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.
Reza Besharati
Abstract
AbstractThe aim of this study was to investigate the effect of "human and financial resources" on the operational planning process in teaching hospitals of Mashhad University of Medical Sciences. 176 planning experts participated in this applicable research, which was performed using review, comparative, ...
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AbstractThe aim of this study was to investigate the effect of "human and financial resources" on the operational planning process in teaching hospitals of Mashhad University of Medical Sciences. 176 planning experts participated in this applicable research, which was performed using review, comparative, and quantitative methods. To collect the data, a researcher-made questionnaire was used, which was designed based on review and comparative studies of various operational planning models. Its validity was confirmed by consulting experts, and its reliability was confirmed by pilot studies and Cronbach's alpha calculation of 0.96. After data collection, exploratory and confirmatory factor analysis was performed using Spss22 and Amos22 software. There has been the highest score of an average of 4.35 in the results of the variable "Supply of specialized manpower for the development and implementation of programs" in the survey of experts opinion, and the most importance has been in the analysis of variable "Accurate calculation of program costs" by varimax rotation method with a factor load of 0.772. Also the effect of "human and financial resources" factor in operational planning in teaching hospitals based on the calculation of the regression coefficient of factor analysis was estimated to be 0.829. Therefore, providing "financial and human resources" affects the quality of medical and educational services of Mashhad University of Medical Sciences hospitals, and the optimal use of these resources can improve the performance of operational planning in hospitals.Extended abstractIntroductionPlanning is of special importance in the pyramid of managerial tasks. It is the most basic principle of management that affects all the tasks of managers; performing other tasks will be possible when planning is achieved (Seyed Javadin, 2019). Operational planning with a realistic view relies solely on the available facilities and is short-lived, and the preparation of the operational and executive plan is the stage in which the output of the plans is determined and resources such as personnel, financial resources and training budget, equipment, information and technology are allocated. Budgeting and financing is one important aspect of the planning process in organizations or its affiliated units (Tabibi, 2018). Teaching hospitals affiliated with medical universities in the country are not only considered as one of the important institutions providing health services (Barouni, 2015), but also as an educational environment for medical students. Clinical departments in fact have a high potential in creating the best learning and teaching opportunities for medical education, and the quality of the educational environment plays an important role in the effectiveness of students' learning (Rezaei et al, 2020). Lack of belief in planning, mismatch of goals and activities, lack of proper planning model, lack of specialized and trained manpower, and lack of budget have been among the most important planning challenges (Mosadeghred et al, 2020). Meet the human needs of the program and practice to acquire planning skills by them, limited resources, the need to create coordination between different parts of the organization, create team spirit and commitment in key people to achieve goals, increasing demand for services, preventing the exercise of tastes, and avoiding multiple workloads (Tabibi, 2018) highlights the need for research on the impact of financial and human resources on operational planning; so in the present study we seek to answer the question of the extent of impact of human and financial resources on the planning process of the operation planning in the teaching hospitals of Mashhad University of Medical Sciences.Theoretical Framework: Planning means determining the future path and method to achieve a goal. It can be said that recognizing and predicting and determining the steps and sequence of operations by time, cost and necessary manpower, control if necessary and revise them is called operational planning (Asefzadeh, 2018). Mossadegh Rad et al (2020) in a study on planning in Tehran University of Medical Sciences, examined its challenges and solutions and concluded that poor management and leadership, poor planning, inappropriate organizational culture, lack of attention to organizational learning and poor management of staff and resources and work processes are major barriers to planning for university administrators (Mosadeghred et al, 2020). The results of the study of Nafari and Behruzi (2022) to investigate the relationship between human resource strategies and organizational performance in a public hospital in Isfahan, showed that there is a positive and significant relationship between human resource strategies in planning and organizational performance, and organizational performance in learning and growth perspective had the highest correlation with human resource strategies, and financial perspective had the lowest correlation; all human resource strategies were effective on organizational performance (Nafari & Rezaei, 2022).Balqis Free et al, (2021) in a study examined the impact of human resource planning and management on hospital services in Indonesia and concluded that innovative methods of human resource management and knowledge management such as medical, nursing and Electronics management services can improve the performance of hospitals (Balqis Ferry et al, 2021). Shortell et al, (2019) in their research studied the relationship between human resource and financial functions and information technology on the performance of hospitals in the University of California and concluded that there is a positive and significant relationship between human resource, financial and information technology functions and hospital performance, and managers must have the necessity skills to use these resources to achieve goals (Shortell et al, 2019).Methodology:The present study is an applicable type in terms of purpose in which review, comparative and quantitative methods have been used in order to collect data and analyze them. This study sought to investigate the impact of human and financial resources on the operational planning process in the teaching hospitals of Mashhad University of Medical Sciences. In the first stage, different theoretical and practical models of operational planning were collected through library studies and literature review, and then the different dimensions of these models were arranged in a comparative table. In the second stage, a research questionnaire was designed and validated. The questionnaire was adjusted according to the different variables of the studied models in such a way that it could cover the necessary components to examine the effect of different factors in hospital planning. This questionnaire was distributed among 30 academic experts and specialists in operational planning in hospitals to be validated and their opinions were applied. To assess the reliability of the questionnaire, the modified questionnaire was tested by pilot in three hospitals and Cronbach's alpha was calculated (0.96), and finally the study tool was extracted as a questionnaire containing 44 questions. In the third stage of the study called field study, the final questionnaire from the previous stage were distributed among 176 people (4 times the questionnaire questions); professors of health services management, members of the planning committees of the University of Medical Sciences, heads and managers, supervisors and experts of the Office of Hospital Excellence, which had sufficient knowledge and experience in designing and preparing hospital programs, and the necessary data were collected and analyzed with SPSS22 software. In the fourth stage of the research, the factors affecting the operational planning of the hospital were extracted based on the findings of the field stage using exploratory factor analysis. In the fifth stage of the research, the exploratory factor from the fourth stage was validated by confirmatory factor analysis using Amos22 software.Discussion and Results:Examination of the average score of the respondents' opinions on the variables identified in this field showed that the variable "Supply of specialized manpower for the development and implementation of programs" with an average of 4.35 has the highest score among the variables in this field, this result is consistent with Findings of studies (Nazarzadeh et al, 2021), (Mosadeghred et al, 2020), (Gile et al, 2018), because one of the most important factors influencing the success of human resource planning is paying attention to human resource. The second important variable in experts viewpoint, this field has been accompanied by stakeholders, senior managers and executives to plan and implement it, which is consistent with the findings of studies (Pourrashidi, 2021), (Mostafapour et al, 2021), (Rezaei et al, 2020). in explaining these common results, it can be said that the association of these groups and individuals with programs has supportive, leadership, scientific, financial and intelligence roles. Another important finding in the field of human resources with a high average score from the perspective of research samples is "formulation of evaluation strategies of programs and practices"; this finding is consistent with the results of studies (Shortell et al, 2019), (Doshmanziari et al, 2018), (Mosadeghred et al, 2020), because the existence of employee evaluation systems and programs can exclude them from being slogans and non-operational. Findings of Exploratory Factor Analysis showed that the highest factor load for the examined variables were related to "accurate calculation of program costs", "review of how programs are financed" and "payment to employees based on their performance according to the plan", respectively. These findings are consistent with the results of research (Mosadeghred et al, 2020), (Mostafapour et al, 2021), (Nafari & Rezaei, 2022), (Rezaei et al, 2020), (Balqis Ferry et al, 2021), because there must be a clear link between the plan and its budget in operational planning. Research findingsIn the review stage, through comparison of 16 models of operational programming, their comparative matrix adjusted and the effective factors on operational programming in each model as well as the common and non-common parts was specified. Considering the comparative matrix of operational programming models, the effective factors on operational programming was named in the shape of 6 factors including financial and human resource provision. The high amount of kaizer- meyer- alkin index as much as 0.907 indicates the sufficiency of sample volume, and also significance of kroit bartlet test as much as 313.5461 and freedom degree of 955 and significance of <0.001 indicated the fitness of applying the factor analysis on the data of this research. In the survey of experts' opinion, the "Supply of specialized manpower for the development and implementation of programs " variable with the average of 4.35 had the highest score, and in analysis according to varimax rotation, the "Accurate calculation of program costs" variable with the factor load of 0.772 has had the most importance. Also, the effect of "financial and human resource" factor in operational programming in teaching hospitals was estimated 0.829 based on the regression coefficient calculation of factorial analysis.Conclusion:According to the research findings, the following items are suggested for the optimal use of financial and human resources in planning and as a result of improving the quality of medical and educational services in hospitals:Creating an organizational culture in the field of belief in planning and its implementation through continuous training of managers and employeesForming a team consisting of managers and experts in various fields for planningJustify and execute employees to participate in their planning and implementationContinuous monitoring of performance based on schedules and receiving the necessary feedback and making necessary corrections in schedulesBudgeting based on annual operational plans and preparing financial reports in a categorized manner and in accordance with the activities of the university, trying to attract and distribute and allocate resources at the appropriate time in the implementation of programs, providing specialized training and consulting to empower human resources to manage financial resources.
Jafar Beikzad
Abstract
The purpose of this study is to provide a structural model of the effect of knowledge leadership and perceived organizational health on work enthusiasm, emphasizing the mediating role of organizational intimacy in public libraries of West Azerbaijan province. This research is of applied type; and in ...
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The purpose of this study is to provide a structural model of the effect of knowledge leadership and perceived organizational health on work enthusiasm, emphasizing the mediating role of organizational intimacy in public libraries of West Azerbaijan province. This research is of applied type; and in terms of method, descriptive-correlation. The statistical population of the research includes 160 public library employees of West Azerbaijan province, of which 113 people were selected as a statistical sample based on Cochran's formula and stratified random selection. The data collection tool in this research includes four standard questionnaires. In order to ensure the existence or non-existence of a causal relationship between the research variables and to check the suitability of the observed data with the conceptual model of the research, the research hypotheses were tested using the structural equation model. In this research, structural equation modeling and the partial least squares (PLS) method were used to test the hypotheses and model fit. The research findings showed that knowledge leadership has a significant effect on work enthusiasm and organizational intimacy, and perceived organizational health has a significant effect on work enthusiasm and organizational intimacy. In addition, at the 95% confidence level, organizational intimacy plays a mediating role in the effect of knowledge leadership and perceived organizational health on work enthusiasm.
Extended Abstract
Introduction
In today's era, due to the vast amount of information and the competitive environment, all organizations need to pay attention to new leadership approaches for their survival. One of these new leadership approaches is knowledge leadership (Zarei et al, 2021). Knowledge leadership is a process through which the organization produces wealth from its knowledge or intellectual capital (Deylami & Pourrashidi, 2022). In fact, one of the most important leadership models that can be effective in developing ethics, increasing employee trustworthiness, promoting social capital, and improving employee creativity and innovation is knowledge-based leadership (Mahmoudi et al, 2021).
Today, organizations are considered as living organisms that have an identity independent of their members; in such a way that with this new identity they can influence the behavior of employees. This personality and identity can have "organizational health" or "organizational disease" (Soltani Bahram & Alizadeh Aghdam, 2021). The existence of health in the organization causes the durability and survival of the organization in its environment and adaptation to it and the improvement of skills for further adaptation (Teimouri et al, 2021). Therefore, organizational health explains how an organization deals with the health of its employees, what priority it gives to the well-being of employees, and to what extent healthy working conditions are promoted in the organization (Kaluza et al, 2020).
On the other hand, work enthusiasm is one of the concepts of positive psychology in the field of work and the most prominent positive organizational concept, as a structure of behavioral, emotional and cognitive aspects (Sepahvand, & Bagherzadeh Khodashahri, 2021). Work enthusiasm is considered as an effective force in creating a feeling of empowerment in doing the job and consequently increasing the strength and intellectual ability of employees in the work environment and the process of improving the status of the organization as an effective and efficient factor (Zahed Babolan et al, 2021).
Furthermore, one of the factors related to organizational health and work enthusiasm is organizational intimacy. Leaders who express intimacy with their employees can create an atmosphere where diverse groups feel accepted, supported, and able to participate fully (Zivkovic, 2022).
Theoretical framework
Knowledge leadership: Knowledge leadership plays an important role in promoting organizational knowledge, absorbing and transferring it, organizational performance, organizational effectiveness, organizational learning, organizational culture, creating insight and managing knowledge and information (Mahmoudi et al, 2021). Knowledge leadership is a social process in which leaders support other members of the organization in the learning processes required to achieve the goals of the group and organization (Jafari et al, 2021).
Perceived organizational health: The term organizational health was first used by Miles in 1969. In his opinion, organizational health refers to the durability and survival of the organization in its environment and adapting to it, as well as improving and expanding its ability to adapt more (Soltani Bahram & Alizadeh Aghdam, 2021). Organizational health refers to a situation beyond the short-term effectiveness of the organization and refers to a set of relatively long-lasting organizational characteristics. (Mollaei et al, 2022).
Work enthusiasm: Work enthusiasm is the need to use all physical, cognitive and emotional dimensions of a person to perform work roles (Dehghanpour Farashah et al, 2021). Work enthusiasm is a positive state of mind that maintains the work and is related to it, which manifests with power, dedication and attraction, and it can be considered a positive and emotionally motivating state of mind that is related to the mental well-being and health of employees, and is considered as point against job burnout (Seifi et al, 2021).
Organizational Intimacy: Regarding organizational intimacy, it should be mentioned that work intimacy and work relationship in the manager-employee equation is almost known as a tool to improve work, while intimate relationships are defined as communication methods in the workplace (Jaberimanesh et al., 2019). In general, intimacy in the organization can be a combination of revealing and expressing, compatibility, integration, resolving conflicts, self-following and similarity, and it makes a person achieve a degree of personal growth in the work environment so that he can establish a sincere relationship with others. (Moradi & Keshavarz, 2021).
Methodology
The current research is applicable in terms of purpose, and descriptive of correlation type in terms of method. The statistical population of the research was 160 employees of public libraries in West Azarbaijan province. The size of the statistical sample was estimated to be 113 people based on stratified random sampling and according to Cochran's formula. The data collection tools in this research include four standard questionnaires of Danesh Vitala (2004), organizational health perceived by Klingel and Layden (2001), work enthusiasm by Bakker and Utrich (2008) and organizational closeness by Walker and Thompson (1983). The data analysis of the current research was done using the structural equation modeling method based on PLS3 software.
Discussion and Results
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then pls software was used to test the hypotheses or conceptual model of the research, and the results showed that the path coefficient between the two variables of knowledge leadership and work enthusiasm is β=0.249. The significant coefficients between these two variables were p=0.001 and t=3.206, which shows that this relationship is significant; and knowledge leadership has an effect on work enthusiasm. In addition, the path coefficient between the two variables of perceived organizational health on work enthusiasm is β=0.158. The significant coefficients between these two variables were p=0.037 and t=2.093, which shows that this relationship is significant and perceived organizational health has an effect on work enthusiasm. According to the results, the path coefficient between the two variables of knowledge leadership on organizational intimacy is β=0.563. The significant coefficients of these two variables were p=0.000 and t=9.013, which shows that this relationship is significant and knowledge leadership has an effect on organizational intimacy. On the other hand, the path coefficient between the two variables of perceived organizational health on organizational closeness is β=0.431. The significant coefficients between these two variables were p=0.000 and t=6.764, which shows that this relationship is significant and perceived organizational health has an impact on organizational intimacy. According to the results, it can be said that the path coefficient between the two variables of organizational intimacy on work enthusiasm is β=0.573. The significant coefficients between these two variables were p=0.000 and t=5.997, which shows that this relationship is significant and organizational intimacy has an effect on work enthusiasm. In addition, the results showed that organizational intimacy plays a mediating role in the effect of knowledge leadership and perceived organizational health on work enthusiasm.
Conclusion
This research was conducted with the aim of providing a structural model of knowledge leadership and perceived organizational health on work enthusiasm, emphasizing the mediating role of organizational intimacy in public libraries of West Azerbaijan province. According to the findings of the research, knowledge leadership has a positive effect on work enthusiasm and also the positive effect of knowledge leadership on organizational intimacy was confirmed. The results of this study are in line with the findings of Jafari et al. (2022), Mahmoudi et al. (2021), Zarei et al. (2022), Banmairuroy et al. (2021) and Chaithanapat et al. (2022). In this regard, one of the subjects that can help the organization in this matter is knowledge leadership. One of the solutions for sharing knowledge among employees and as a result the success of organizations is that the knowledge in the organization is well managed and the knowledge leaders of the organization perform well with their internal and external characteristics and the influence they have on the people inside the organization..
On the other hand, the research results showed that perceived organizational health has a positive effect on work enthusiasm. In addition, the positive effect of perceived organizational health on organizational intimacy was confirmed. These results are consistent with the research findings of Soltani Bahram & Alizadeh Aghdam (2021), Hoseini pozveh et al. (2021) and Ramezanpour (2020). Based on these findings, we can conclude that organizational health is one of the important aspects of organizational climate that affects many variables and is not only the organization's ability to perform tasks effectively, but also includes the organization's ability to grow and improve continuously. In healthy organizations, there are committed, responsible, conscientious, motivated and high-performing employees.
Another result of the research was that organizational closeness plays a mediating role in the effect of knowledge leadership on work enthusiasm and at the 95% confidence level, organizational closeness plays a mediating role in the effect of knowledge leadership and perceived organizational health on work enthusiasm. Therefore, we can say that intimacy is very important in the organization. The presence of intimacy can solve many problems or prevent them from occurring in the organization. This is the reason why organizations try to create this intimacy or support its signs in different ways. Ever since the importance of intimacy among organizational colleagues became clear, organizations started thinking about supporting, promoting and encouraging intimacy in the organization based on the recommendations they received. They simply agreed that intimate people talk more easily, solve their problems by themselves, do not betray each other, and finally, organizational intimacy is a prerequisite for work enthusiasm. This finding is in line with the research results of Mahmoudi et al. (2021), Shakeri (2020), Salari (2019), Azmi (2018) and Zivkovic (2022).
management
farzaneh soltangholi; Mohammad Reza Ardalan; Siroos ghanbari; afshin afzali
Abstract
Abstract
The aim of the current research was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their coaching leadership. The research population consists of all primary school teachers in Ilam province in academic year 2020-2021, ...
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Abstract
The aim of the current research was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their coaching leadership. The research population consists of all primary school teachers in Ilam province in academic year 2020-2021, among whom a sample size of 339 teachers was selected by stratified random sampling method and based on the Cochran formula. The research method is quantitative- correlative study type, and the modeling approach is covariance-oriented structural equation. Dennison's adaptive organizational culture questionnaires (2000); the coaching leadership of Peláez Zuberbuhler et al. (2021), and the researcher-made questionnaire of lean behaviors of school principals were used to collect data. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis. Structural equation modeling was used for data analysis using Lisrel 10.30 software. The results showed that adaptive organizational culture has a significant positive effect on the lean behaviors of school principals at the level of 0.05; adaptation-oriented organizational culture has a significant positive indirect effect on the lean behaviors of managers at the level of 0.05 due to the coaching-oriented leadership of managers; also, adaptive organizational culture and coaching leadership of principals are able to explain 40% of the variance of lean behaviors of school principals.
Extended Abstract
Introduction
The activity of educational centers has always been associated with a percentage of wastage, which has caused poor performance, delays in the change process, a drop in the quality of education, an increase in costs, and a waste of resources (Hashemi, yari Haj Atalou, Malekiavarsin, 2021:82); therefore, the educational system requires the use of new management tools and approaches. One of these approaches is lean leadership, which, from a behavioral point of view is the behavior whose main characteristic is to help create added value to the organization (Hussein & Al-Zubaydi, 2020: 410).
The emergence and growth of lean behaviors is influenced by various factors, the most important of which are organizational culture (Grigg, Goodyer & Frater, 2020) and coach-oriented leadership style (Berg & Karlsen, 2016). Adaptive organizational culture promotes norms and behaviors used by the organization to be able to discover, translate and interpret environmental symbols and new behaviors. This type of culture provides a favorable environment for the organization to create new opportunities, understand and meet the needs of customers and adapt to environmental changes, and therefore it is believed that it can create a favorable environment for creating and strengthen lean behaviors in the organization. Another factor affecting lean behaviors is coach-oriented leadership style. Examining various researches shows that relationship-oriented leaders pay attention to the needs and motivation of subordinates and improve personal, group, and organizational needs, and provide new opportunities for the organization in order to identify effective methods of working (Fazlail & Moazzami, 2023).
As a social organization, Schools are facing unpredictable environmental complications, among which are the spread of the Covid-19 disease, and the move towards virtual and combined education. Schools need to adapt to these complexities in order to survive. The effectiveness of adaptation requires an adaptive organizational culture on one hand, and pure behaviors on the other. Therefore, the problem of the current research is to answer the question in a scientific way: Can an adaptive organizational culture with the mediation of a coaching leadership lead to lean behaviors of school principals?
Theoretical foundations
Adaptive culture is described as a range of cultural characteristics that enable an organization to be more adaptable to environmental changes by helping organizations anticipate and adapt to those changes (Sharma & et.al, 2021).
The leader's approach of using coaching is a new paradigm (Hagen & Aguilar, 2012). Coaching skills are fundamental behaviors of the leader that help organizations create a competitive advantage (Lee, Idris & Tuckey, 2019). Some researchers believe that coaching leadership refers to a type of positive leadership behavior in which the leader motivates employees through appropriate coaching techniques and provides sufficient resources and support to enhance the employee's ability to study and work (Wang, Yuan & Zhu, 2017: 1656).
Lean behaviors are behaviors whose main feature is helping to create added value for the organization. Among these behaviors, we can mention courtesy, calmness, wisdom, patience, objectivity and trust (Hussein & Al-Zubaydi, 2020:406).
Tortorella et al, (2020) studied the role of organizational culture and leadership styles in lean production. Their findings indicated a meaningful relationship between organizational culture and leadership styles with lean production. Also, in that research, coach-oriented leadership style was identified as an effective style in lean production.
Kołodziejczak (2015) studied the role of coaching in organizational culture in the study titled "Coaching Along Organizational Culture". The results showed that the use of coaching in organization management can gradually model or change the organizational culture. Also, the findings indicated that in favorable conditions, coaching may provide the possibility of changing from traditional culture to innovative one. This change is possible because coaching creates changes in people's behavior; stimulates their creativity; and has a positive effect on employee motivation.
Methodology
The research community consists of all primary school teachers in Ilam province in the academic year 2021-2022 as many as 2909 people; (1907 women and 1002 men). Cochran's formula was used to determine the sample size consisting 339 teachers (222 women and 117 men). Proportional stratified random sampling method was used. Dennison's adaptive organizational culture questionnaires (2000); the coaching leadership of Pilaz Zuborbuehler et al. (2021); and the researcher-made questionnaire of lean behaviors of school principals were used to collect data.
Findings
In order to check research hypotheses and data analysis, structural equation modeling was used using Lisrel 10.30 software. The results of the correlation matrix analysis showed that the variables of adaptive organizational culture of schools (0.65) and educational leadership of school principals (0.63) have a positive and significant relationship with the variable of lean behaviors of school principals at the level of 0.05. Adaptable organizational culture variable has a positive and significant relationship with school principals' educational leadership variable (0.72) at the 0.05 level. The results of the analysis of structural equations show that: the adaptive organizational culture variable with path coefficient of 0.41 and t value of 7.18 has a positive and significant effect on the variable of lean behavior of school principals at the level of 0.05; the variable of adaptive organizational culture of schools with path coefficient of 0.52 and t value of 19.50 has a positive and significant effect on the educational leadership variable of school principals at the level of 0.05; the educational leadership variable of school principals with path coefficient of 0.34 and t-value of 5.93 has a positive and significant effect on the lean behavior variable of school principals at the level of 0.05; and the adaptive organizational culture variable of schools has a positive and significant effect on the lean behavior variable of school principals at the level of 0.05 due to the pedagogical leadership of school principals (0.1768) and the T value of 5.66. Also, the results of the analysis of structural equations showed that: adaptive organizational culture of schools has a positive direct effect (0.41), a positive indirect effect (0.1768), and a significant positive total effect (0.5868) on the lean behaviors of school principals at the level of 0.5. Also, the variables of adaptive organizational culture of schools and educational leadership of school principals are able to explain 40% of the variance of the variable of lean behavior of school principals; the amount of explained variance of pure behavior of school principals according to its t value (10.56) is significant at the level of 0.05.
Conclusion
The aim of the study was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their pedagogical leadership. The results regarding the positive relationship between adaptive organizational culture and the lean behaviors of school administrators are aligned with research results of Tortorella et al, (2020), Paro & Gerolamo (2017), De Castro Freitas et al, (2017), and Bortolotti, Boscari & Danese (2015). Research studies show that lean behaviors can maximize cost reduction in any organizational culture environment (Tortorella et.al, 2020). The adaptive organizational culture of schools and the coaching leadership of principals are able to explain 40% of the variance of lean behaviors of school principals. This finding is consistent with the results of the studies of Tortorella et al, (2020), De Castro Freitas et al, (2017), Kołodziejczak (2015) and Bortolotti, Boscari & Danese (2015); while contradict with the study results of Paro & Gerolamo (2017). The existence of an adaptive (flexible) organizational culture and an inspiring leader can lead to the emergence and strengthening of lean behaviors in the organization. Coach-oriented leaders help employees reduce wastage and rework, reduce waste, and contribute to transparency in the organization through questions and answers, provide useful and constructive feedbacks, and plan for improvement, and this is what Lean is looking for. The adaptive organizational culture of schools has an indirect positive effect on managers' lean behaviors through the coaching leadership of managers. This finding is in line with the results of the study of Tortorella et al, (2020). From a theoretical point of view, there is a conceptual connection between organizational culture and coaching. If there are underlying assumptions and support for the benefits of a manager's use of a coaching style, then we would expect to see evidence of the coaching style being used (Nieminen, Biermeier-Hanson & Denison, 2013). According to the results of the research, the following suggestions are presented: encouraging the spirit of accepting the criticism and avoiding partisanship in decision-making, attention of the officials of the educational system to teachers through intelligent questions and providing feedback to them, reviving the spirit of law in the body of the organization and transparency in doing things.
Education Management
Esmat Seifi; Amineh ahmadi; mojtaba moazzami
Abstract
Abstract
The purpose of the current research is to identify the dimensions and components of the use of new technologies in the fourth generation university. According to its purpose, the research method is applicable in terms of purpose, and qualitative in terms of implementation; type of descriptive ...
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Abstract
The purpose of the current research is to identify the dimensions and components of the use of new technologies in the fourth generation university. According to its purpose, the research method is applicable in terms of purpose, and qualitative in terms of implementation; type of descriptive and thematic analysis. The statistical population of this research includes 10 higher education specialists; prominent professors familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information. Data analysis was done with open, axial and selective coding and using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components, and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content), process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality).
Extended abstract
Introduction
The university plays a very important role in the progress or stagnation of a society by directly affecting the flow of production, adaptation and reproduction of social systems and market mechanisms (Tang, 2013). Applying a model in the development of graduate education that covers all these functions in a balanced way can make it possible to reach social goals (Raza et al, 2018). Ignoring the functions of the university may lead to emergent consequences that put graduate education development strategies at risk of futility (Clark & Jackson, 2018).
One of the main concerns of universities is to be among the top universities in the world and create the necessary conditions to become a fourth generation university. In our country, most universities are in the first generation and a limited number of them are in the second generation, and yet, the third and fourth generation of universities in Iran has not been seriously discussed. Accordingly, many graduates do not succeed in the market due to lack of entrepreneurial skills (Goudarzvand Chegini, 2018). In fact, the third and fourth generation universities are knowledge-based, teaching and research-oriented universities that seek to create wealth and value by developing knowledge and effective entrepreneurship (Barrioluengo & Benneworth, 2019). Based on this, the researcher asked the main question: what is the use of new technologies in the fourth generation university?
Theoretical Framework
Information technologies
The increasing development and progress of information and communication technology and its potential capacity in improving education have prompted researchers in the field of education to prioritize the use of technology as a competitive advantage in the education process. On the other hand, the need of developing societies for optimal use of time and facilities and flexible development of education has led to a greater tendency to use new technologies (Larchenko & Barynikova, 2021). These technologies have played a very important role in the scientific development and competitiveness of universities for reasons such as saving time and money, enabling distance learning, facilitating the educational evaluation system, direct access to digital educational resources, and creating equal educational opportunities (Kalbali, 2018).
Fourth generation universities
In the fourth generation of universities, value is defined on the basis of strategic partnership, entrepreneur training, and the degree of absorption of income from external sources and guidance and leadership, as well as the degree of influence on other factors in societies. Education is done based on the needs of society and students, and solving society's challenges is considered as the basis of research. International partnerships are an important part of the entrepreneurial university. Promoting risk-taking culture, creating a sense of belonging to entrepreneurship, academic freedom, valuing culture, talent management, creating a suitable entrepreneurial environment, teamwork culture, introducing entrepreneurial faculty members as role models and their participation in decision-making and policy-making, attention and Valuing entrepreneurial students are some the components of entrepreneurial culture (Khodabakhsh & Taghi Pur, 2023).
Khoshnejad et al, (2022) carried out a research entitled the presentation of the fourth generation university model (case study: Islamic Azad University). The axes have been identified through three stages of coding (example, main theme, sub-theme). Key relationships including university-society relationship, alignment of university mission and society goals, and university-industry relationship were identified based on the research results. In addition, background factors, influencing factors and outcomes were also identified. The outcomes were investigated including internal and external outcomes.
PourMohammadBagher et al, (2022) discussed in their research entitled review of the use of metaverse systems in education. In this article, by reviewing new technologies and referring to educational fields and some principles related to teaching methods, a better insight is provided to teachers in the field of education and training for technology-based educational design. According to the principles of metaverse, the virtual learning environment can simulate the law of dynamic evolution in natural phenomena and its processing process. Education of students in the virtual body occurs through sensory channels such as visual, auditory, tactile, olfactory, etc. Then they can explore and do individual activities or collaborate in a virtual environment. As a result, in the learning scenario based on the metaverse, learning is in a deeper form where insight occurs.
Research methodology
The research method is applicable in terms of its purpose, and qualitative in terms of implementation, a descriptive and thematic analysis type. The statistical population of this research includes 10 higher education specialists, prominent professors who are familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information.
Research findings
Data analysis was done with open, axial and selective coding; using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content) process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), and requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality).
Conclusion
The current research was conducted with the aim of identifying the dimensions and components of the application of new technologies in the fourth generation university. The results of this research are in agreement with the results of Khoshnejad et al, (2022), PourMohammadBagher et al, (2022), Yadollahi Dehcheshmeh et al, (2021), Azar (2021), Larchenko & Barynikova (2021), Asgari et al, (2021), and Ahmadian Chashemi et al, (2020).
Yadollahi Dehcheshmeh et al, (2021) have discussed in their research under the title of compiling the fourth generation university model (social university) for Iranian universities. The findings showed that the component of value-creating responsibility-oriented university as a central phenomenon, transformability and adaptability as causal factors, responsible leadership, development of professional competencies of human capital and educational and curriculum development as action strategies, components of specialized and professional policymaking, responsible innovation culture and transformative structure were identified as background conditions and academic independence and developing financial models as intervention components of the fourth generation university. The main consequence of the interaction of all the mentioned components is the development of the region, which plays a vital role in the development and growth of the local and national society in three cultural-social, economic, and environmental fields.
According to the obtained results, it is suggested that:
According to the develope of developments in the field of new technologies, the universities of the country can provide the possibility of transferring new findings to the beneficiaries by creating a foundation for the development of technology, which leads to the development of technological businesses, turning knowledge into wealth and employment for graduates, and finally, it creates new sources of income. While examining the current and future global trends and identifying the strengths and weaknesses of the society, the fourth generation university should guide the country's political, economic, cultural and social paths in the direction that countries can gain their proper place in the region and the international system. Building and developing specialized service centers for the general public, providing technical; consulting; and equipment support services to knowledge-based businesses, creating a communication network with elites; intellectuals and entrepreneurs to participate in policy making is suggested, and also academic researchers are suggested to identify local and regional issues and problems, determine the research priorities of academic disciplines based on solving the problems of the society, and formulate the dimensions of the curriculum of the higher education centers of each region based on the components of the fourth generation university.
Zohra Athari; Tahmasb Kavousi
Abstract
Extended AbstractAbstractThe aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. ...
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Extended AbstractAbstractThe aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. The statistical population of the study consists of 1531 female students of the second grade of elementary school in Kashan. The sample size was obtained by cluster random sampling of 200 people. For data collection, Walland (1982) Academic Motivation Questionnaire, Waz & Isaacson (2008) Academic Identity Questionnaire and Keys and Magyarmo (2003) Emotional Well-Being Questionnaire were used, whose authenticity was confirmed by supervisors and academic experts, and their reliability was also confirmed by Cronbach's alpha coefficient test. To data analysis, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that academic identity is related to academic motivation and dimensions of students' emotional well-being. Academic motivation is related to students' emotional well-being. The results showed that academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan.IntroductionMotivation is a the main variable effective on the educational process, learning efficiency and student performance. Research psychologists have concluded that a set of internal and external factors, variables or structures motivating the Students are involved in his learning and active participation in the learning process. From instinct, drive, need and enthusiasm to interest, curiosity, attribution style, ability, expectation, striving for parental progress and pressure, peer pressure; all in a complex interaction, can influence a student's motivation system and shape his or her teaching, learning, and developmental behavior (Shafiee, Karami, 2020). If there is an academic identity in a person, there is a sense of movement and success in various aspects of education (Tran & et al, 2017). With this feeling, the existing obstacles to success are removed one after another (Gazidari, Lavasani, Ejei, 2016). Academic identity is a reflection of the types of competencies, autonomy, purposefulness, efficiency beliefs, and experiences of common emotions that adolescents and young adults experience in the classroom with their peers and teachers, and the performance quality in the academic arena is its characteristics. (Samimi, Dahani, Shaban, 2017). Welfare has been proposed as one of the important indicators of quality of life. Emotional well-being is a broad category of phenomena including the emotional responses of individuals, the realm of satisfaction, and general evaluations of life. This structure is often considered to have a multidimensional structure including cognitive, social and emotional dimensions. Psychologists consider emotion regulation to be a basic skill for adolescents and believe its dependence on growth; meaning that a person should acquire this skill during development, however reasons such as lack of a rich environment and inappropriate learning patterns can make it difficult to manage their emotions. Based on this, and considering that students spend a lot of time in school, it can be said that emotion regulation is among the skills the school context can strengthen or weaken. (Nikkhah, Yousefi, 2021).Emotional well-being, life satisfaction, optimism and hope, self-confidence, dominance and sense of control, having a purpose in life, a sense of belonging and personal support are the most important aspects of it (Abbasi & Shehni Yailagh 2017). Motivation is the most important condition for learning. Interest in learning is a product of factors related to the student's personality and ability, task characteristics, incentives, and environmental factors (Wright & et al, 2019). Due to the importance of motivation in students 'academic and social life and the need for a comprehensive and complete study of this structure according to its various aspects and the importance of academic motivation and academic identity in students' emotional well-being, it is important to conduct such research to solve Students' learning difficulties and academic achievement. According to the contents of this article, an attempt is made to answer the question whether academic motivation has a mediating role in the relationship between academic identity and the dimensions of emotional well-being in female students in the second year of primary school in Kashan.Theoretical frameworkThe educational institution in each country has components and subdivisions and the education department is one of the most important subdivisions of the educational system. Planners and researchers have faced a variety of problems since training programs were formally implemented in training centers. Since the effective factors on learning are exhaustive, identifying of these factors is important in the education system to eliminate the existing problems and deficiencies (Oz, 2016). One of the goals and tasks of the education system is to create the conditions for the comprehensive development of the individual and to train healthy, efficient and responsible people to play a role in individual and social life. Since students, as one of the basic pillars of the country's educational system, have a special role and position in achieving the goals of the educational system, paying more attention to this segment of society in terms of education leads to fertility and prosperity of the educational system as much as possible. In educational structures, academic motivation is the criterion for measuring the achievement of educational goals (Poorkarimi, Mobayen Rahni, 2018).MethodologyThe present study is a methodological description of correlation. The statistical population of this study consisted of 1531 female students of the second elementary school in Kashan. Nine classrooms were selected with a total of 200 students. The method was cluster random sampling. For data collection, Walrand (1982) Academic Motivation Questionnaire, Waz and Isaacson (2008) Academic Identity Questionnaire and Keyes and Magyarmo (2003) Questionnaire were used. In order to analyze the data collected from the test of research hypotheses, first the Kolmogorov-Smirnov test was used to check the normality of data distribution and structural equations to examine the relationship between independent and mediating variables with dependent variables using statistic software LISREL8.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. Since the root mean square of the model is approximately 0.031, the model has a good fit.Research Hypothesis: Academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second grade of elementary school in Kashan. In order to investigate the mediating effect of academic motivation in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving mediating variables should be examined so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.41. Indirect effect in the presence of mediating variable of academic motivation is: 0.69 × 0.75 = 0.517. Due to the lower effect of direct path compared with that of indirect paths, the presence of mediating variable of academic motivation increases the effect, and the role of the mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to assess the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second grade of elementary school in Kashan. The results of this study showed that the mediating role of academic motivation in the relationship between academic identity and the dimensions of emotional well-being is 0.41. Due to the smaller effect of direct path compared with that of indirect paths, therefore, the existence of mediator variable of academic motivation increases the amount of influence, and the mediating role in the present hypothesis is confirmed. The result is that students who put studying at the top of their agenda are better able to succeed in life because they consider planning as a tool to achieve their goals. Such students consider themselves much stronger and more capable than others, and on the other hand, they are full of energy. The results of this hypothesis are in line with the findings of Samari et al. (2021). In their research, they concluded that achievement motivation plays a mediating role between the variables of basic psychological needs and academic achievement. These basic needs are derived from students' identities and their perceived emotional well-being. On the other hand, such people are able to accurately identify the annoying problems which effects them. In such situations, they appreciate the deserved people and consider their relationship style with the outside environment as friendly and warm. Overall, such people feel good about what they have done and are satisfied with the way they have done their job. These results are also in line with the findings of Mahna et al. (2020). In a study, they concluded that there is a positive and significant relationship between academic identity and goal orientation with metacognitive strategies of students' self-regulated learning. Finally, students feel that they have an effective role to play and that they are able to make decisions. They increase the amount of effort they put into studying because it is in such circumstances that they enjoy the progress of their lessons. On the other hand, because of the joy they get when they discover new things they have not seen before, they are constantly doing their homework. These results are also consistent with the findings of Nikkhah et al. (2021). They found in a study that emotional well-being can have a negative effect on academic failure and a positive and significant effect on students' academic performance and academic motivation.
shahab bahrami; mohammad saeid kiani; leila nazari; Leila shahbazpour
Abstract
Extended Abstract
Abstract
The aim of this study was to investigate the effect of social responsibility of sports teachers on optimizing leisure time and preventing social harms of students. The study method was descriptive- correlative. The statistical population of the study included all 2950female ...
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Extended Abstract
Abstract
The aim of this study was to investigate the effect of social responsibility of sports teachers on optimizing leisure time and preventing social harms of students. The study method was descriptive- correlative. The statistical population of the study included all 2950female high school students in the seventh district of Tehran. The sample size was determined based on Krejcie and Morgan table of 370 students who were selected by means of cluster random sampling method. Data collection tools included the standard questionnaire of Barton Goff (2012), the researcher-made questionnaire of Kashefi and Nazari (2018) and the questionnaire of Aaghaii and Timurtash (2009). The validity of the questionnaires in terms of form and content was confirmed by sports management professors and their reliability was confirmed by Cronbach's alpha coefficient test. Data analyzing was accomplished by Spss statistical software. Findings showed that the social responsibility of sports teachers is effective in optimizing students' leisure time and social harms. Furthermore, leisure time is effective in preventing students' social harms. Favorable spending of leisure time in a comprehensive and essential form allows young people to meet the aspects of life; experience of teamwork; skills; and design a bright and promising future.
Introduction
Various activities are performed in the education system for the growth and excellence of individuals and bringing human beings to the desired perfection; including educational, research, cultural, social, athletic, etc. (Ahmadi & et al, 2020). Today, social responsibility goes far beyond its field of activity and influence in the past, which was humanitarian. Social responsibility has found its role and place in the field of business to achieve sustainable development, on preventive solutions to the social and environmental challenges and similar areas (Chau & et al, 2018). Therefore, one of the most important indicators and components of social growth is social responsibility (Commentary & et al, 2019). Responsibility is obligation and inner commitment of the individual in the proper performance of all activities entrusted to her (Ester Cerin & et al, 2017). On the other hand, sometimes, there is a kind of confusion accompanied by a decrease in self-esteem and self-concept during a special and sensitive period of adolescence, which leads to a decrease in natural activities and social interactions. Therefore, the adolescent can be prepared to learn ethical concepts by being taught responsibility and assigning appropriate plans to him/her (Faith & et al, 2016). Participation in sports activities is one of the educational activities during which the students can develop characteristics such as responsibility, cooperation and social relations (Ghalavandi & et al, 2018). Nowadays, some concerns of parents and teachers are optimal learning and correct education and avoidance of social harms of students, and there are many ways to achieve these goals, including all kinds of encouragement and laziness, and visiting doctors and psychologists, and etc., nontheless few people have tried the effect of exercise on learning and reducing social harms. Also, in our country, less attention is paid to students' leisure time, and the reason is that leisure time has not yet found its real place in society. The plans of education officials and families and the responsibility of teachers, especially physical education teachers, are not enough for students' leisure time and do not provide them with satisfaction. Accordingly, the responsibility of teachers, who have an effective role in reducing the social harms of students in their spare time, is felt more. According to the contents of this article, an attempt is made to answer the question that how far the sport teachers are effective on optimizing leisure time and preventing social harms of students?
Theoretical framework
Inadequate and unfavorable social results are obtained when "leisure" is not designed for attractive, fun and uplifting programs full of "educational" elements. Spending this time in the context of healthy activities can reduce its harmful aspects and be a preventive measure against adolescents going astray on these ages (Mehrdad, 2011). A study by Yen et al. Found that adolescents who spend their leisure time with friends in "unsupervised activities" are more likely to exhibit "aggressive" behaviors than adolescents who are "organized" and "active" during leisure time and also indoor activities (Khwaja Nouri & Hasheminia. 2010). In a study Hosseini and Mirzaei Khalis (2021) examined the mediating role of social goals in the relationship between mental vulnerability and responsibility in female high school students, and the results showed that there is a positive and significant relationship between students' psychological vulnerability and their social goals responsibility. (Hosseini and Mirzaei Khalis, 2021).
Methodology
The present study is methodically descriptive-correlative. The statistical population of this study includes statistically 2950 female high school students in the seventh district of Tehran, of which 370 students were selected as a research sample by cluster random sampling. The validity of the questionnaires was determined by the point views of sports management experts and so were the questionnaires approved. The reliability of the questionnaires in this study was determined by Cronbach's alpha. The Cronbach's alpha coefficient of the social responsibility, leisure and social harm questionnaires were 0.75, 0.85 and 0.86, respectively, which has the desired reliability of the questionnaires. Descriptive statistics such as central indicators were used to analyze the data and correlation coefficient and regression were used to measure the relationship between variables.
Discussion and Results
The camera-Watson test was used to test the research hypotheses. Considering the value of simple correlation coefficient, it can be said that sport has an effect on optimizing the leisure time of female high school students in the seventh district of Tehran (R = 0.146). Also, the social responsibility of sports teachers has an effect on the prevention of social harms of female high school students in the seventh district of Tehran (R = 0.253). Leisure time also has an effect on the prevention of social harms of female high school students in the seventh district of Tehran (R = 0.351).
Conclusion
The aim of this study was to investigate the effect of social responsibility of sports teachers on the optimization of leisure time and prevention of social harms of students. Researches in the field of social responsibility can be referred such as Modarres Yazdi et al. (2020), Taghvai Yazdi (2016), Qalavandi et al., and in the field of leisure time, such as Hdayyan and Dodkhah (2020), Tamizifar & Azizifar (2021), Khater Wisie and Yektayar (2020), Mousavi Rad and Keshavarz (2018), Ester et al. (Ester, & Eva, 2020), Chau et al. (2018). Research results show that the variables of social responsibility and leisure are effective as two factors. Therefore, the results of this study indicate that the social responsibility of sports teachers is directly related to students 'leisure time. Therefore, leisure time not only prevents the spread of social anomalies, but also helps the students' development in a way that they feel responsible towards the community and peers, so leisure activities for a student are conditions for trial and error and social experience that allows him to enter the community and take responsibility. Among the limitations of the present study, it can be mentioned that during the present study the researcher found that other variables (economic-facilities, cultural-social, and family and personal factor) are effective in preventing social harms, but in the present study it has been assumed to be constant. Sports can have a significant effect on the vitality of male and female students. Students who are in a better mental condition are undoubtedly safe from most social ills such as addiction and sexual perversion. These students, healthy and vital. are more successful in other stages of life, (A healthy mind in a healthy body) and they will be successful parents in the future.
leila poloie
Abstract
Extended Abstract Abstract The aim of this study was to determine the difference between learning of students trained by the management model method and students trained in the second language teaching method (Case study: students of North Tehran and Tehran Science and Research Branches). Statistical ...
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Extended Abstract Abstract The aim of this study was to determine the difference between learning of students trained by the management model method and students trained in the second language teaching method (Case study: students of North Tehran and Tehran Science and Research Branches). Statistical population including students of North Tehran And science and research in the academic year of 2019-2020. The sample size was consisting of 285 students based on Krejcie Morgan (1970) table. The teaching management model based on teaching in the second language course was used for the experimental group, and the common and traditional teaching method was used for the control group. The test of academic achievement of the second language course was performed Before the implementation of the educational scenario, and the post-test was performed in both groups after the implementation of the mentioned model for the experimental group. Data collected from paired t-test showed that the mean in the post-test of the experimental group was higher than the post-test of the control group (P <0.05); As a result, the level of learning of students trained in the management model method differs from that of students trained in the second language course. Also including the education management model in the second language curriculum to the skills of listening, speaking, reading and writing is suggested to make the student more familiar. Introduction Language refers to the systematic and conventional use of sounds, signs, or symbols written in a human society for communication and expression (Wright, 2010). The second language has emerged as a language that is mostly used for international and intercultural communication (Ibrahim & Ibrahim, 2017) which has changed into the dominant international language during the process of globalization (Shulgina & Sagaran, 2017). Second language teaching has long been under consideration of Iranian education experts (Ahmadi, et al., 2020) and significant changes in language teaching have occurred in the last few decades (Hinkel, 2012). However, despite the high cost of educating teachers and instructors in the preparation of second language textbooks at schools and universities, the results are not very satisfactory (Phish gadam & Rostami Sarabi, 2015). Learning a second language, like any other learning, seems to require proper teaching methods and effective strategies. A group of curriculum designers and implementers believe that the poor thinking of students is the result of the dominance of traditional methods in schools. They suggest that educators need to rethink their role and focus on the teaching skills and strategies that students need (Behrangi, 2010). There are many patterns for teaching and learning. In the present study, Behrangi (2010) education management model has been investigated. This model is designed to ensure the improvement of learning quality and the effects of education on learners' behavior based on scientific achievements in the field of education, learning psychology and educational management (Kordloo & Behrangi, 2020). In the field of theory, this model receives the theoretical and operational heritage of more than 216 studies conducted from 1995 to 2010 in relation to improving education (Behrangi, et al., 2018) and now citing research results to confirm of the power of this pattern is far greater. In the model of education management, the following steps have been considered: 1) structuring the main concepts and topics of the lesson in the form of drawing maps and diagrams, 2) illustrating general and detailed topics of the course, 3) formative assessment of student readiness based on the lesson plan, 4) mastery Finding and its role in assessing the amount of students' mental mastery through homework, 5) Redrawing the diagram of the connection between the topics and sub-topics of the course independently, 6) Grouping and self-assessment and its role in strengthening student self-confidence, 7 Jurchin and the beginning of students' creativity in learning (preparation of optimal diagrams), 8) Development of teaching scenario of lesson content (teaching narration), 9) Education (implementation of the prepared program) and 10) Final evaluation and its effect on identifying learning problems ( Behrangi, et al., 2015). Considering the importance of the second language course and its role in most aspects of life, including education, job, social life and etc., we can see that unfortunately in our country the importance of learning is still not understood as expected and this subject might require adopting a special teaching style and pattern. Therefore, the question can be asked whether there is a difference between learning students trained in the management model method and students trained in the second language course. Case study In this study, students of foreign languages in North Tehran and science and research studying in the academic year 2019-2020 have been studied as a case study. Theoretical framework A review of theoretical foundations and research shows the importance of removing barriers in learning a second language and adapting new learning strategies. In a study entitled "the limit of the effect of rational framework of education management in applying new educational technology on motivation and academic achievement of the science course of female students in the fifth grade of elementary school ", Kordloo & Behrangi, (2020) showed that the rational framework of education management in the use of new educational technologies is effective on motivation and academic achievement in students' science course (Kordloo & Behrangi, 2020). "Assessment of the needs of teachers working in exceptional education in Tabriz for appropriate education and evaluation of its effects in implementation" was conducted on teachers working in exceptional education in Tabriz, showed that the model of educational management is effective on teachers' attitudes and reducing developmental educational needs, complementary and Problem solving of exceptional school teachers, and it is better to be included it in the curriculum of exceptional school teacher training course in order to familiarizing the teachers as much as possible (Azimi, 2020). Methodology The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population included students of foreign languages in North Tehran and science and research students studying in 2019-2020. The sample was selected by cluster sampling. The sample size was selected based on Krejcie & Morgan (Krejcie, & Morgan, 1970) table. Out of 1099 students studying foreign languages, 285 students were selected, of which 143 were included in the experimental group and 142 in the control group. The criteria for placing individuals in experimental and sample groups were that students who were selected from the University of North Tehran Branch were in the experimental group and students who were selected from the Science and Research Branch were in the control group. Discussion and Results In order to test the research hypothesis in both experimental and control groups, paired t-test was used. Samples were selected in the post-test of the control group and in the post-test of the experimental group by the academic achievement test and the difference between the mean of the two groups was shown to be 1.28378, and because the significance level is less than 0.05, the hypothesis of inequality between the mean of two groups is acceptable. In other words, the average of the two groups is not equal and due to the negative upper and lower bound, the average in the post-test of the experimental group was higher than the post-test of the control group. As a result, the learning level of students trained in the management model method is different from the students trained in the method used in the second language lesson is different. Conclusion The aim of this study was to determine the difference between learning of students trained in the management model method with students trained in the second language course. This finding is consistent with this study (Sanginabadi, 2016; Heidari, et al., 2010) which showed that the active teaching model is more effective in learning than the traditional teaching model. Also, the model of education management with its significant educational, upbringing and curricular effects has led to an increase in group and group work among students and obliges each student to teach his / her subject to his / her peers and learn from them. Explaining this finding, it can be said that the education management model emphasizes participatory learning and as Asadian et al. (Asadian, et al., 2015) showed in their study, learning and teaching in a participatory method promotes the students' performance in second language lessons more than in the current teaching method. Explaining the findings, we can also say that second language learning skills include listening, speaking, reading and writing skills, which are an effective cognitive process for learning. After receiving the learned information, students need constructive techniques to practice the material so that they can memorize it, and in fact, they need to learn better, and if they have the appropriate and desired techniques to control, it will lead to progress in learning. In this respect, this finding is consistent with the study of Behrangi and Kordlo (Behrangi & Kordlo, 2017) which showed that the model of education management is effective on metacognitive learning. It is also consistent with the study of Al-Kahtani (Al-Kahtani, 2006) and Al-Kahtani (2001) that learning a second language with the educational technologies' help increases the learning of this course. At the end of this research report, it should be mentioned that one of the limitations of this study is the limitation of the two universities, which should be considered in generalizing the results. It is also suggested that the education management model be included in the second language curriculum to the skills of listening, speaking, reading and writing to make the student more familiar.
management
mahdi khodaparast
Abstract
In today's complicated and dynamic world, in order to maintain their competitive advantage, the organizations need to be integrated into one entity so that they can learn faster than their competitors. The purpose of the present study was to investigate the impact of transformational leadership on learning ...
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In today's complicated and dynamic world, in order to maintain their competitive advantage, the organizations need to be integrated into one entity so that they can learn faster than their competitors. The purpose of the present study was to investigate the impact of transformational leadership on learning organization development in the applied universities of the west of Mazandaran province. The statistical population of the study consisted of 220 staff members of Mazandaran province. The sample consisted of 136 of them who were selected by simple random sampling. Data collection tools were Watkins & Marseille Learning Organization Questionnaire (1996) and Bass & Avolio Transformational Leadership Questionnaire (2000). Data were analyzed using regression analysis. The results showed that subjective motivation, ideal influence, inspirational motivation, and personal considerations have positive effects on learning organization development in the applied universities of the west of Mazandaran province. Also, transformational leadership style has positive effect on learning organization development in the applied universities of the west of Mazandaran province.
Saeed tavakkoli; Mohammad hadi Mansour lakoorej
Abstract
The present study examines the effect of social networks on changing personality traits of students of Islamic Azad University, West Tehran Branch. The statistical population of this study included master's degree students of Azad University, West Tehran Branch. According to Morgan's table, 260 people ...
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The present study examines the effect of social networks on changing personality traits of students of Islamic Azad University, West Tehran Branch. The statistical population of this study included master's degree students of Azad University, West Tehran Branch. According to Morgan's table, 260 people were selected using a simple random sampling method. Data collection tools and information in this study included a social media researcher-made questionnaire and Goldberg's (1999) Personality Characteristics Questionnaire. The findings of this study showed that 47% of the explanations for variance related to changing personality traits of students of Islamic Azad University, West Tehran Branch are affected by social networks. Also, the results of regression analysis analysis of constant value and coefficient of variables of usage rate, type of use and level of trust in users were 0.222, 0.295, 0.174 and 0.423, respectively, and according to the statistical value of t-test and A significant level of less than 0.05 was confirmed by the presence of constant coefficients of regression coefficients and coefficients of variables of usage, type of use and level of trust in users. The results of this study showed that social networks have an effect on changing the personality traits of students of Islamic Azad University, West Tehran Branch.
Rahmatollah Azimi
Abstract
The present study aimed to evaluate the educational requirements with appropriate training for teachers working in exceptional education in the city of Tabriz and evaluation of its effects in the implementation. The research method was experimental with pre-test and post-test design with control group. ...
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The present study aimed to evaluate the educational requirements with appropriate training for teachers working in exceptional education in the city of Tabriz and evaluation of its effects in the implementation. The research method was experimental with pre-test and post-test design with control group. The study population included teachers working in exceptional education in Tabriz. Using random sampling of multi-stage clusters, 20 teachers were selected and placed in two experimental and control groups. The tools for collecting information were the requirements Assessment Questionnaire of Yemeni et al. (2011) and the Behrangi Teaching Research Assessment Questionnaire (2015). Data analysis using pairwise t-method showed that the educational management model has an effect on the reduction of educational requirements of developmental, supplementary and problem solving of exceptional school teachers (P <0.05). The educational management model effects on teachers' attitudes (P <0.05). Therefore, it is better to include an educational management model in the curriculum of the exceptional school teacher training course to make teachers more familiar with it.
Roya Aghaie motlagh
Abstract
The aim of this study was to determine the relationship between professional ethics of university professors and their job satisfaction and self-efficacy beliefs. This study was a correlational study. The statistical population of this study included all full-time faculty members of the Islamic Azad ...
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The aim of this study was to determine the relationship between professional ethics of university professors and their job satisfaction and self-efficacy beliefs. This study was a correlational study. The statistical population of this study included all full-time faculty members of the Islamic Azad University, Karaj Branch in the academic year 2018-2019, 120 individuals. Based on Morgan table, a sample of 92 persons was determined and selected by available sampling method. Data collection tools were Riggs & Knight (1994) General Self-Efficacy Scale, Cadozier Professional Ethics Scale (2002), and Job Satisfaction Questionnaire by Abu Bakr et al. (2017). Data analysis using Pearson correlation coefficient method showed that there is a relationship between professional ethics of university professors and their job satisfaction and self-efficacy beliefs (P <0.05). There is also a relationship between the dimensions of professional ethics of university professors with their job satisfaction and self-efficacy beliefs (P <0.05). Based on these findings, it is advisable to the professors to use their efforts to establish an ethical job environment in order to develop their abilities and achieve job satisfaction.
Hosein Ali Mir; Naser Nastiezaie
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the effect of toxic organizational climate on the management of teachers' imagery with the mediating role of negligence. The research method was descriptive-correlative. 223 teachers of Hamoon city (located in Sistan and Baluchestan province) ...
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Extended AbstractAbstractThe aim of this study was to investigate the effect of toxic organizational climate on the management of teachers' imagery with the mediating role of negligence. The research method was descriptive-correlative. 223 teachers of Hamoon city (located in Sistan and Baluchestan province) in the academic year 2021-2022 were studied by stratified-random sampling (by gender) through questionnaires of organizational toxic atmosphere, imagery management and negligence. Pearson correlation coefficient and structural equation modeling using SPSS21 and Smart PLS software were used to analyze the data. Findings showed that the toxic organizational climate has a direct and indirect positive and significant effect on teachers' imaging management, accompanied by the mediating role of negligenc. Therefore, it can be concluded that in a toxic atmosphere, teachers no longer have the initial enthusiasm and express negligence in various ways, such as delaying clients, delaying doing duties, and wasting time. Such actions force the individual to resort to imagery management strategies to justify the habits.IntroductionEmployees like to work in a healthy organizational environment, where their physical and mental health is as important as the organization's management and productivity. Several factors can change a healthy organizational environment to a stressful one. One of these cases is the toxic organizational atmosphere. Organizational climate refers to employees' perceptions, feelings, and values in their work environment, and toxic organizational climate is the product of injecting the concept of organizational toxicity into the body of organizational climate (Chamberlain & Hodson, 2010). Organizational climate affects employees' attitudes and behaviors both positively (such as productivity and job satisfaction) and negatively (such as absenteeism and leaving the service). Therefore, considering the effect that organizational climate has on teachers' behavior, principals should create a good atmosphere in schools (Amiri, 2020).Another negative consequence of the toxic organizational climate is negligence. Negligence is the deliberate procrastination of an action that a person intends to do despite being aware of its negative consequences, and often leads to dissatisfaction with performance (Zentall, 2021). Negligence is a special type of deviant work behavior that most people and organizations face today, so that the rate is reported to be about 95% (Onwuegbuzie, 2000). People who are procrastinating have symptoms of not being motivated enough to participate in team and group tasks, negligence, reasoning and excuses for not doing tasks; and usually consider factors such as fear of success, fear of failure, avoidance of things that the person is unwilling to do, lack of motivation to do work (reward), lack of knowledge and skills needed to do work, lethargy and immobility, unfavorable physical conditions effective in their negligence (Uysal & Yilmaz, 2020).Given the above, the main issue of the research is: what effect does the toxic atmosphere of the organization have on the management of teachers' imagery with a mediating role of negligence? Theoretical frameworkOrganizational climate refers to employees' perceptions, feelings and values in their work environment, and toxic atmosphere is the product of injecting the concept of organizational toxicity into the body of organizational climate (Chamberlain & Hodson, 2010) which has negative effects on mind, productivity, performance and decisions (Rasooli, 2014).The idea of imaging management was first proposed by Goffman in 1959. Imaging management is an individual's attempt to control the self-image that is present in social interactions (Tabarsa & Moeini Korbekandi, 2014). The primary motivation for imagery is that people want to avoid being negatively evaluated, both inside and outside the organization (Danayifard et al, 2014).Negligence can be defined as delaying tasks and planned activities to other times for a variety of reasons (Uysal & Yilmaz, 2020). Experts have proposed various theories regarding work negligence, such as behavioral problem (Leddy et al, 2013), cognitive problem (Pychyl & Flett, 2012), metacognitive problem (Bouman & Meijer, 1999), motivational problem (Steel & Konig, 2006), and personality disorder (Shehne Yailagh et al, 2006).Bagheri Ghajari et al (2021) in their research found that the components of performance appraisal, job status and position, role ambiguity (job stressors), leader-member exchange, organizational culture, political skills, hierarchy of accountability, self-control Personal attractiveness, self-confidence, need for power and conscientiousness have explained the personal circumstances affecting the management of mental imagery in Education staff.Eidouzahi & Nastiezaie (2020) in their research found that the narcissism of school principals both directly and indirectly and through the mediating variable of organizational hypocrisy has a positive and significant relationship with teachers' organizational silence.MethodologyThe research method is descriptive-correlative. The statistical population of the study included 528 teachers(267 females and 261 males) in Hamoon city (Sistan and Baluchestan province) in the academic year of 2021-2022. 223 teachers (113 females and 110 males) were studied by stratified random sampling (by sex) and based on the Cochran's sampling formula.To collect data related to the variable of organizational toxic atmosphere by Hadavinejad and Rustaii (2017), and the variable of imaging management strategies by Bolino and Turnelli (1999), and the variable of questionnaire of organizational negligence by Saffarinia and Amirkhani Razligi (2011) ) Was used.Discussion and ResultsThe structural equation model with the help of SPSS21 and Smart PLS software was used to test the research hypothesis and analyze the data. The results showed that the value of β factor of organizational toxic atmosphere on teachers' imagery management is 0.24. Given that the obtained value of T, which is equal to 4.21 and is greater than the standard value of 1.96, as a result, the toxic atmosphere of the organization has a positive and significant effect on the management of teachers' imagery. The value of β factor of organizational toxic atmosphere on teachers' negligence is 0.55. Given that the obtained value of T, which is equal to 10.41 and is greater than the standard value of 1.96, as a result, the toxic organizational climate has a positive and significant effect on teachers' negligence. The value of coefficient β of negligence on imagery is 0.62. Given that the obtained value of T, which is equal to 11.75 and is greater than the standard value of 1.96, as a result, negligence has a positive and significant effect on teachers' imagery management. According to the value of the following indicators:a) the value of the path coefficient of the independent variable on the mediator variable: a = 0.55,b) the value of the path coefficient of the mediator variable on the dependent variable: b = 0.62,c) the standard error of the path of both the independent and the mediator variable: Sa = 0.05,d) The standard error of the path of both mediator and dependent variable: Sb = 0.053,the obtained value of Z was equal to 7.60. Since this value of Z was greater than the value of 2.58, therefore, the indirect effect of organizational toxic atmosphere on the management of imagery mediated by organizational negligence (β = 0.34) is significant at the significance level of 0.01. To determine the intensity of the effect of the mediating variable, the VAF index is used, the value of which is between 0 and 1. The closer this value to 1, the stronger the effect of the mediating variable, and vice versa. According to the obtained VAF value (0.58), it can be said that the intensity of the effect of the mediating variable is moderate and the toxic organizational atmosphere has a positive and significant effect on the management of teachers' imagery with the mediating role of negligence.ConclusionThe aim of this study was to investigate the effect of organizational toxic atmosphere on imagery management mediated by organizational negligence. The findings of this hypothesis are consistent with the findings of Hadaninejad & Rustayi (2017); Zare et al., (2017); Hakkak et al., (2019). A toxic organizational atmosphere in which the staff, unable to express the ideas; take no part in decision-makings; even cannot protest against the various job and organizational issues; and only do the assigned tasks, no knowledge and no change will be produced. The staff in such a toxic atmosphere will not have the primary enthusias, and will be kind of indifferent. In this status, the organization's problems, prosperity, goals, and missions, as well as the client's view of the organization, become worthless to employees; therefore, they work only to the extent of receiving salaries and not being fired in the organization, resulting the occurrence of negligence exhibit in various forms such as aggression, distraction, disgust of duties, ambiguity and confusion in doing things (Neenan & Dryden, 2002), increasing absenteeism and failure, poor performance and efficiency, reduced productivity, dissatisfaction, customer procrastination, reduced employee motivation and increased employee substitution between units (Saleem & Rafique, 2012), delay in doing assigned duties, waste of time and negative attitudes (Ozer & Sachs, 2011) in the workplace. Such actions force the individual to give a number of reasons to justify the habits in question, so that he can resolve his mental conflicts and cognitive inconsistencies, among which will be the approach to imagery management.According to the present study, it is suggested that the management of the organization should act in a way that fits into the general belief of teachers that the organization values their services and arranges a suitable work environment and is concerned about their comfort. In addition, avoiding harsh and unkind treatment of teachers while criticizing management decisions, and respectful and appreciative behavior with teachers can improve the atmosphere of the organization. The principals can train the teachers by holding workshops, strategies and skills to deal with negligence, including clarifying goals, planning before work, time management, categorizing work activities (urgent and important, urgent, important), trying to motivate and avoiding laziness, avoiding justification, to indoctrination, punishment and evitable conditioning, changing the environment, creating love and affection, finding a disciplined friend, self-regulating, and not expecting rapid progress.
samira pali; leyla ezani
Abstract
The aim of this study was to determine the mediating role of jubilation and academic motivation in the relationship between learning self-direction and social acceptance in female elementary school students in Tonekabon. The research method was descriptive-correlation. The population of this study was ...
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The aim of this study was to determine the mediating role of jubilation and academic motivation in the relationship between learning self-direction and social acceptance in female elementary school students in Tonekabon. The research method was descriptive-correlation. The population of this study was female students of the second grade of elementary school in Tonekabon. 204 students were selected by means of cluster random sampling method. Data collection tools were Walland et al.'s Academic Motivation Questionnaire(1992), Crown and Marlowe Social Acceptance Questionnaire(1960), Fisher et al.'s Learning Self-Guidance Questionnaire(2001), and Oxford Jubilation Questionnaire. Data analysis using structural equation modeling showed that in the research model, the direct effect of the predictor and criterion variables was 0.38, the indirect effect was 0.600 provided that there is a jubilation mediating variable, and the indirect effect was 0.510 provided that there is an academic motivation mediating variable. Thus, due to the lower effect of direct path compared with indirect paths, the existence of mediating variables of jubilation and academic motivation increases the effect, and the mediating role in the research hypothesis was confirmed.
sajjad shahsavary
Abstract
Abstract
The aim of this study was to analyze the factors affecting the management of education in educational organizations with emphasis on the educational approach. The method of the present study was descriptive in the form of SWOT method. The statistical population of this research is all articles ...
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Abstract
The aim of this study was to analyze the factors affecting the management of education in educational organizations with emphasis on the educational approach. The method of the present study was descriptive in the form of SWOT method. The statistical population of this research is all articles and researches related to this subject with emphasis on content sources of the 5 recent years, which have been indexed by databases. The tool used was a researcher-made checklist of factors influencing education management. Using descriptive statistics, tables related to the factors affecting education management in educational organizations in two categories of external and internal factors as well as strategic factor analysis (SFAS) were presented. Findings of this study showed that; lack of attention to creativity, innovation and intellectual development of learners; the presence of professors, educators and teachers unfamiliar with the topics of education; lack of flourishing of learners' talents in the educational environment; more emphasis on theoretical courses and voluminous assignments and lack of motivation and moving learners is one of the main obstacles and factors in managing education in the organization. Therefore, to plan and reduce the adverse effects of these factors, solutions such as the use of new technologies in education; increasing the quality of support programs and services, equipment and educational space; increasing the quality of the scientific level of professors, educators, teachers and learners; continuous educational pathology; and proportionality of professors, educators and Teachers to learners can be used.
Extended Abstract
Introduction
Today is the age of management and leadership, and the success of institutions and organizations largely depends on the efficiency and effectiveness of management. The educational system structure in any country includes a set of needs of the official organizations of that country; and the performance of the education system, which is managed by the educational directors, is not only important in terms of economic and social progress, but also is of crucial importance in terms of impact on job mobility and expectations. Education is also the best tool for changing values and behaviors, and it makes people, according to their talents and desires, ready to perform social and economic services and get jobs, and as a result, personal comfort. Hence, since the beginning of the last century, no country without education and training in educational institutions and educational administrators has gone through the stages of development and progress (Asemandareh & Bakht˒2022. (Reaching the peaks of progress and development in all its dimensions; Scientific, political, social, cultural and economic, has been one of the greatest concerns of various nations and societies, especially in recent centuries. Numerous factors play role in the comprehensive development of a country, of which education and, consequently, educational systems are the most important. The educational system in the country also plays a decisive role in the development of the country. (Abbaspour˒ et al, 2019)
In our society, not much attention has been paid to the management of educational organizations in terms of training and making the necessary preparations for officials. This lack of attention to this serious matter has caused problems for novice official managers. On the other hand, since it is necessary to change the education as well as other social affairs, so the matters and cases that the officials and staff of educational institutions deal with should be carefully examined in order to make them successful and facilitate the progress of the crucial matter of education. (Sabokzehi & Bavar, 2022(
Therefore, sufficient and comprehensive knowledge of the factors and obstacles that exist in this direction, can be very effective in educational decisions and policies and helps policymakers in this area to be able to be based on a precise and fact-based view. Monitor educational affairs and carry out educational planning. Therefore, in this article, we are looking for the factors affecting education management in educational organizations and analysis of these factors. Using the SWOT model, internal and external factors related to education management in educational organizations are counted and then strategic strategies are analyzed. They can be used to improve the training management strategy in the organization. So the main questions of the article are:
What are the most important external factors (opportunities and threats) related to education management in educational organizations?
What are the most important internal factors (strengths and weaknesses) related to education management in educational organizations?
What are the most important strategic factors of education management in the organization?
What are the training management strategies in the organization?
Theoretical framework
A review of theoretical foundations and research shows the importance of recognizing the factors affecting education management in the organization. Pali and Tafazoli (2021) in a study entitled "Study of the impact of educational technology equipment and teaching aids on the rate of academic achievement of sixth grade students in Rudsar" showed that educational technology equipment and teaching aids have an impact on the rate of academic achievement of students (pali & tafazoli, 2021). Nasiri and Jahanian (2018) in a study entitled "The role of creativity in educational management" stated that creativity in the field of education is a comprehensive, broad and effective issue that, if properly identified and managed, can play a role in all matters of education arranged for the components of the educational system. (Nasiri & jahanian, 2018)
Methodology
The research method is descriptive in the form of SWOT method. The statistical population of this research is all articles and researches related to this subject with emphasis on content sources of the 5 recent years, which have been indexed by databases. The tool used was a researcher-made checklist of factors influencing education management. Using descriptive statistics, tables related to the factors affecting education management in educational organizations in two categories of external and internal factors as well as strategic factor analysis (SFAS) were presented. After reviewing various sources and using the views of experts, many methods and techniques can be used to analyze strategic cases, but SWOT analysis is the most common (Ghanbari & et al, 2015). SWOT analysis is an important decision support tool and is typically used as a tool to analyze the external and internal environments of the system )Kangas, 2003(. The SWOT technique or matrix is a tool for identifying threats and opportunities in the external environment of a system and recognizing its internal strengths and weaknesses in order to assess the status and formulate a strategy to guide and control that system. In fact, it is the best strategy for organizations.
Discussion and Results
In order to answer research questions about external and internal factors related to education management in the organization, these factors were analyzed, and to organize external and internal factors in the form of opportunities, threats, strengths and weaknesses facing the organization, with the use of grading factors and according to the importance of each opportunities, threats, strengths and weaknesses; and according to the impact of each of them on the management of education in the organization, these factors were calculated and determined in the form of analysis tables.
Also, by using the analysis tables of internal and external factors and their combination, the most important strategic factors in the management of education in the organization are presented. In fact, by analyzing strategic factors, planners who make strategic decisions can limit strengths, weaknesses, threats, and opportunities to a smaller number of factors and develop various offensive (SO), contingent (ST), adaptive (WO) and defensive (WT) strategies by overlapping each factor.
Conclusion
The aim of this study was to analyze the factors affecting education management in educational organizations with emphasis on the educational approach. Findings of this study showed the effective factors in managing education in the organization in two categories of external and internal factors as well as strategic factors and strategies. According to the findings of this study, education management has a special place and importance in the organization, the effects of which directly appear on learners and its audience. Considering the situation and identifying the strengths and opportunities as well as the weaknesses and threats that exist in the education management process, the effective approaches to this process according to the SWOT model, indicate that the most important strengths (internal factors) that the organization faces with in education management: The use of new technologies in education, the quality of support programs and services, equipment and educational space, the quality of the scientific level of professors, teachers and learners and continuous educational pathology, which is found in Pali & Tafazoli's research (2021). which pointed to the impact of educational equipment and technologies and teaching aids on the rate of promotion of students' academic achievement and also is consistent with Shalian's research (2021) which deals with the relationship between teachers' communication skills and students' academic adjustment and academic well-being. It is also in line with the research of Sigil Morad et al. (2021) and Nasiri and Jahanian (2018) on weaknesses (internal factors), and share the result on the most important opportunities (external factors) in education management with Eghbali Barmchi's research. (2020) and Boak & Crabbe (2018).
Masoumeh dadashi; samira pali
Abstract
Abstract
The present study was conducted with the aim of testing the causal model of job performance based on communication skills with the mediation of job conflict in teachers. Based on this, the research method was descriptive, carried out by a survey method. The statistical population was 295 people ...
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Abstract
The present study was conducted with the aim of testing the causal model of job performance based on communication skills with the mediation of job conflict in teachers. Based on this, the research method was descriptive, carried out by a survey method. The statistical population was 295 people of elementary school teachers in Lahijan city in the academic year of 2021-2022 among whom 167 people was selected by simple random method as a statistical sample based on Cochran's formula. Data collection tools were Ladahl and Kenger's (1965) standard job engagement questionnaires, Patterson's job performance (1963), and Queen Dame's communication skills (2004). The validity of the questionnaires were examined and confirmed based on content validity using the experts' opinion, superficial validity based on some of the statistical population view, and structural validity by factor analysis method. The reliability of the questionnaires was estimated by Cronbach's alpha method as 0.88 for job performance, 0.80 for communication skills, and 0.78 for job involvement. Data analysis were carried out at two levels, descriptive statistics and inferential statistics, including modeling of structural equations. The results showed that there is a relationship between communication skills and job involvement with an impact factor of 0.67, between communication skills and job performance with an impact factor of 0.79, and between job involvement and job performance with an impact factor of 0.76. On the other hand, communication skills have a direct relationship with job performance with an impact factor of 0.50. In other words, job engagement has a mediating role in the relationship between communication skills and job performance.
Extended abstract
Introduction
Job performance is an important organizational behavior that plays an effective role in the success of the organization. This is the reason why successful organizations make great efforts to find effective factors on performance and behavior by which increase the performance of their employees (both quantitatively and qualitatively) (Karimi & Shahdousti, 2017). Psychologists believe that motivations and needs have an effect on people's performance and ultimately on economic growth and development. Job performance is a composite structure based on which successful employees can be identified from unsuccessful ones through a set of specific criteria (Ahadi & etal, 2015). In other words, the performance can be considered as the calculation or measurement of the results, also the job performance is a reflection of the employee's knowledge, skills, behavior and moral values (Mohammadi & et al, 2018). Communication skills are those skills by which people can engage in interpersonal interactions and the communication process; a process during which people share their information, thoughts and feelings with each other through verbal and non-verbal exchange (Haddad & Ebrahimi, 2020). Effective communication skills play an important role in students' academic success (Bahadorikhosroshahi & Habibi Kaleybar, 2017) and improve teaching and learning, and increase students' motivation towards learning and education (Kilic, 2013). Another fundamental factor in improving teachers' job performance is the degree of their job involvement. Job involvement is an important variable attitude in maximizing organizational effectiveness. Job involvement mainly includes job satisfaction, power, dedication and attachment.
This study is trying to answer this question if there is a relationship between communication skills and job performance with regard to the mediation of the teachers' job involvement in primary schools in Lahijan city or not.
Theoretical Framework
Performance, that is, the result of the activities of the human force in terms of the implementation of assigned tasks after a certain time, which can have the aspect of productivity and efficiency, and also, it is the sum of the job-related behaviors that people show themselves (Ghaderabadi&etal, 2017).According to Hellriegel & Slocum (1996), communication skill is the ability to send and receive information, thoughts, feelings and attitudes (Amiruddin & et al, 2021). Communication skills refer to managers' ability to effectively transfer ideas and information to others and also to effectively receive ideas and information (Tari & et al, 2020).Job involvement refers to positive psychological conditions in a person that prompts him to be actively involved in his role and organization. Harter & et al (2003) have defined employee job involvement as a combination of emotional and cognitive variables in the work environment including satisfaction, happiness, prosperity and positivity (Tabatabai Adnan & et al, 2021).
Al-Halaby & Al-Fares, (2022) investigated the relationship between communication skills and the job performance of employees of Iraqi government organizations. The results of the research showed that there is a significant relationship between the communication skills of employees and their job performance.
James & Tari, (2022) conducted a research entitled "The role of communication skills in improving the job performance of Rivers State University employees". The results of their research showed that there is a significant relationship between communication skills and the job performance of employees.
Methodology
The current research is applicable in terms of purpose and descriptive in terms of data analysis of correlation type (structural equation modeling). The statistical population of this research was made up of all the teachers of primary schools in Lahijan city, numbering 295 people (173 women and 122 men). 167 people were selected as a statistical sample by simple random sampling. In order to collect the data related to the communication skills variable, the questionnaire by Queendam (2004) was used, and the job involvement variable was based on the Ladahl and Kenger (1965) model, and the Patterson (1963) questionnaire was used for the job performance variable.
Discussion and Results
In order to investigate the research hypothesis and data analysis, SPSS and Lisrel software were used, and the results related to the first hypothesis showed that the strength of the relationship between communication skills and job engagement was calculated as equal to (0.67), which shows that the correlation is favorable. The significance statistic of the test was also obtained (7.65), which is more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. Therefore, it can be said that communication skills have a positive and significant relationship with job involvement. The results related to the second hypothesis showed that the strength of the relationship between job involvement and job performance was calculated equal to (0.76), which shows that the correlation is favorable. The significance statistic of the test was also obtained (8.74), which is more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. Therefore, it can be said that job involvement has a positive and significant relationship with job performance. The results related to the third hypothesis showed that the strength of the relationship between communication skills and job performance was calculated equal to (0.48), which shows that the correlation is favorable. The significance statistic of the test is also (5.46) which is more than the critical value of t at the 5% error level, i.e. (1.96) and shows that the observed correlation is significant. Therefore, it can be said that communication skills have a positive significant relationship with job performance. The fourth hypothesis analyzes the mediating role of job involvement in the relationship between communication skills and job performance. The results showed that the strength of the direct relationship between communication skills and job performance was calculated equal to (0.48), which shows that the correlation is favorable. The strength of the indirect relationship between communication skills and job performance considering the mediating role of job engagement is equal to (0.51). Considering that the power of the indirect path is greater than the direct path, the existence of the variable of job involvement increases the strength of the relationship and the mediating role of this variable is confirmed.
Conclusion
The present study was conducted with the aim of providing a structural model of job performance based on communication skills with the mediation of job involvement in elementary school teachers. The results of this research are consistent with the findings of Al-Halaby & Al-Fares (2022) and Yousefi (2021), ASAD & et al, (2022) and Rajabi farjad & farkhojaste (2021); as long as the teachers in their work environment can achieve the educational goals by spending their energy and capabilities and display a special performance, they will have the feeling that their maximum capabilities have been used to perform the assigned tasks and that they will be happy and refreshed if in their work environment are recognized as an exemplary teacher (Call & Ployhart, 2021). This procedure will increase the commitment and responsibility of teachers, and this will improve the overall effectiveness of the system and ultimately improve their performance. In this sense, the amount of overwork has not affected them, but their work satisfaction will increase along with their productivity.
According to the results of the present study, it is suggested that the authorities and those involved in education should provide a calm environment away from any tension for teachers to interact together. On the other hand, it should be noted that teachers should be rewarded based on their competence and merit. School administrators should take into consideration the performance and activities of teachers and give them feedback on their work. Involving school teachers in important educational decisions can help them improve their job performance. On the other hand, removing obstacles in the performance of teachers' duties and their direct interaction with other colleagues and asking about their work and hierarchical problems can play a significant role in improving job performance, and ultimately preventing and eliminating strict rules and administrative bureaucracy and creating flexibility in the way the teachers' training tasks are performed can also play an important role in improving communication skills and ultimately job performance.
Zahra Khajeh Ali Jahanteghi; masoomeh abdollahi
Abstract
The purpose of this study was to present the competency model of Payam-e-Noor University staff with the cognitive method of data-based theory. The research method was applied in terms of purpose; qualitative in terms of data type; and data-based type. The statistical population of the study consisted ...
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The purpose of this study was to present the competency model of Payam-e-Noor University staff with the cognitive method of data-based theory. The research method was applied in terms of purpose; qualitative in terms of data type; and data-based type. The statistical population of the study consisted of 25 individuals, experts of Payam-e-Noor University who were selected a
sadegh kazemi; samaneh salimi
Abstract
The current study aimed to compare the sense of belonging to school, academic vitality, and academic emotions in first-grade students of District 2 of Tehran. The research method was comparative causal. Four hundred seventy-five first graders of District 2 of Tehran were the statistical population. The ...
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The current study aimed to compare the sense of belonging to school, academic vitality, and academic emotions in first-grade students of District 2 of Tehran. The research method was comparative causal. Four hundred seventy-five first graders of District 2 of Tehran were the statistical population. The statistical sample of the study included 212 students (106 first-grade students in the Corona era; 106 first-grade students in the pre-Corona era) during 2017 – 2020, selected using the Morgan table and cluster sampling. To collect data, Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Brew, Beatty, and Watt's (2004) student sense of connectedness scale (SSCS), and Pekrun et al.'s (2002) achievement emotions questionnaire (AEQ) were used. The data from the questionnaires were analyzed at descriptive and inferential statistics levels, including independent t-tests through SPSS23. The results revealed a significant difference between the academic vitality, sense of connectedness to the school, and the academic emotions of the first-grade students in Tehran during the period before and during the outbreak of Corona. Consequently, face-to-face education effectively forms a sense of connectedness to the school, creating students' academic vitality and emotions.Extended AbstractIntroduction The impacts of Coronavirus and the closure of schools and the challenges created by it in elementary schools, especially in the first-grade students, have been more, compared to the other educational grades since the first-grade students, who should have been familiar with the classroom and school setting, were familiar with only their teacher via computer or phone. Based on the experts, first-grade students understand the real concept of the classroom and education in the first communication with the teacher. However, during the Coronavirus outbreak, the communication and relationship between the first-grade students and the teachers were not established, leading to educational decline, problems in reading and writing skills, educational weakness, and numerous other factors for these students. Significant academic success and progress could be achieved, especially among first-grade students, in the absence of these problems. Thus, many factors affect the pervasive growth and development or drop in student performance. The factors investigated in this study are the sense of belonging to the school, academic emotion, and academic vitality.Theoretical FrameworkThe sense of belonging to the school is a psychological state in which students feel that the school supports them and other students. Accordingly, when students face strict rules from the school and are punished or even expelled for their first mistake in school, they will have a lower sense of belonging than students who study in lenient schools (Tachine et al., 2017). Academic emotions are defined as emotions that are directly associated with progress activities or progress outcomes. Past studies focused on the emotions related to progress outcomes, including the emotions of future outcomes such as hope and anxiety, which are respectively related to success and possible failures; and emotions of previous outcomes such as pride and shame, which are respectively related to previous successes and failures. The definition proposed by the control-value theory suggests that activity-based emotions are associated with activities related to current progress and are considered progress emotions, such as enjoyment of learning, fatigue experienced in the classroom, and anger in response to task demands of academic learning (Moghadamnia et al, 2020). Academic vitality refers to a positive, constructive and adaptive response that includes all kinds of challenges and obstacles that occur in everyday and normal educational situations (Putwain & Daly, 2013). Academic vitality is a construction that rises from positive psychology and refers to the fact that it can enable students to successfully deal with academic obstacles and challenges such as poor grades, exam pressure, difficult and arduous tasks that occur during education and school (Fouladi et al, 2017).Methodology The present study is applied in terms of aim, and comparative causal in terms of method. The statistical population of the present study includes two groups of first-grade students. The first group includes first-grade students before the coronavirus outbreak, and the second group includes first-grade students during the coronavirus outbreak in District 2 of Tehran (n= 475). To estimate the sample size, Krejcie and Morgan's table was used using the cluster sampling method, so the desired sample size was estimated at 212 first-grade elementary school students. Thus, for this purpose, 212 samples were divided into two groups; first group included 106 (80 girls and 26 boys) first-grade students studying before the coronavirus outbreak, and the second group included 106 (87 girls and 19 boys) first-grade students studying during the coronavirus outbreak. In the present study, three questionnaires were used to collect the required data: Chari & Dehghan Zadeh's (2012) questionnaire was used to measure academic vitality; Beri, Beti & Wat (2004) was used to measure the sense of belonging to the school (27 items and 6 components scored on a 5-point Likert scale); and Pekrun & et al (2002) questionnaire was used to measure academic emotions (75 items and 3 components scored on a 5-point Likert scale).Research FindingsThe mean vitality variable was 3.83 before the coronavirus outbreak and 2.66 during the coronavirus outbreak. The difference between the mean of these two groups (1.27) was examined by an independent T-test. Based on the obtained T-test score and the significance level (p < 0.01), it can be stated with 95% confidence that the mean academic vitality of students before the coronavirus outbreak is higher than that during the coronavirus outbreak and this difference is significant. The mean sense of belonging to the school and its components, including teacher support, participation in the community, respect and justice in the school, positive feeling toward the school, the person belonging to the school, and scientific participation, was obtained at 3.71, 3.59, 3.69, 3.98, 3.58, 3.60, and 3.99, respectively, before the coronavirus outbreak. It was also obtained at 2.40, 2.40, 2.45, 2.32, 2.50, 2.34, and 2.33, respectively, after the coronavirus outbreak. The difference between the means of these two groups (1.31, 1.81, 1.23, 1.66, 1.08, 1.25, and 1.65) was examined using an Independent T-test. Based on obtained T test score and the significance level (p < 0.01), it can be stated with 95% confidence that the mean variable of belonging to the school and its components, including teacher support, participation in the community, respect and justice in the school, positive feeling toward the school, the person belonging to the school, and scientific participation before coronavirus is more than that during the coronavirus. This difference is significant. The mean variable of academic emotions and their components, including positive emotion and negative emotion was 3.54, 3.33, and 3.63, respectively, before the coronavirus; and 2.46, 2.50, and 2.46, respectively, during the coronavirus. The difference between the mean of these two groups (1.077, 0.826, and 1.19 respectively) was evaluated using an independent T-test. Based on the obtained t-test score and the significance level (p < 0.01), it can be stated with 95% confidence that the mean variable of academic emotions and its components (positive emotion and negative emotion) before coronavirus is more than that during the coronavirus. This difference is significant.Conclusion and DiscussionThe present study was conducted to compare the sense of belonging to the school, academic vitality, and academic emotions of first-grade students before and during the coronavirus outbreak. The results of the first question showed a significant difference between the two groups of first-grade students studying before the coronavirus outbreak and the first-grade students studying during the coronavirus outbreak regarding academic vitality. Since no similar study has been conducted to compare the academic vitality of students during and before the coronavirus outbreak, it is not possible in this section to compare the results of this question with the results of other studies. The result also showed that the variable of sense of belonging to the school and its components (teacher support, participation in the community, respect and justice in the school, positive feeling toward the school, the person belonging to the school, and scientific participation) is different before and during coronavirus. The factors that expand the sense of belonging to the school are three factors: 1. Acceptance by others, 2. Interpersonal support, 3. Experienced sense of belonging. Since no similar research has been conducted so far to compare the students' sense of belonging to the school during the coronavirus and before it, in this section, it is not possible to compare the results of this question with the results of other studies. The results also showed that the variable of academic emotion and its components (positive emotion and negative emotion) are different before and during the coronavirus. Since no similar research has been conducted so far to compare the academic emotions of students during and before the coronavirus, in this section, it is not possible to compare the results of this question with the results of other studies. Based on the results, it is recommended that the quality of spending time in class should be proportional to the psychological characteristics of students. The structure of the class should not be traditional and the table and chairs should be arranged in such a way that the communication and access of the students to the teacher should be equal to each other. Since this study was conducted on first-grade students in Tehran, we should treat it with caution in generalizing its results to other students. Hence, this study has limitations from this point of view.
Esmaeil Kazempour; omolbanin Ramaji; Zahra Salimzadeh Kakarodi
Abstract
Abstract
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept in second year high school students in Kalachai city. The research method was descriptive, and a correlative type. The statistical population of the research ...
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Abstract
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept in second year high school students in Kalachai city. The research method was descriptive, and a correlative type. The statistical population of the research included 981 secondary school students of Kalachai city, of which 274 were selected as a statistical sample by cluster random method. Library and field methods were used to collect data. The data collection tools were the standard questionnaires of Tate et al.'s study approaches (1998), Rogers' self-concept (1938), and Vaz and Isaacson's academic identity (2008). The validity of the questionnaires was investigated based on the experts' ideas, according to the viewpoint of some of the statistical population and structure, and confirmed by confirmatory factor analysis method. The reliability of the questionnaires was estimated by Cronbach's alpha coefficient method for study approaches 0.88, self-concept 0.80 and academic identity 0.78 respectively. Analysis and Data analysis was done at two levels of descriptive statistics and inferential statistics. Thus, in order to test the research hypotheses, first of all, the Kolmogorov Smirnov test to check the normality of the data distribution and the structural equation technique to check the effect of independent variables on the dependent variable using Lisrel statistical software was used. The results showed that there is a positive and significant relationship between study approaches and students' self-concept with an impact factor of 0.67 and between academic identity and students' self-concept with an impact factor of 0.73.
Extended Abstract
Introduction
Today, new approaches have been created in determining educational goals and the education process, which move the goal of education from reading and writing to more important goals such as creative thinking, problem solving, lifelong learning, information literacy, and familiarity with information and communication technology. In this regard, paying attention to the way of receiving and processing information requires deep thinking of the processes, study approaches and fields of receiving and processing information, which ultimately manifests in the form of learning, educational progress (Soleymani et al, 2019). One of the basic topics about people's lives is their self-concept. The main axis of self-concept is a person's name, his feelings towards his body, the idea of the whole body, gender and age. The central core of self-concept includes other characteristics that are more indirect, such as socio-economic class, religion, individual advancements or any other factor that separates him from others (Clayton et al, 2021). The image that a person has of himself is vital for him. This self-concept is learnable and everything a person knows about himself originates from his past experiences, among which social experiences are more important. This self-concept changes due to the person's relationship with the environment. Environmental failures cause negative self-concept and positive environmental facilities cause positive self-concept in a person (Shirani Bidabadi, 2016).
Another presupposition that can affect students' self-concept is their academic identity. Findlow (2012) considers academic identity to be the most important factor in academic performance and motivation to progress. Academic identity can be considered one of the effective individual factors in the future of academic procrastination (Schnitzler et al, 2021). Academic identity is the process of each person's conscious response to their academic situation, whether they should study or not.
The main question of the research is whether there is a significant relationship between the study approaches and academic identity with the self-concept of second year high school students in Kalachai city?
Theoretical foundations
Based on their understanding of the concept of learning, people choose different strategies to study and learn course materials. The studies that are conducted on how students deal with course materials have their roots in the studies of Martin (1988) and Saljo (1978). They called the way students deal with course materials "study approaches" (Traner et al, 2021).
Self-concept is a cognitive framework through which we organize what we know about ourselves. Adolescence begins with the starting of sexual maturity and ends with his permanent commitment to an adult role. Therefore, adolescence should be both a determinant of social psychology and a determinant of well-being (Faraji & et al, 2021).
Academic identity is a reflection of all kinds of competences, autonomy, purposefulness, efficiency beliefs, and the experience of common emotions that teenagers have in classrooms with their peers and teachers, and its characteristic is how to act in academic fields. Negative academic identity is associated with poor achievement, misbehavior and class dropouts, withdrawal, and disrespectful relationships with the teacher (Abbasi & Shehni Yailagh, 2017).
Richter et al, (2022) investigated the multiple relationships between self-concept and students' learning strategies in their research. The target sample was 395 students of public schools in Nigeria who were analyzed by means of the cluster sampling method and analytical-applied research method. The results showed that there is a significant relationship between the personality and academic self-concept of the students and their adopted learning strategies.
Thaba & Baharuddin (2022) also investigated the effect of parents' attention, self-concept and independent learning strategies on the learning progress of secondary school students in Yemen, and 211 people were selected as a statistical sample using a relative cluster random sampling method. The results of the research showed that parents' attention to the way students study and their interest in guiding them along with correct learning strategies can have a significant impact on students' academic progress.
Research Methodology
The current research is applicable in terms of purpose, and descriptive in terms of data analysis of correlation type (structural equation modeling). The statistical population of the present research was made up of 981 students of the second year secondary school in Kalachai city. 274 people were selected as a statistical sample by cluster random sampling. In order to collect data related to the variable of study approaches, the questionnaire of Tate et al. (1998), and the questionnaire of Carl Rogers from 1938 to 1957for the variable of self-concept, and the questionnaire of Vaz and Isaacson (2008) for the variable of academic identity were used.
Research Findings
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then, the 8th edition of Lisrel statistical software was used to measure the effects of independent and mediating variables with the dependent variable; and the results related to the first hypothesis showed that the strength of the relationship between study approaches and self-concept was calculated to be equal to (0.67), which shows that the correlation is favorable. The significance statistic of the test has also been obtained (7.65), which is more than the critical value of t at the 5% error level, i.e. (1.96) and shows that the observed correlation is significant. Therefore, it can be said that the study approaches have a positive and meaningful relationship with self-concept. The results related to the second hypothesis showed that the strength of the relationship between academic identity and self-concept was calculated equal to (0.73), which shows that the correlation is favorable. The significance statistic of the test was also obtained (8.71), which is more than the critical value of t at the 5% error level, i.e. (1.96) and shows that the observed correlation is significant.
Conclusion and Discussion
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept of second year high school students. The results of this research are consistent with the results of Richter et al, (2022), Thaba & Baharuddin (2022), Moosavi Bideleh (2021), Jung (2021), and Rezakhani, Khodadadian Someeh (2019); School teachers should try to guide the students from one learning activity to the next and also continuously monitor the students' work during the learning activity (Sayadi & et al, 2015). This makes students motivated and they will do their homework more willingly. On the other hand, when the students themselves determine the daily activities of the class and have continuous practice with them in learning the classroom lessons, it is possible to motivate the students better. (Purohit et al., 2022). In such a situation, when the students know 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 education. In addition, in this case, they get the necessary satisfaction about their learning. In fact, when students consider themselves efficient and put their homework under their control, their internal motivation for academic homework increases.
According to the results of the present research, it is suggested that the school administrators and teachers determine the students' study approach with appropriate evaluation, in order to incline the students to a deep approach and improve them, with appropriate educational interventions and correct planning, such as holding workshops for students. On the other hand, useful steps can be taken by activating the student counseling center and carrying out comprehensive planning in order to provide academic counseling services and to implement regular and continuous academic counseling programs in order to improve students' study approaches.
management
Farideh noori; Abasali hagh parast; reza sotudeh; Habib piri
Abstract
Abstract
The purpose of the current research is to analyze and rank the ability for the transparency of performance-based budgeting in the country's health education system. According to the research topic, the type of research is applicable in terms of purpose, and survey in terms of nature. The tool ...
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Abstract
The purpose of the current research is to analyze and rank the ability for the transparency of performance-based budgeting in the country's health education system. According to the research topic, the type of research is applicable in terms of purpose, and survey in terms of nature. The tool for gathering information is a questionnaire, which after Delphi analysis and the consensus of experts' opinions; we got a researcher-made questionnaire according to experts' opinions. The statistical population of this research consists of knowledgeable members in the country's health education system, including senior managers and assistants, financial managers and accounting heads, and financial and budget experts; and the sample people were selected in a purposeful and accessible manner, so the content validity of the model and its components was obtained by means of the opinions of experts, and the relationship between its dimensions and components using SPSS statistical analysis software, Kolmogorov-Smirnov test; and parametric methods including t-test were used to test the research questions, and Friedman's test was used in order to determine the rank of the approved indicators, and the performance ability model of the country's health education system includes ability dimensions (with the components of performance evaluation ability, human ability, technical ability), acceptance dimensions (with the components of managerial acceptance, motivational acceptance) and Economic efficiency was approved.
Extended abstract
Introduction
Among the different budgeting methods, performance-based budgeting has brought about a major change in the budgeting system of governments and has been able to play an effective role in the growth and development of countries. This type of budgeting has been the most famous reform effort in the public sector since the 1990s and perhaps in the current century, so that Barrett and Goodwin called the 1990s the decade of performance-based budgeting. During the 1990s, performance-based budgeting has been used synonymously with outcome-based budgeting and results-based budgeting. The field of performance evaluation has evolved over the past 50 years and has expanded beyond financial auditing and internal controls, and has become a respected mechanism for continuous improvement and organizational effectiveness (Park, 2019). Performance-based budgeting is the transformation of the budgeting process from a purely political process to a process that involves economic, objective and rational principles in decision-making. Performance budgeting contains three elements: result (final result), strategy (various ways to achieve the final result), and activity or outputs (things that are done to achieve the final results). The key feature of the new performance-based budgeting system is combining the goals of the budget management system with appropriate accountability. The performance-based budgeting system revolves around the two axes "relationship between performance indicators and evaluation" and "relationship between budget and results" in which different administrative departments are accountable based on specific standards called performance indicators, and managers have more discretion in determining the best way to achieve results (Parker et al, 2019).
The Ministry of Health, Treatment and Medical Education is one of the four institutions that were required to implement performance-based budgeting in the country. Therefore, from the point of view of university management, it is necessary to change the budgeting system of universities and to revise and fundamentally transform the existing budgeting system. Research conducted in the field of performance-based budgeting shows that performance-based budgeting methods have been accepted in many countries, but few of them have implemented this method. In addition, the evidence obtained from these studies shows that most governments are able to create functional information; while, very few of them use this information in decisions related to resource allocation and formulation and development of result-oriented incentive plans (Mahdavi and Gol Mohammadi, 2013).
Therefore, the current research seeks to find the answer to the question: what does accrual accounting contribute to the country's health education system based on the transparency of performance-based budgeting? And what are its dimensions, components and indicators?
Theoretical framework
Due to the importance and role of budgeting in macro decision-making in the country, most of the people involved in budgeting believe that budgeting in Iran, despite nearly a century of executive history, faces many issues and problems. Some of these problems are caused by the current economic and social conditions; but others, which are more important, are rooted in the administrative and financial structure of the country (Qassemi, 2013). With the development of government duties and the rapid increase of government expenses and its link with the general state of the country's economy, expenditure control has lost its importance; and the need for improvement in the planning, control and management systems of public sector resources, the need to specify goals and Emphasizing results to reduce costs and increase service quality has become more important. In other words, traditional budgeting methods do not meet the needs of decision makers and managers at different levels to manage operations and programs and do not lead to an increase in productivity, which is one of the most important expectations of proper budgeting. For this reason, in the last decade, the issue of revising the budget system and turning it into one of the management tools for correct and effective decision-making has been raised (Aghwami and Babajani, 2014).
In another article, Yen et al. (2020) investigated the effect of performance evaluation system (PMS) on the performance of public sector organizations in transition economies. In this study, the intervening role of public accountability in the relationship between the performance evaluation system and the performance of the public sector in Vietnam has also been investigated. The research sample includes 214 accountants and managers of the public sector of Vietnam. The results show that public accountability fully moderates the relationship between PMS and organizational performance. These results provide important practical and theoretical applications for government organizations by using PMS and with the aim of improving public accountability and organizational performance (Yen et.al, 2020).
Azar et al. (2020) conducted a study with the aim of identifying key factors and providing an effective model for monitoring and evaluating the financial performance of the public sector in performance-based budgeting using the fuzzy Delphi method. In the proposed model, there are 10 main codes "legal and regulatory factors, organizational structure and culture factors, financial and budgetary factors, monitoring and evaluation structural factors, content and managerial monitoring factors, motivational and psychological factors, technological and informational factors, economic factors, political and international factors, and cultural and social factors" have been identified (Azar. et. al, 2020).
Methodology
This research is of an applicable type in terms of the purpose of the research, and survey in terms of nature. The tool for gathering information is a questionnaire, which after Delphi analysis and the consensus of experts' opinions; we got a researcher-made questionnaire according to experts' opinions. The statistical population of this research includes knowledgeable members of the health education system of the country, including senior managers and assistants, financial managers and accounting heads, and financial and budget experts; and the sample people were selected in a purposeful and accessible manner. In this research, "Ability Evaluation" is the dependent variable. Also, the independent variables include the dimensions of ability, authority, acceptance and economic efficiency, which have been measured and analyzed using the questions asked in different parts of the standard questionnaire.
Discussion and Results
According to the first question of the research, the results showed that the dimensions of ability, acceptance, economic efficiency and operational goals are confirmed in the answer to the first question, and according to these dimensions, from the respondents' point of view, there is necessary transparency for the implementation of performance-based budgeting in the country's health education system. Based on the second question, it is concluded that the components of performance evaluation ability, human ability, technical ability, managerial acceptance, motivational acceptance, economic efficiency, and operational goals are approved in response to the second question, and according to these components, from the respondents' viewpoint, there is necessary transparency in order to implement performance-based budgeting in the country's health education system. In the third question, the results showed that the highest standard deviation related to the index "Monitoring the effectiveness and economic efficiency of the activities of the executive bodies by the country's health system" was 1.014. After that, the second highest standard deviation is related to the indicators "Evaluation of the performance of executive bodies by the country's health system", "existence of sufficient number of proficient experts familiar with performance measurement criteria" and "A practical example of the implementation of the finished price management system as A workshop has been provided" was 0.975. This means that the respondents had different opinions regarding these indicators. On the other hand, the lowest standard deviation of 0.258 is related to the indicators "all suitable and necessary subsystems are considered for the implementation of performance-based budgeting and the necessary infrastructure exists in this field", "performance audit by the country's health system" and "Implementation of information systems and operational reporting infrastructures by the country's health system". This means that the respondents had consistent and identical opinions regarding these indicators. Also, the highest average of 4.33 jointly belonged to two indicators "Managers of executive bodies of the country's health system have accepted performance-based budgeting as a suitable method for budgeting" and "Incentive and punishment plans for appropriate and inappropriate performance have been predicted in the approved programs". This means that the most emphasis of the respondents is on these issues. On the other hand, the lowest averages are 3.26 and 2.06, respectively, for the indicators "Implementation of information systems and operational reporting infrastructures by the country's health education system" and "There is Necessary powers in the use of functional information in the country's health education system". It means that these indicators were less important from the point of view of the respondents. In the fourth question, the results showed that the results of Friedman's ranking test ranked first in economic efficiency with an average rank of 7.50, second in ability with an average rank of 7.00, and third in operational goals with an average rank of 70. 5.5; followed by the dimension of acceptance ranks fourth with an average rank of 5.07, the dimension of efficiency and effectiveness of financial resources ranks fifth with an average rank of 4.30, the dimension of operational reporting ranks sixth with an average rank of 2.33, the dimension of operational accountability ranks seventh with an average rank of 2.17, and the dimension of authority ranked eighth with an average rank of 1.93.
Conclusion
The aim of the current research is to analyze and rank the ability, for the transparency of performance-based budgeting in the health education system of the country. The results of the research showed that the ability dimensions (performance evaluation ability dimension, human ability, technical ability), acceptance (managerial acceptance, motivational acceptance), economic efficiency, as well as the indicators of "all suitable and necessary subsystems have been considered for the implementation of performance-based budgeting and the necessary infrastructure exists in this field", "the managers of the executives of the country's health system have accepted the performance-based budget as a suitable method for budgeting" and "incentive and punishment plans for appropriate and inappropriate performance in the approved programs have been foreseen" are the most important factors for transparency of budgeting based on performance in the country's health system. Therefore, the present study is in line with the studies of Pourali and Kakuvan(2012), Mauro et al, (2019), Sotoudeh et al, (2019), and Emrai and Azar (2020).
Zahra Pourrshidi
Abstract
Extended AbstractAbstractThe aim of this study was to assess the impact of human resource development activities on staff innovation with the mediating role of knowledge management and organizational learning among the staff of Shahid Bahonarkerman University. The research method is essentially descriptive-correlative ...
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Extended AbstractAbstractThe aim of this study was to assess the impact of human resource development activities on staff innovation with the mediating role of knowledge management and organizational learning among the staff of Shahid Bahonarkerman University. The research method is essentially descriptive-correlative and applied in terms of purpose. The statistical population of the study consisted of 50 heads, deputies, administrative managers and 352 employees of Shahid Bahonar Kerman. Data sampling for heads, deputies, and administrative managers was statistical, and for staff was random- hierarchical. The sample size was 184 people based on Krejcie and Mogan table. Data were collected using Dixon (2000) Knowledge Management Questionnaire, Bosley & Will (2002) Human Resource Management Questionnaire, Moghimi and Ramadan (2012) Organizational Innovation Questionnaire and Nifeh (2001) Organizational Learning Questionnaire. Data authenticity was validated by supervisors and academic experts, and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. The results showed that human resource development activities have a positive and significant effect on knowledge management. Human resource development activities have a positive and significant effect on organizational learning of employees. Organizational learning of employees has a positive and significant effect on their innovation. Knowledge management has a positive and significant effect on employee innovation. Human resource development activities have a positive and significant effect on employee innovation. Finally, knowledge management and organizational learning have a mediating role in the impact of human resource development activities on employee innovation.IntroductionIn the present age, known as 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, vital for organizations to compete in dynamic environments, and strategic weapons and driving force for comprehensive and sustainable development of the country. Knowledge management in the organization depends on the attitudes of the people who created this culture (Araei, Mohammadi Mehr, 2021). In order for organizations to be able to survive in the new paradigm of competition, they must look at innovation as an essential strategy in the current era and, while recognizing environmental changes and developments to be dealt with, identify the organizational indicators affecting organizational innovation. and respond appropriately to these changes (Eyni, 2020). The existing literature on innovation management shows that organizations need to be innovative while using their internal and external knowledge resources. In recent years, with the emergence of the knowledge-based economy, innovation has played a more vital role in the evolution of economic and social structures; that is, organizations with the innovation capacity will be able to respond to environmental challenges faster and better than non-innovative organizations, which in turn increases organizational performance (Singh, Gupta, Busso, Cambodia, 2019). In organizations where change and progress are the main pillars of the organization, innovation and knowledge management are important factors to achieve its goals. Accordingly, to increase the organization's ability to respond to environmental changes, while maintaining system efficiency, organizations need continuous learning (Hashemi, Khadivar, Shami Zanjani, 2018). Today, more than ever, organizations need staff and managers who have the power and innovative ideas to be able to bring the goals and strategies of the organization home (Ebili, 2015). Innovation is an important and vital factor for organizations in order to create sustainable value and competitive advantage. Innovation, on the other hand, is a management system that emphasizes the mission of the organization, seeks exceptional opportunities, and determines whether the move is the strategic direction of the organization, determines the criteria for success, and also seeks opportunities. (Rahmanzadeh, 2016). Knowledge has become the most important alternative to financial and physical capital in today's global economy. However, unfortunately, most organizations in different countries of the world are using traditional methods of financial accounting that were created centuries ago for an organizational environment based on manual operations and tangible assets. While the organizational environment is based on perception, it needs an approach that includes new intangible organizational assets such as knowledge and competencies of human resources, innovation, customer relations, organizational culture, systems, organizational structure, etc. (Heydari, Mohammadjani, 2016). This study tries to answer the question whether human resource development activities have a significant impact on staff innovation with the mediating role of knowledge management and organizational learning in Shahid Bahonarkerman University.Theoretical frameworkToday, the advanced universities of the world are looking to change the educational system and teach knowledge exchange skills to the next generation of students and change the research process, and considering the practical nature of development, they are looking for new ideas. What drives the innovation process in organizations is learning. Reviewing the past literature, knowledge management has a positive effect on organizational learning which, in its turn, has a positive effect on organizational innovation. As a result, both knowledge management and organizational learning can promote innovation separately and effectively (Lo, Nag, Xu, Agung, 2020).MethodologyThe present study is a causal study in terms of method and nature of this research and is applied based on the purpose. The statistical population of this research consists of two parts: the first part consists of 50 heads, deputies and administrative managers of Shahid Bahonarkerman University and the second part consists of 352 employees of Shahid Bahonarkerman University. The method of sampling and determining the statistical sample size is divided into two parts. The census method was used to determine the sample size of the first part of the statistical population (heads, deputies and administrative managers) and in the other part of the statistical population (staff), according to Krejcie and Morgan table, by stratified random sampling method was obtained (184 persons). Knowledge Management Questionnaire (Dikson, 2000), Human Resource Management Questionnaire (Boosli, Will, 2002), Organizational Innovation Questionnaire (Moghimi, Ramezan, 2012), Organizational Learning Questionnaire (2001Nifeh,) are formulated. Formal and content validity is used to determine the validity of research tools. In order to analyze the data collected from the test of research hypotheses, first the Kolmogorov-Smirnov test was used to check the normality of data distribution and structural equations in order to examine the relationship between independent and mediating variables with dependent variables using statistic software LISREL8.Discussion and ResultsIn this section, the method of distribution of the research variables based on the most important central indicators (mean), dispersion indices (variance and standard deviation) are examined. The average of all components is higher than the number 3, and since in the range of selected 5-options, the average above 3 indicates that the status of that variable agrees in the above statistical population, so this factor indicates that the respondents agree with this component.The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. Knowledge management and organizational learning play a mediating role in the impact of human resource development activities on the innovation of the staff of Shahid Bahonarkerman University. In order to investigate the mediating effect of knowledge management and organizational learning in the hypothesis under discussion, the direct effect of two structures with indirect effect in the involvement of mediating variables should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the direct effect is equal to 0.51. The indirect effect in the presence of a knowledge management mediating variable is:0/69 × 0/78 = 0/538The indirect effect in the presence of organizational learning mediating variables is:0/71 × 0/81 = 0/575Since the effect of direct path is less than that of indirect path, therefore, the existence of mediating variables of knowledge management and organizational learning increases the effect and the mediating role in the present hypothesis is confirmed.ConclusionResearch findings related to the test of research hypothesis indicate that knowledge management and organizational learning have a mediating role in the impact of human resource development activities on the innovation of Shahid Bahonarkerman University staff. In the present hypothesis, the direct effect is equal to 0.51. Since the effect of direct path is less than that of indirect path, therefore, the existence of mediating variables of knowledge management and organizational learning increases the effect, and the mediating role in the present hypothesis is confirmed. The result is explained by the fact that employees gain experience from their work feedback and usually receive feedback on the occurrence of organizational events. They draw on the results of past events to accomplish their tasks. It can be explained by the research findings (2018 Asadi,) that organizational learning has a mediating role between knowledge management and organizational innovation, and thus, the role of knowledge management as an input is important, and organizational learning plays a key process role, and finally, organizational innovation is an important output in these organizations. The knowledge and skills of the employees are continuously improved and improved. Equal opportunity in training is given to all employees, and the principle of justice is observed in the payroll system. On the other hand, the necessary mechanisms are used to improve communication, perceptual and teamwork skills, and managers of the organization ask members to participate in decision-making. This makes an open and easy communication between managers and members. The results of the hypothesis test are consistent and supported by the research findings of (Araei& Mohammadi mehr, 2021; Nouroozali, 2021; Ghanari, 2019; Tiyan, 2018; Froudi, 2018). Finally, it is suggested that the recruitment and provision strategies (test, interview, selection, etc.) to be legal. The criteria for selecting human resources for entering the organization should be clear and also the knowledge and experience of employees should be used in similar projects.
Education Management
jamal abdolmaleki; Mohammad Ghafari Mejlej; Masoumeh Mahboubi Ebrahimi; Faezeh Asadi
Abstract
Abstract
The aim of the present study was to investigate the role of leadership behaviors of school principals in the team learning of teachers. The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this ...
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Abstract
The aim of the present study was to investigate the role of leadership behaviors of school principals in the team learning of teachers. The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this population by simple random sampling based on Morgan's table. The research method was correlative and through structural equation modeling. To collect data, Strang.'s leadership behavior questionnaire (2005) and Bresó et al.'s team learning questionnaire (2008) were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used; the desired reliability and validity of the tool were indicated by the results. To analyze the data, structural equation modeling was used by Lisrel 10.20 software. The results indicated that: task-oriented leadership behavior of school principals had a positive, direct and significant effect (0.27) at the 0.05 level on teachers' team learning with a t value (4.98). Also, the Person -oriented leadership behavior of school principals had a positive, direct and significant effect (0.50) at the 0.05 level on teachers' team learning with a t value (9.34). The dual leadership behaviors of school principals are able to explain 38% of the variance of teachers' team learning, which has a t (8.41) and indicates the significance of the explained variance of teachers' team learning by the dual leadership behaviors of school principals.
Extended abstract
Introduction
Although team learning is one of the most effective and important processes in teams, through which teams are able to improve and develop their knowledge and skills (Shoukat et al., 2023), leadership plays a crucial role in the formulation, implementation, and development of team members' rules during teamwork to ensure successful team work (Hariharan & Anand, 2023). This is because team learning involves exchange, discussion, and development of knowledge, ideas, and structures, receiving feedback, and reflecting on teamwork, analyzing and learning from mistakes, and how to avoid them in the future (Lehmann-Willenbrock, 2017). Therefore, leadership behavior is considered as a necessary facilitator for creating conducive conditions for participation in team learning behaviors, such as creating a safe environment, and is considered a significant and fundamental enabler (Koeslag-Kreunen et al., 2018a). Leaders can indirectly facilitate workplace learning at these levels through their leadership behaviors (Wallo et al., 2022). However, team members do not automatically engage in team learning behaviors; as this can lead to problems. For example, differences in levels can result in non-constructive dominance by members with more authority, and members may experience excessive cognitive load when faced with unstructured tasks. Therefore, it is argued that participation in team learning behavior should be encouraged through leadership behavior (Van der Haar et al, 2017); as leadership behavior involves formulating a clear set of expectations for achieving organizational-individual goals through influencing and accompanying others, utilizing organizational resources, and facilitating individual and collective activities, in a structured guidance (Zhang et al, 2022). Or it is defined as "the process of influencing others to understand and agree on what needs to be done and how to do it, and facilitating individual and collective efforts to achieve common goals" (Yukl, 2010: 8).
School organizations, like other organizations, consist of various issues and goals, so they have the ability to adopt a team-oriented approach to the school workforce, mainly teachers, and explore team-related issues in schools with an emphasis on teachers in the form of work teams and school managers as team leaders for research. Various research has been conducted in diverse organizations, including the school organization, on how leadership behavior can support team learning behavior, for example.Hariharan & Anand(2023); Lundqvist et al(2023); Shoukat et al(2023); Abdolmalek & Ghanbari (2022); Koeslag-Kreunen et al(2020,2018a,2018b); Ghanbari et al (2017); Chatalalsingh & Reeves(2014); Imants et al(2013) & Nouwen et al (2012).
In analyzing the duties of teachers, it can be said that school teachers have two types of adaptive and developmental duties, which team learning facilitates these duties implicitly and explicitly. Therefore, team learning of teachers is influenced by the leadership behaviors of school administrators, in a way that the leadership behaviors of school administrators can be an effective factor in team learning of teachers and facilitate it. Therefore, by correctly recognizing leadership behaviors and employing them by school administrators, we can go beyond adaptive duties in teachers, especially innovative duties, in the context of team learning. As can be seen, studies and theories only indicate the relationship between leadership behavior and team learning, and it cannot be accurately said which type of leadership behavior has a greater impact on team learning. Therefore, in order to clarify this research gap, the researchers of this study considered the faculty of primary schools as a team and examined the effects of various leadership behaviors of school administrators on team learning of school teachers in order to clarify the exact role and effects of various leadership behaviors of school administrators on team learning of teachers. The information obtained from this research can assist school administrators in selecting and employing effective and useful leadership behavior in order to create, strengthen, and develop team learning of teachers. Therefore, our question is whether the various leadership behaviors of primary school administrators have a significant effect on the team learning of their teachers, and which type of leadership behavior has the greatest impact on the team learning of teachers? Therefore, the main question of this research is whether the dual task-focused and individual-focused leadership behaviors of school administrators have a significant impact on the team learning of teachers.
Theoretical framework:
Team learning behaviors are crucial, especially for team performance and effectiveness; therefore, it is essential for teams to strengthen team learning behaviors (Gerbeth et al, 2022). Team learning behaviors are defined as team activities in which team members engage to perform tasks effectively; therefore, teams that share and exchange knowledge among their members, create shared understanding and new knowledge, engage in constructive blending and discussion of opinions, and reflect on their teamwork are recognized as exhibiting team learning behaviors (Widmann & Mulder, 2020).To understand when leadership is effective in teams, research typically observes leadership from a behavioral perspective (Koeslag-Kreunen et al, 2018a). Burke et al (2006) distinguished two main behavioral styles: individual-oriented and task-oriented team leadership behaviors. Clearly, these behaviors can stem from vertical and shared team leadership resources.
Individual-oriented leadership behaviors: are behaviors that encourage communication, support self-governance, and motivate team members to move beyond their individual interests. Attention, empowerment, and transformational leadership have been recognized as specific accepted leadership behaviors with a focus on the individual (Burke et al, 2006). Since attention refers to creating a positive space for cooperation and open communication and emphasizing relationships and team members' well-being, it is supportive of team learning behavior (Carmeli, Tishler & Edmondson, 2012). Empowerment leadership means actively developing self-governance skills in team members (Burke et al, 2006). Transformational leadership attempts to assist team members in surpassing their individual interests and taking action towards problem-solving by creating challenges and fostering creativity (Bass & Avolio, 1994). Overall, it is argued that individual-focused leadership behaviors strengthen team learning behaviors through encouraging communication, supporting self-governance, and going beyond individual interests.-
Task-oriented leadership behaviors: These behaviors emphasize the task of team members by providing information on tasks, task structure, and monitoring team performance, and include 1) boundary-spanning, 2) structural facilitation, and 3) transactional leadership (Burke et al, 2006). Boundary-spanning involves examining the environment for new information, networking, and negotiating for team resources (Ancona & Caldwell, 1992). Additionally, Burke et al. (2006) argue that boundary-spanning activities guide teams towards task accomplishment based on available material resources and organizational strategies. Structural facilitation refers to defining team tasks, work methods, goals, and outcomes (Dong et al, 2017). Finally, Ashauer & Macan (2013) suggested that task-oriented leadership with a focus on team tasks and performance can encourage members to demonstrate their competence for the task, thus encouraging them to participate in team learning behaviors.
Methodology:
The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this population by simple random sampling based on Morgan's table. The research method was correlative and through structural equation modeling. To collect data, Strang.'s leadership behavior questionnaire (2005) and Bresó et al.'s team learning questionnaire (2008) were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used; the results indicated the desired reliability and validity of the tool. To analyze the data, structural equation modeling was used by Lisrel 10.20 software.
Discussion and Results:
According to the results of structural equation modeling analysis, task-oriented leadership behavior of school managers has a significant, positive direct effect(0.27) on teacher team learning (p=0.05) with a t-value of 4.98. Similarly, individual-oriented leadership behavior of school managers has a significant, positive direct effect (0.50) on teacher team learning (p=0.05) with a t-value of 9.34. Dual leadership behaviors of school managers can explain 38% of the variance in teacher team learning, which is significant with a t-value of 8.41, indicating the significant variance explained in teacher team learning by dual leadership behaviors of school managers. The fit indices of the model are as follows: the ratio of chi-square to degrees of freedom (1.47), RMSEA (0.045), CFI (0.97), GFI (0.95), and AGFI (0.93). Based on the fit indices in the path analysis model, it can be concluded that the ratio of chi-square to degrees of freedom indicates a good fit between the conceptual model and the empirical model. The value of RMSEA is within an acceptable range. The values of CFI, GFI, and AGFI also indicate a good fit for the structural model. Therefore, it can be said that the structural model of the study has a good and acceptable fit.
Conclusion:
In explaining the results of the research, it can be said that Hoch (2014) argued that the distribution of leader behaviors among team members can help resolve their non-constructive conflicts and support members in providing unique information. Therefore, individual-centered leadership with encouragement, modeling, empowerment, and power control in teams that have adaptive and developmental tasks enhances learning. Bucic et al (2010) showed that for performing adaptive tasks, transformational leadership behaviors encourage participation and urge team members to maintain their boundaries. As a result, teams are able to collectively create new ideas. Additionally, Nouwen et al (2012) highlighted that integrating considerations and strengthening leadership behaviors enhances team learning for performing adaptive tasks, as these leaders maintain close social relationships, respect, trust, and group cohesion. They encourage speaking up through modeling and requesting feedback, and demonstrate how to provide feedback. Their actions encourage self-leadership and leadership skills.
However, task-centered leadership has limitations for learning in teams with adaptive tasks. Bucic et al (2010) showed that for teams with adaptive tasks, transactional leadership supports team learning behaviors as it provides structures and processes and subsequently reinforces structured routines. Nevertheless, McKeown (2012) and Nouwen et al (2012) discovered that in teams with adaptive tasks, team leaders can excessively control work processes, which hinders team learning. Moreover, they demonstrated that if team leaders do not involve team members in decision-making or share goals and actions with the team, team confidence (in each other and in the leader) decreases and team learning motivation decreases. Therefore, it can be said that individual-centered leadership behavior is essential for supporting team learning, and our findings contribute to understanding the timing and application of this behavior. Leadership behaviors strengthen team learning through individual and task-centered behaviors displayed by a unified leader and team members, including leadership behaviors such as building trust and relationships, empowering and challenging team members, and structuring tasks and goals.
Javad Mehraban
Abstract
Extended Abstract Abstract Human resources, loyal to and consistent with the goals and values of the organization, that operate beyond the duties set in their job description, are important factors in organizational effectiveness. The aim of this study was to investigate the relationship between ...
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Extended Abstract Abstract Human resources, loyal to and consistent with the goals and values of the organization, that operate beyond the duties set in their job description, are important factors in organizational effectiveness. The aim of this study was to investigate the relationship between occupational burnout and administrative health of employees with the mediating role of organizational indifference. The research method was descriptive-correlation. Subjects were selected by simple random sampling. In the present study, the standard questionnaires of occupational burnout of Tommy et al. (1999), organizational indifference of Danaeifard et al. (2010), and administrative health of Hui and Fieldman (1996) were used. Their validity and reliability were confirmed respectively by academic experts and Cronbach's alpha coefficient test. Structural equation technique was used to analyze the data using Lisrel statistical software and Spss statistical software. Quantitative findings of the research hypothesis test showed that there is a negative and significant relationship between job burnout and organizational indifference with employees' administrative health, and organizational indifference has a mediating role in the relationship between job burnout and office health. Introduction A factor that has been identified as effective on organizational outcomes in the career path is the phenomenon of job flattening. According to many researchers, job burnout has quickly become a critical issue for organizations and therefore requires proper management to avoid employee dissatisfaction. For this reason, job burnout is a growing concern and has negative consequences such as decreased job satisfaction, decreased satisfaction of career path and increased willingness to leave employees (Karami, Mohammadesmaeili, & Hajiasgari Nooshabadi, 2020). Over the past decade, most organizations have witnessed re-engineering of organizational structure. To stay competitive, organizations strive to be more efficient by flattening organizational structures and rebuilding the process. Fewer promotion opportunities for employees is the result of Reorganization. Thus, many employees experience flattening (Shabeer, Mohammed, Jawahar, & Bilal, 2019). According to Starrald (2010), recent research shows that there are either not motivation and willing to work in 90% of employees or their behavior is not in line with the goals of the organization. One of the main causes is indifference (Lamb, Maire, & Doecke, 2017). The past, present and future is the same for those who suffer from such a phenomenon, which makes them become indifferent to the future (Ghazifar & etal, 2019). In another approach, organizational indifference is a situation in which employees do not engage themselves in organizational success, work only to get paid and not be fired, and never look for opportunities for the growth of their organization (Karimi & etal, 2019). In this regard, attention to the relationship between organizational indifference and administrative health appears to be very important. Research on the relationship between organizational indifference and office health has shown that there is a negative and significant relationship between them (Su, Kuo, Cheung, Hung, & Cheng, 2017). In the present study, an attempt has been made to investigate this relationship. Therefore, management experts believe that the management, growth and development of human resources depend on the selection and proper use of human resources in jobs and organizational positions. And because there are many shortcomings and deficiencies in administrative system structure in the education offices in this regard, Due to the centrality of the organizational mission, which is study and research, this research was conducted in order to determine the position of administrative health in the organization. For this purpose, this study begins with the question of whether there is a relationship between job burnout and staff health with regard to the mediating role of organizational indifference in the staff of education departments in Tabriz. Case study In this study, all employees of education departments in Tabriz participated; and it has been examined as a case study. Theoretical framework Indifference to the manager includes behaviors on the part of employees in which employees refuse to comment on their abilities in order not to take on more responsibility, do not inform the manager about their work process, and sometimes procrastinate and deliberately ignore their manager's wishes, or sometimes resort to expedient lies to avoid responding (Kramer, 2006). Indifference to the organization refers to the condition in which the staff do not engage in the organization's success or failure, They have no attachment to the organization (Nasre Esfahani, Ghorbani, Amiri, & Farokhi, 2013). Indifference to the client is a condition in which employees limit client service to a certain time during office hours (Leander, 2009). Indifference to co-workers is that employees do not cooperate in group work and refuse to make friendship with others (Willemsen, Keren, 2009). Indifference to work refers to situations in which employees are not careful enough in their work, have no creativity and innovation in work and consider organizational tasks as worthless (Na sre Nasre Esfahani & etal, 2013).Zhang & Frenkel (2018) conducted a study on the issue of indifference and laziness of employees. The results indicated that the misconductiong managers are the reason for the staff's unusual behavior and eventually their disappointment by inducing indifference in them (Zhang&Frenkel, 2018). Methodology This study was a descriptive-correlational study. The study population included all employees of education departments of Tabriz in 677 people. According to Krejcie and Morgan table, 245 people are included in this study as a sample. The sampling method was simple random. Valid job plateau (Tammy, 1999), organizational indifference (Danaeifard, Hasanzadeh, Salarieh, 2010) and administrative health questionnaires (Hoyand Feldman, 1987) were used to collect data. The validity of the questionnaires was confirmed by expert professors. And their reliability was confirmed by Cronbach's alpha coefficient test., The structural equation technique was used in order to analyze the data, using Lisrel statistical software and Spss statistical software. Discussion and Results In the first hypothesis: the strength of the relationship between job burnout and organizational indifference of employees was calculated equal to (0.73), which indicates a favorable correlation. The t-test of the test (10.68) was obtained which is greater than the critical value of t at the 5% error level (1.96) and shows that the strength of the observed relationship is significant. Hypothesis 2: The strength of the relationship between organizational indifference and employees' administrative health was calculated equal to (-0.65), which indicates a favorable correlation. The t-test of the test (8-22) was obtained which is less than the critical value of t at the level of 5% error (i.e. -1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a negative and significant relationship between organizational indifference and employees' administrative health. Hypothesis 3: The strength of the relationship between job burnout and employees' administrative health was calculated equal to (-0.39), which indicates a favorable correlation. The t-test of the test (-2.32) was obtained which is less than the critical value of t at the 5% error level (i.e. -1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a negative and significant relationship between job burnout and office health of employees. Hypothesis 3: The direct effect of the two structure with the indirect effect of the interfered variable of organizational indifference should be investigated in order to examine the mediating effect of organizational indifference in the topic under discussion, so that if the effect increases, the mediating effect of organizational indifference can be considered acceptable. In the present hypothesis, the strength of the direct relationship between job burnout and office health is (-0.39). The indirect effect in the presence of the mediating variable of organizational indifference is: (0.474 -) = (0.65 -) * (0.73) Due to the lower effect of direct path than indirect paths, therefore, the existence of the mediating variable of organizational indifference increases the strength of the relationship and the mediating role of organizational indifference in the present hypothesis is confirmed. Conclusion According to Starrald (2010), recent research shows that 90% of employees are either not motivated or willing to work or their behavior is not in line with the goals of the organization. One of the main causes is indifference (Keefe, 2009). The results showed that job burnout has a positive and significant relationship with organizational indifference. Job burnout can reflect the relationship between values and norms governing society, and the rate of organizational growth and development of different social groups within the community (Hedari, Shahryari, 2020). In the job burnout, employees tend to leave the organization and think their job is meaningless (Jung and Talk, 2008). Indifference occurs when a person, after a long failure, loses hope of achieving his goal or goals in a particular situation and wants to withdraw from the source of his failure. Efficient human resources are the key to organizational success and competitive advantage. This reduces employees' job satisfaction and ultimately reduces their organizational efficiency and effectiveness (Foster, Shastri and Withane, 2014). The existence of conditions in which employees feel flattened causes them to feel worthless in their jobs and not interested in continuing their work process (Xie, Lu, & Zhou. 2015). These results are (2017) are consistent and supported by the findings of Su et.al (2017, Su, Kuo, Cheung, Lu, Cheng). Indifference causes a kind of degradation in the administrative system, which results in the disruption of organizational rules (Bergin, 2014), keeping employees away from the organizational hierarchy (Penkar, 2017), and leads to bribery in the organization.
Azimeh Motekalem
Abstract
Extended Abstract
Abstract
The aim of this study is to identify and analyze the factors affecting the outcomes of student selection in Farhangian University, which has been done in a mixed method. Delphi technique has been used in the qualitative part in this research. The statistical population of ...
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Extended Abstract
Abstract
The aim of this study is to identify and analyze the factors affecting the outcomes of student selection in Farhangian University, which has been done in a mixed method. Delphi technique has been used in the qualitative part in this research. The statistical population of the study includes 550 professors of Farhangian University in the campuses located in three provinces of West and East Azarbayjan, and Ardabil. 27 persons were available through purposeful sampling in the qualitative stage, and 227 persons were chosen through cluster sampling in the quantitative stage. The research tool was a semi-structured interview in the qualitative part, which was validated by means of the participant's feedback method. In the quantitative part, a researcher-made questionnaire was used. Average values of extracted variances (AVE) in all components are higher than 0.7. Therefore, the reliability of the research questionnaire is confirmed. Coding method was used for qualitative data analysis, and structural equation modeling was used for quantitative data analysis using PLS version 3 software. Based on the findings of the qualitative department, the most important factors affecting the consequences of student selection in Farhangian University are: process-based selection, selection criteria, and selection tools. The results of the quantitative section show that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability which can predict the endogenous latent variable.
Introduction
Education is the foundation of social, economic, political and cultural development of any society and has the greatest impact on the promotion of society in various dimensions. Any fundamental change in society requires the transformation of the educational system of that society and the main axis of development of any educational system is the quality of teacher performance (Nazarpour, 2017). Formal education has been an inclusive system since the beginning of this century, first in advanced societies and then in all developing societies, and today there is no society in which this system has no role in its evolution and development (Golshan, 2018). But what is most important among the various teacher education programs is the issue of attracting and selecting the right people. This issue has always been important in the educational systems of most developed countries and has been prioritized in their educational programs (Soleymani & Motakallem & Namvar, 2021). In Finland, for example, the selection of qualified people for the teaching profession is a complex process, and the selection of these people takes place with ultimate precise. (Garbe & Shiel & Sulkunen, 2017). However, despite the importance of this issue, there are always disagreements about the process of selecting the right people, and these different perspectives should be benefitted to form a suitable program to select the right people (Kitchen & Petrarca, 2016). Undoubtedly, universities and teacher training centers are places that must use appropriate and sufficient criteria to select the right people from among the various candidates. If they refuse to play their role, the quality of selected individuals and even future teachers can not be guaranteed (Raths & Lyman, 2009). In any country, providing the favorable condition to achieve the positive and applicable results in the process of students' learning involves special attention to the process of selecting and training candidates to enter the profession of teaching in teacher training centers. Groundwater-Smit Mockler, 2009). Given the above, the process of selecting the right people to enter teacher training centers is of particular importance in the education system, and it seems that this issue has been neglected in the studies of researchers in the country. Therefore, the present study focuses on this main issue and seeks to answer the following questions:
What are the factors affecting the consequences of student selection in Farhangian University?
What are the most important factors in choosing the right student in Farhangian University?
To what extent do these factors affect the outcome of student selection at Farhangian University?
Theoretical framework
Selecting the right people for the teaching profession is a step to accept or reject the applications of applicants for the teaching profession so that the most suitable and appropriate ones are selected. (Mirsepasi, 2015) The conditions for selecting the right people are the criteria and indicators individuals volunteering for the teaching profession must meet. In Unesco's manifest (UNESCO, 2017) concerning the "teacher training", the teacher is introduced as the axis and center of learning, and having effective and skillful teachers is considered the right of every child in the world, which is conditioned on the careful selection of interested and capable people to enter the profession. In this manifest, the selection of the appropriate teachers for the learners is introduced as one of the main factors in growth and development of the educational systems (Soleymani & Motakallem & Namvar, 2021). Mahdavi Hazaveh et al. (2017) in a study entitled "Good life, a perspective for children" while highlighting the importance and position of teachers in society, showed Given the position of this job in society, a teacher requires special qualifications, and certainly those involved in this field must be careful in choosing the right people to enter this sacred profession. Ragnarsdóttir & Jóhannesson (Ragnarsdóttir & Jóhannesson, 2014) in their study entitled, have investigated the admission process in Iceland. According to this research, due to the limited admission capacity to select the right people, each institution and center has defined some approximate criteria for itself, but what is common among all teacher training centers in this country includes criteria such as work experience, participate in social organizations and activities in them, having and cooperating in related and additional training (Nazarpour, 2017).
Methodology
The present study uses a mixed and exploratory design in which qualitative and quantitative data are collected and analyzed. In this research, Delphi technique has been used in the qualitative part. The present study began with the collection and analysis of qualitative data in which the most important factors affecting the consequences of student selection in Farhangian University were identified through interviews and three stages including open, axial and selective coding from the perspective of participants. In the second step, quantitative data were collected and analyzed. The statistical population of the study is 550 professors and lecturers of Farhangian University in the campuses of three provinces of West, East and Ardabil in 1399, of which 27 persons were available through purposeful sampling in the qualitative stage, and 227 persons in the quantitative stage by Cluster sampling were selected. The data collection tool was semi-structured in the qualitative stage of the interview. In order to collect quantitative data, a researcher-made questionnaire from the qualitative section of 35 questions was used. Structural equation model with PLS software was used to analyze the quantitative data.
Discussion and Results
Based on the findings of the qualitative department, the most important factors affecting the consequences of student selection in Farhangian University are: process-based selection, selection criteria, and selection tools. The results of the quantitative section show that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability and can predict the endogenous latent variable.
Process-based selection elements, selection criteria, and selection tools can explain 43.3% of the variance of outcomes, which is significant. Also, the value for the outcome variable is equal to 0.508, which is considered strong. Therefore, it can be said that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability and can predict the endogenous latent variable.
Conclusion
The aim of this study was to identify and analyze the factors affecting the outcomes of student selection in Farhangian University. The findings of the qualitative section showed that the most important factors affecting the consequences of student selection in Farhangian University from the perspective of research participants are: process-based selection, selection criteria, and selection tools; each composed of subcomponents. From the perspective of research participants, one of the most important factors affecting the consequences of optimal student selection is process-based selection. Intelligence measuring, mental abilities, communication skills, having the right articulation, skills related to creativity and writing, having the spirit of teamwork and participation, and having the right emotional and personality traits are the most important criteria for choosing a good student in Farhangian University according to the perspective of research participants. Canadian experts, including Caskey et al. (2001), believe that this tool can motivate volunteers, show their true quality, and demonstrate volunteer's communication skills. Therefore, favorable strategies for selecting students in Farhangian University have desirable consequences for the educational system, and, training and employment through the selection of qualified people leads to the development of the educational system.
javad solleymanpoor
Abstract
Paying attention to learning styles and its determining components [determinants] for students plays a crucial role in teaching and education of today’s world. Therefore, the current study’s goal was to explore the relations between learning styles (with respect to its basic components) and ...
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Paying attention to learning styles and its determining components [determinants] for students plays a crucial role in teaching and education of today’s world. Therefore, the current study’s goal was to explore the relations between learning styles (with respect to its basic components) and language learning skills (English language). For this purpose, statistical population of this research is a total of 1260 male students from high schools in Chalous province among which 154 subjects are selected randomly, by Morgan-Krejcie’s Table. This research is conducted based on Vermont and Rijswijk’s theory (for assessment of learning styles) and language learning skills (the skills of listening, speaking, reading and writing) in English language. Main tool for data collection is standardized questionnaire of learning styles, and data analysis of current research is done by using of Pearson coefficient and stepwise regression. Results from this research indicate that all learning styles have a positive and direct relationship with language learning skills, but two types of learning styles, namely decentralized with a coefficient of 0.497 and meaning and goal based learning style with a coefficient of 0.283 has got the highest importance. Hence it can be said that for as much enhancement and comprehension as possible, if educational system considers decentralized and meaning and goal based learning styles, it will be more helpful for students to achieve the language learning skills. In the other word, importance of learning styles’ role recognition in anticipating of students’ language learning skills is confirmed.
