurial experience. Be innovative and support innovations. Be pragmatic and active and always seek the growth and development of yourself and the group under your management. The principal of this school should be like a leader accepted by his subordinates so that he can benefit from their support to make the necessary changes.
Governance in the entrepreneur school has its own characteristics. According to experts, deciding on the type and method of carrying out school activities and programs is not only the right of the educational organization, but school officials, teachers, trainers, parents and even the students themselves also consider themselves to share in this right, and this multiplicity of the main actors of the situation It makes it complicated. In any case, in order to create an entrepreneurial ecosystem, facilitate the business environment, respect freedom of speech and democracy, and transparency and accountability during the rule of law, it is necessary for the school to move towards playing a greater role of the non-governmental sector by reducing the role of the government. It is in this case that the school, with its relative independence and maintaining the position of the manager, can bring about the necessary changes in accordance with its environment to realize the entrepreneur school.
Atiyeh Kordloo; Mohammad Reza Behrangi
Abstract
The main purpose of the present study was to investigate the "scale" of the effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in the science course for fifth grade elementary school girls. The ...
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The main purpose of the present study was to investigate the "scale" of the effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in the science course for fifth grade elementary school girls. The study method was quasi-experimental. The statistical population included fifth grade elementary school girls in Districts 1 and 2 of Tehran. The sample size was 297 students based on the Morgan Curriculum Table, of which 148 in the experimental group and 149 in the control group. The measuring instrument was Harter's Educational Motivation Questionnaire (1981). After pre-test, model of management education based on the scaffold rational management of training in the use of new technologies training in science for experimental and traditional teaching methods applied to the control group, and at the end of the test both control and experimental groups were controled. The results of t-test showed that the intellectual scaffolding of educational management in the application of new educational technologies is effective on motivation and academic achievement in the science course of fifth grade elementary school girls (p <0.01). The results of this study showed that this teaching model is applicable to increase motivation and academic achievement in science.
Saeed Hadavand
Abstract
This study uses the Kirk Patrick model to evaluate the educational effectiveness of specialized project management courses held to improve the performance of technical managers of an armed forces organization. The research is applicable in terms of purpose and surveyable in terms of fulfillment. The ...
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This study uses the Kirk Patrick model to evaluate the educational effectiveness of specialized project management courses held to improve the performance of technical managers of an armed forces organization. The research is applicable in terms of purpose and surveyable in terms of fulfillment. The statistical population consists of all (60) technical managers participating in the course and 10 senior managers of the organization. The required data were collected by a researcher-made questionnaire. Semi-structured interviews with managers and closed-ended questionnaires were used to assess the levels of behavior and results. The organization and the university's experts opinions were used to evaluate the validity of the questionnaires, and Cronbach's alpha was used to evaluate the reliability, which shows the appropriate alpha value of the questionnaires' appropriate reliability. The collected data were analyzed by means of descriptive and inferential statistics and SPSS22 software. The content analysis method was used To analyze the qualitative data obtained from semi-structured interviews and closed-ended questions, using categorization analysis. The results of the research show that the students' reaction to the way of organizing and holding the project management course is positive and their satisfaction has been achieved. The evaluation results of each level of learning, behavior and outcomes also show that there is a close relationship between the expected results and the defined goals, which confirms the effectiveness of the course.
najaf asgharneghad; salar haghdoust
Abstract
Extended AbstractAbstractThe purpose of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. The research was descriptive (non-experimental)-correlative in nature. The statistical population of the study included all teachers ...
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Extended AbstractAbstractThe purpose of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. The research was descriptive (non-experimental)-correlative in nature. The statistical population of the study included all teachers (2200) in Kohgiluyeh city in 1398. The sample size was based on Krejcie and Morgan (1970) table and 327 primary school teachers in Dehdasht were selected as a statistical sample by stratified random sampling. Data were analyzed using standard digital literacy questionnaires of Towhidi-Asl (2012), knowledge management of Newman and Conrad (1999) and Spritzer (1995). Data were analyzed by Pearson correlation coefficient and linear regression tests. The results showed that at the level of confidence (p <0.05), the correlation coefficient obtained (r = 35.6%) between digital literacy and empowerment; and (r = 54.2%) between knowledge management and empowerment were positive and significant. The results of regression analysis showed that the model used to predict teacher empowerment in Dehdasht is significant and this model is able to explain the relationship between variables. The variables of knowledge management and digital literacy, with beta coefficients of 29.2% and 12.4%, respectively, were able to predict the empowerment of teachers in Dehdasht. Based on the beta coefficient, for increasing one standard unit of information retrieval and information and communication management, 21% and 48.5% of the standard unit of the empowerment of teachers increases, respectively. Based on the beta coefficient, for increasing one standard unit of the subscales of information retrieval and information and communication management, 21%, and 48.5% of knowledge creation, 22.7% of knowledge retention (absorption) and 6 57.5% and 61.3% of knowledge transfer of the standard unit of the empowerment of teachers in Dehdasht will increase. Based on this, it is concluded that in order to empower teachers, it is necessary to pay attention to knowledge management (ability and up-to-datedness of the principal) and to promote teachers' digital literacy.IntroductionToday, one of the challenges of organizations in general and the education organization in particular is the insufficient use of intellectual resources and the potential capacity of human capital. In education, teachers are among the human resources whose ability is vitally to be paid attention (najafi, 2020). Empowerment begins with a change in employees' beliefs, thoughts, and attitudes; which means that they must believe that they have the ability and competence to perform their tasks successfully, that they feel free to act and are independent in their activities, and that they must be treated fairly and honestly. Empowerment is the safest way to share power. This method will lead to a sense of confidence, double energy, pride, commitment and self-reliance, and ultimately, performance improvement. Employee empowerment is known as a motivational measure that aims to increase performance by increasing participation opportunities and involvement in decision making. This is mainly about creating trust, motivation, participation in decision-making, and removing any boundaries between an employee and a senior manager (Hoang, 2017). In the present age, which is called the age of information and knowledge, the main competitive advantage of organizations lies in their knowledge capital, and knowledge is a source of power for employees and vital for organizations to compete in dynamic environments, and the driving force of comprehensive and sustainable development. Knowledge management in the organization depends on the attitudes of the people who created this culture (Poor Rashidi, 2021). Digital literacy is not just about technology or digital tools; Because understanding social and cultural issues, critical thinking and creativity are skills that people should use while working with any tool (Soleimani Nezhad et al, 2021). Digital literacy is a type of literacy related to the use of digital technologies. Given the above, the main issue of the research is whether there is a significant relationship between digital literacy and knowledge management with empowerment of teachers.Theoretical frameworkDigital literacy refers to the types of literacy associated with the use of new digital technologies (Mohammadyari & Singh, 2014). Digital refers to the activities related to modern communication and information media (Goodfellow, 2011). To be digitally literate, you must have access to a wide range of cultural resources and practices that you can use for digital tools.Knowledge management is the process by which an organization generates wealth from its knowledge or intellectual capital. Knowledge management is the process by which organizations use their collected information. Approaches to knowledge management depend on the management perspective. Differences can be due to information-based perspectives, technology-based perspectives, and culture-based perspectives (Goottschal, 2005).Empowerment is the development and expansion of the ability and competence of individuals to achieve continuous improvement in the performance of the organization. Empowerment in the organizational concept is a change in culture, courage in creating, and leading an organizational and professional environment of employees (Ayouzi Khamenei, 2016). Allah Gholizadeh (2020) in a study entitled The relationship between knowledge management processes and human resource empowerment in the staff of the Martial Arts Federation showed that there is a significant relationship between staff knowledge management processes and their empowerment.Najafi (2020) in a study entitled Modeling the empowerment of teachers with psychological capital, knowledge management and the mediating role of quality of work life, showed that among the three variables of psychological capital, knowledge management, and the mediating role of quality of work life; knowledge management has the greatest effect to empower the teachers.MethodologyThe research is quantitative and descriptive-correlative. The statistical population of the study includes all 2200 high school teachers in Dehdasht in 2019. The sample size was based on Krejcie and Morgan (1970) tab, and 327 high school teachers in Dehdasht were selected as a statistical sample by stratified random sampling method. In this type of sampling, each member of the defined community has an equal and independent chance of being included in the sample; then, using a random number table, 327 people are selected as a sample. Being independent means that the election of a member has no effect on the election of other members of society. The information was collected by field method and survey method and by means of a questionnaire. To collect data related to teachers' digital literacy variable, the digital literacy questionnaire of Towhidi Asl (2012) was used; and for teachers' knowledge management variable, knowledge management questionair of Newman and Ken Rad (1999); and for empowerment variable, Spritzer questionnaire (1995) were used..Discussion and ResultsIn order to test the research hypotheses and analyze the data using SPSS software, inferential statistics were used to test the hypotheses. The results showed that Pearson correlation coefficient between digital literacy variable and teacher empowerment was 0.356 and its significance level was 0.001 which is direct and significant, and this result can be generalized to the statistical population with a probability of 5% error. The adjusted coefficient of determination obtained between digital literacy and teacher empowerment was 0.124; which means that by controlling other variables, 12.4% of the changes in the variable of teacher empowerment depend on digital literacy, therefore, there is a positive and significant relationship between digital literacy and the ability of high school teachers in Dehdasht. Pearson correlation coefficient between knowledge management variable and teacher empowerment is equal to 0.542 and its significance level is equal to 0.001, which is direct and significant, and this result can be generalized to the statistical population with a probability of 5% error. The adjusted coefficient of determination obtained between knowledge management and teacher empowerment was 0.292; which means that by controlling other variables, 29.2% of the changes in the variable of teacher empowerment depend on knowledge management. There is a positive and significant relationship between knowledge management and the ability of primary school teachers in Dehdasht. The subscales of information retrieval and information and communication management have a positive and significant effect on the teachers' empowerment variable, respectively, of 0.210 and 0.485. Based on the beta coefficient, for increasing one standard unit of information retrieval and information and communication management, 21% and 48.5% of the standard unit of the empowerment of teachers increases, respectively. There is a positive and significant relationship between the components of digital literacy, information retrieval components and information management with the ability of Dehdasht junior high school teachers. ConclusionThe aim of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. Findings of this hypothesis correspond with the results of Moradi & castle (2018), Hasani Kaveh & Saman Sheikhesmaeili (2016), Alvarez (2018), Choi, & et al, (2016), Faulkner & Latham (2016), Gyurova, & Zeleeva, (2017); Education In order to empower teachers in terms of knowledge and skills in schools, it is necessary for Education Office to pay attention to two important and fundamental issues of management and digital and virtual space. Today's education, in order to succeed in its important and great tasks, needs capable managers and up-to-date and advanced tools and facilities, and platforms for implementing future-generation education programs on the web and the Internet. Familiarity with a variety of new software and programs in the digital world is necessary for the dissemination and training of students and teachers in all parts of the country. Today's management has to look at educational justice from a new perspective; access to facilities and tools, the Internet, the web, hardware tools such as computers, tablets, smartphones and the etc, and hundreds more concerns that are still being met and provided for students. We are at the beginning of the road, during which very knowledgeable and capable managers are needed.According to the present study, it is suggested that the Education and training, perform a specialized test of digital literacy and technology for the applicants to select the principals of schools and offices. Principals should be encouraged to create a participatory atmosphere in schools to share knowledge to empower teachers, in-service workshops on teaching new software related to Windows and Android, and due to the high importance of digital and electronic technologies, software training appropriate to the job of a teacher should be provided. The Education, instead of central archives, should focus on core skills and increase software capabilities. Senior principals or school principals should transfer their managerial knowledge and experience to teachers with high moral and work conscience, in order to increase the ability of teachers.
Masoud Ramrodi; moslem mihan doust; Mansour Bakht
Abstract
Abstract
The purpose of this study was to investigate the effect of job security on organizational maturity through knowledge sharing mediation. The research method was descriptive-correlative. The statistical population of the study was all faculty members of University of Kurdistan in the academic ...
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Abstract
The purpose of this study was to investigate the effect of job security on organizational maturity through knowledge sharing mediation. The research method was descriptive-correlative. The statistical population of the study was all faculty members of University of Kurdistan in the academic year of 2020-2021 that 190 faculty members were studied by stratified random sampling through questionnaires of job security (Neysi, 2002), organizational maturity (Spides, 2007) and knowledge sharing (Bohlool, 2013). For data analysis the Pearson correlation coefficient and structural equation modeling were used with SPSS21 and Smart PLS softwares. Results showed that job security has a positive and significant effect on organizational maturity; job security has a positive and significant effect on knowledge sharing; knowledge sharing has a positive and significant effect on organizational maturity; and job security has a positive and significant effect on organizational maturity mediated by knowledge sharing. Therefore, it can be concluded that when faculty members feel a good job security, they share their knowledge with others, which results in the desired organizational maturity of the university.
Extended Abstract
Introduction
Organizational growth in universities and institutions of higher education under the influence of changes and developments, such as the introduction of advanced information and communication technologies in higher education, rapid growth of knowledge and the resulting changes, the need for universities to be accountable to society, financial constraints of higher education systems, public and global Higher education, the competition of higher education institutions, has become particularly important. Senior managers of higher education have found that if universities and institutions of higher education and their faculty members have a good level of growth and development, then we can expect that the other university resources will be used well, and continuous quality improvement in various activities will take place. In fact, addressing the issue of organizational maturity has evolved from a choice to an obligation for universities, because in this way, the professional growth of faculty members happens better and faster, and organizational growth has increasingly become a key mechanism for the improvement and development of the university (Gharouneh, Mirkamali, Bazargan Kharazi, 2014). Therefore, proper management of organizational growth is a vital and mandatory issue for all universities and institutions of higher education, including the University of Kurdistan, and identifying the factors affecting its organizational growth will be very important. According to the mission of Kurdistan University, its faculty members are considered as the expert force and the core of the university in performing professional responsibilities. Considering the competitive environment of domestic universities in attracting students and introducing their capabilities, the relatively new organizational structure of Kurdistan University, and the composition of young people in the organizational structure of that university, it is necessary to study the factors affecting organizational growth. Job security of faculty members of Kurdistan University can be related to the organizational growth of that university, but since this relationship is not completely linear and direct, other factors may play a mediating role in this regard. In this study, the mediating role of knowledge sharing is discussed. Therefore, the main issue of the research is whether job security has a positive and significant effect on the organizational growth of Kurdistan University with the mediating role of knowledge sharing?
Theoretical framework
The term organizational maturity was first used in 1957 by Robert Blake and Jane Mouton in the group's Psychoanalysis Magazine, and today many organizations have used organizational maturity to increase the efficiency, productivity, and health of their organization (Seyedi & Latifi, 2016). Organizational growth is a process in which the performance of employee's organization is improved and is basically based on the process of training and changing the values and attitudes of managers and employees of the organization (Jukić, Pluchinotta, Hržica & Vrbek, 2022). Organizational maturity can be considered at the micro and macro levels: At the micro level, organizational maturity contains information about people and personal interactions within the organization; at the macro level, it focuses on productivity information about strategy development, workforce coordination, and external factors (Karakaya & Yilmaz, 2013). In 2007, Spiders identified the dimensions of organizational maturity, including openness and transparency of the system, trust in others, feedback from within and without, partnership with others, cultivating and adopting, and a low level of organizational structure (Nikpour, 2019).
The issue of job security as one of the necessities of work dates back to the early 19th century, which became binding after the efforts of trade unions and finally with the passage of government laws employing employees with regard to job security and pre-determined criteria regarding the amount of work of individuals. During the 1970s and early 1980s, concerns were raised about the devaluation of labor. In the early 1990s, the trade union applied the idea of employment security in its reports, and finally the Security Flexibility Act was adopted with the aim of providing a higher level of employment security, especially for temporary agency workers. Also, from the beginning of the twentieth century, a new thinking about the nature of work was formed by considering the concept of job security, which was more emphasis on empowering employees in organizations (Keikha, Shahraki & Keykha, 2018). In the new concept of job security, organizations must become dependent on individuals; That is, organizations must provide the necessary conditions for empowering their employees in the professional dimensions, practical courage, experience, job satisfaction, behavioral, communication, thinking and work conscience so that employees can meet the professional and social expectations of the organization and have job stability in this regard (Babaei, Rasuli & Tagizadeh, 2015).
Although knowledge is a key capability and a vital resource, it is not enough to just have knowledge in the organization, but knowledge must be exchangeable. Attempting to share knowledge with others is a voluntary behavior (Hosseini Sarkhosh et al., 2016). Knowledge sharing is a process that involves both bringing and receiving knowledge (Entezari et al., 2016). In early studies, knowledge sharing was seen as a process of knowledge management. The benefits of knowledge sharing are achieved at both individual and organizational levels. At the individual level, knowledge sharing enables employees to improve their skills and experiences by working with others and sharing their knowledge and learning from each other, and to achieve professional growth. At the organizational level, it also has benefits such as creating a competitive advantage, optimal communication with customers, improving the performance of the organization by increasing efficiency, productivity, quality and innovation (Tavakoli et al., 2013).
Methodology
The research method is descriptive-correlative. The statistical population of the study includes all faculty members of Kurdistan University in the academic year 1401-1400 with a volume of 373 people (342 males and 31 females) by random-stratified sampling (by gender), and 190 Scientific faculty members (174 men and 16 women) were selected as the sample, based on Cochran's sampling formula. Three questionnaires of job security (Neysi, 2002), organizational maturity, and knowledge sharing (Bohlool, 2013) were used to collect information. Descriptive statistics (mean, standard deviation) and inferential statistics of structural equation model were used to analyze the data using Smart PLS software.
Discussion and Results
Based on the descriptive findings, the mean and standard deviation of the research variables were as follows: Job security 3.76 ± 0.41, organizational maturity 3.45 ± 0.59 and knowledge sharing 3.89 ± 0.39. In examining the research hypotheses, it was found that: Hypothesis 1: Job security has a positive and significant effect on organizational growth. According to the findings, the value of job security β coefficient on organizational maturity is 0.47. Given that the value of T obtained is 13.57 and is greater than the standard value of 1.96, the research hypothesis is confirmed.
Hypothesis 2: Job security has a positive and significant effect on knowledge sharing. According to the findings, the value of job security β coefficient on knowledge sharing is 0.63.Given that the value of T obtained is 21.02 and is greater than the standard value of 1.96, the research hypothesis is confirmed.
Hypothesis 3: Knowledge sharing has a positive and significant effect on organizational growth. According to the findings, the value of knowledge sharing coefficient β on organizational maturity is 0.41. Given that the value of T obtained is equal to 11.57 and is greater than the standard value of 1.96, the research hypothesis is confirmed.
Hypothesis 4: Job security has a positive and significant effect on organizational growth with the mediating role of knowledge sharing. The Sobel test was used to test the hypothesis. According to the value of the indicators a) the value of the path coefficient of the independent variable on the mediator variable a = 0.63, b) the value of the path coefficient of the mediator variable on the dependent variable b = 0.41, c) the standard error of the path of the independent variable and the mediator Sa = 0.056, D) The standard error of the mediator and dependent variable path is Sb = 0.080, the value of z was equal to 4.66. Since this value of z was greater than the value of 2.58, the indirect effect of job security on organizational maturity mediated by knowledge sharing (β = 0.25) at a level less than 0.01 is significant.
Conclusion
Overall, the findings of this study showed that job security of faculty members, both directly and indirectly and through the mediation of knowledge sharing has a positive and significant effect on organizational growth. Considering the positive effect of job security, it is suggested to the top managers of the university that by delegating authority and maintaining the job independence of faculty members, observing justice and non-discrimination, providing appropriate facilities for preventing occupational accidents, providing appropriate facilities for using insurance, retirement Empowering them through in-service training, using their constructive opinions, suggestions and beliefs in organizational decision-making, and accelerating the process of transforming formal-definitive employment status can enhance faculty members' sense of job security. Also, considering the positive effect of knowledge sharing on organizational growth, the following suggestions are made to university senior managers: Introducing individual and organizational benefits of knowledge sharing, expressing the need to promote the university and not lag behind other universities to faculty members through regular knowledge management meetings and Knowledge sharing, creating an atmosphere of trust in the university for the exchange of knowledge and personal information.
