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).
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
Esmaeil Kazempour; omolbanin Ramaji; Zahra Salimzadeh Kakarodi
Abstract
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 in Kalachai city. Based on this, the descriptive research method was carried out by correlational method. The statistical population ...
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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 in Kalachai city. Based on this, the descriptive research method was carried out by correlational method. 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 (2008) academic identity. The statistical population and structure were examined 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 software 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.
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.
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.
leila poloie; Faezeh Farhadian
Abstract
The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine ...
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The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine books were selected as the research sample by the deliberate sampling method. Data collection tools were the check list of educational technology components. Data analysis was performed by means of descriptive statistics. The research findings showed that in the case of each component of educational technology to some subscales such as summary; the use of color in titles, text, image, and cover, the appropriate location for visual materials, and the avoidance of visual bias are not considered in any of the nine main sources of curriculum planning. Furthermore, the use of other subscales has been different in the main sources of curriculum planning; So that in some sources they have been used and in others they have not. Therefore, there is a need for a serious overhaul of the application of educational technology components in the main sources of curriculum planning for future editions.
Zahra Khajeh Ali Jahanteghi
Abstract
The present study was conducted to investigate the relationship between information literacy and field of study. The research method was descriptive-correlative and the statistical population of this study included students of Islamic Azad University, Marvdasht Branch in four fields of technical and ...
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The present study was conducted to investigate the relationship between information literacy and field of study. The research method was descriptive-correlative and the statistical population of this study included students of Islamic Azad University, Marvdasht Branch in four fields of technical and engineering education, management and accounting, psychology and educational sciences, and English language teaching with a volume of 6500 individuals. Using Cochran's formula, 363 students were selected by stratified random sampling. Data collection tools were Siamak and Davarpanah Information Literacy Questionnaire (2009). The findings of this study showed that there was a significant difference between the Department of Psychology and Educational Sciences and of Management and Accounting (P <0.05), and the average in the Department of Psychology and Educational Sciences was higher than that of management and accounting. There was also a significant difference between the technical and engineering group and management and accounting (P <0.05), and the average in the technical and engineering group was higher than that of management and accounting. There was no significant difference in the other areas of study. It is suggested that workshops with the aim of increasing computer literacy and library literacy of students and promoting research-oriented culture should be held in order to improve the level of information literacy of students.
naser mohammadi ahmad abadi; tahereh Fallahzadeh
Abstract
The present study was conducted with the aim of investigating the effect of emotional intelligence and communication skills of Ardakan educational managers, in three levels; primary, junior high, and high schools, in the 2019-2020 academic year, in predicting stress management practices by descriptive ...
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The present study was conducted with the aim of investigating the effect of emotional intelligence and communication skills of Ardakan educational managers, in three levels; primary, junior high, and high schools, in the 2019-2020 academic year, in predicting stress management practices by descriptive method. To this end, all the 98 managers of the above-mentioned community were selected as a sample group and responded to valid questionnaires of Sibria Shring's emotional intelligence (1998) with 0.84 Krunbach Alpha, Barton communication Skills with 0744 Krunbach Alpha, and Robins Stress Management Scale, after the administrative and initial briefing Session. Multivariate regression analysis methods were used in inferential analysis of data, to determine the predictive power of stress management practices by emotional intelligence, communication skills and their components. The findings indicated that emotional intelligence and communication skills and all its components had a significant power of prediction for the criterion variable (stress management) (p>0.05). Based on these results, apparently reinforcement of emotional intelligence and communication skills of managers can play a significant role in promoting the level of stress management practices in educational managers.
management
Mehdi Shabani Azadboni; Mahmoud Safari
Abstract
The aim of this study was to determine the relationship between professional ethics and components of conflict management in high school principals in western Mazandaran province. This research was conducted by descriptive-correlation method. The statistical population included all high school principals ...
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The aim of this study was to determine the relationship between professional ethics and components of conflict management in high school principals in western Mazandaran province. This research was conducted by descriptive-correlation method. The statistical population included all high school principals in the west of Mazandaran province who were selected by means of Morgan table with a sample of 152 persons based on relative stratified random sampling method. Data collection tools were Bahagir Professional Ethics Questionnaire (2011) and Putnam and Wilson (1982) Conflict Management Style Questionnaire. Data analysis using Pearson correlation coefficient showed that there is a negative and significant relationship between professional ethics with competitive and non-cooperative conflict style (P <0.05). Also, there was a positive and significant relationship between professional ethics and the style of conflict, cooperation, and compromise (P <0.05). The results of this study show that in the study of low-yield organizations, the decline of professional ethics can be considered as an effective factor in conflict management and productivity reduction.
management
asadollah Alirezaei; mohammad Emami; Asma Abbasgholizadeh; Zahra Yazdani Kachoei
Abstract
Extended AbstractAbstractThe purpose of this study is structural modeling of the effect of offensive supervision on organizational citizenship behavior in technical and vocational education centers in Kerman province. This research is applicable in terms of purpose, and correlative in nature and method. ...
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Extended AbstractAbstractThe purpose of this study is structural modeling of the effect of offensive supervision on organizational citizenship behavior in technical and vocational education centers in Kerman province. This research is applicable in terms of purpose, and correlative in nature and method. The statistical population of this research is all employees in technical and vocational training centers in Kerman province, whose number has increased to 207 in 2021. Due to the limitations of the statistical population, all its members have been selected as a sample and studied by census. Questionnaires of Mitchell and Ambrose (2007) and Oregon Organizational Citizenship Behavior (1998) were used to collect data. The content validity of the questionnaires was assessed based on the opinion of experts, and the construct validity was assessed by confirmatory factor analysis. Their reliability was also confirmed by calculating the combined reliability of Cronbach's alpha coefficient. The collected data were analyzed by structural equation modeling with LISREL software. Findings indicate that in general, offensive supervision has a significant inverse effect on organizational citizenship behavior. As the supervisor's offensive behaviors increase, employees lose their morale, as a result of which their motivation decreases and eventually, organizational citizenship behavior decreases.IntroductionAn issue raised in the last two decades and in addition to behaviorists, has also attracted the attention of psychologists and sociologists, is organizational citizenship behavior (ho & Le, 2020). Organizational citizenship behavior is a valuable and useful behavior (Sadeghi afjeh, 2014) that includes various behaviors of employees such as accepting and taking on additional responsibilities, following the rules and procedures of the organization, maintaining and developing a positive attitude, patience and Tolerance of dissatisfaction and problems in the workplace (Qiu et al, 2019). Thus, organizational citizenship behavior contributes to the efficiency and effectiveness of organizations through resource changes, innovations, and adaptability (Gholam Hossaini, 2011). The most important indicator of organizational citizenship behavior is more effort to achieve the goals of the organization, in a situation where the individual is not accounted on and the job is not considered as an individual duty (eghbal et al, 2018; Lopez-dominguez et al, 2013). Examining organizational citizenship behavior and its influencing factors due to the importance of such behaviors to respond to changing demands in today's turbulent and dynamic environments and markets, seems necessary (Podsakoff, et al, 2009; liu & cohen, 2010; rukkhum & Bartlett, 2012; ho & Le, 2020). Meanwhile, a new concept has entered the management literature that has negative effects on organizations. In recent decades, there has been a growing research movement on the subject of offensive supervision, defined as "employee perceptions of leaders' continued use of verbal and nonverbal hostile behaviors, which of course do not include physical contact and action." "(Tepper, 2000). Offensive leadership, which is recognized as one of the most prominent forms of destructive leadership (karsikova, et al, 2013), has detrimental effects on the organization and subordinates (martinko, et al, 2013; Tepper, 2000).According to the above, the main issue of the research is: what effect does offensive supervision have on organizational citizenship behavior (Case study: technical and vocational training centers in Kerman province)?Theoretical frameworkOrganizational citizenship behaviors have a special place in governmental and public organizations (Caillier, 2015; Chan & lai, 2017), because they directly and indirectly contribute to the effectiveness of the organization (Lepine, Erez & Johnso, 2002; Bowling, 2010; Ahmed & Filadelfo, 2016). Organizational citizenship behavior refers to those activities related to the role of individuals in the organization that go beyond the expectations of the job and job description. Although the organization's formal reward system does not identify these behaviors, the individual performs these activities at a level beyond these formal rewards (Castro et al, 2004). Tepper (2000) defines offensive supervision as "employees' perceptions of leaders' continueous use of verbal and nonverbal hostile behaviors - which, of course, do not include physical action and contact." Offensive supervision has negative effects on organizations, offensive supervision has a negative impact on the mental health of subordinates. Threats and real loss of resources activate the stress process, which in turn causes harm to employees' health (Carlson et al, 2012). Ho & Le (2020) conducted a study to examine the relationship between benevolent leadership and organizational citizenship behaviors with the mediating role of member leader exchange in Vietnamese universities. The results of the analysis show the mediating effect of leader-member exchange in the communication between benevolent leadership confirms citizenship behavior. University leaders can benevolently motivate university staff to engage in extra-role behaviors that motivate not only the organization but also other colleagues and students by fostering a good, high-quality leader exchange.kee et al (2019) conducted a study entitled "The Effects of Genuine Leadership on Leadership Trust, Organizational Citizenship Behavior, and Service Quality in China's Hospitality Industry". According to the results, genuine leadership has a significant effect on trust in leaders, organizational citizenship behavior and service quality in China's hospitality industry.MethodologyThis research is descriptive-correlative in nature, and practical in terms of purpose. The statistical population of this study includes all employees of technical and vocational training centers in Kerman province, whose number is 207 in 2021. Due to the limited statistical population, all its members have been selected as a sample and studied by census. 199 completed questionnaires were collected. To collect data related to research variables, Mitchell and Ambrose (2007) Offensive Supervision Questionnaire (10 questions) and Oregon(1998) Organizational Citizenship Behavior (15 questions); based on a 5-point Likert scale (strongly agree to strongly disagree) were used.Discussion and ResultsIn order to test the research hypothesis and analyze the data, Lisrel software was used and the results showed that the significant numbers between the active assaults on organizational citizenship behavior are -10.63, which is significant because this value is greater than 1.96. The standard number between active assaults on organizational citizenship behavior is -0.84. Active assault has an inverse effect on organizational citizenship behavior, that is, it decreases with increasing active aggression on organizational citizenship behavior. Also, the significant numbers between passive aggressions on organizational citizenship behavior are -11.11. Because this value is greater than 1.96; a passive attack on organizational citizenship behavior is significant. This relationship is inverse and significant, that is, it decreases with increasing passive aggression on organizational citizenship behavior. The standard coefficient of passive attack on organizational citizenship behavior is -0.59, so passive attack has an inverse effect on organizational citizenship behavior.ConclusionThe aim of this study was to investigate the structural modeling of the effect of offensive supervision on organizational citizenship behavior (Case study: technical and vocational training centers in Kerman province). The results of this study are consistent with the results of the findings of Ari et al, (2007, and Zelares et al, (2002). Based on the results of hypothesis testing, offensive supervision has a significant and inverse effect on organizational citizenship behavior. That is, with the increase of offensive behaviors of the supervisor, employees lose their morale; as a result, their motivation decreases and consequently, organizational citizenship behavior decreases, so offensive supervision has a fundamental role in reducing citizenship behavior. Organizational citizenship behavior also decreases with increasing active and passive aggressive behavior. In other words, with the decrease of offensive behaviors, organizational citizenship behavior increases. Thus, the managers of technical and vocational training centers must minimize offensive and abusive behaviors in order to improve their performance and response to clients. Therefore, proper and compassionate management can improve citizenship behavior and consequently improve performance. Offensive supervising always blames and harasses subordinates for previous mistakes or negligence, or humiliates and contempts subordinates in the presence of others (Tepper, 2000). Unpleasant experiences of such offensive behaviors in daily activities by subordinates leads to the decrease of job satisfaction level (Hobman et al, 2009; Bowling & michell, 2011; kornan & et al, 2011). Offensive supervision reduces the level of organizational commitment and organizational identity of employees, and causes employees to not perform even properly in addition to extra-role behaviors. Behaviors such as attacking employees' self-esteem, insulting and humiliating them, and mocking them also reduce the positive attitudes that people share while doing work and reduce role-playing behaviors.According to the results of this study, managers are advised to avoid offensive behaviors to encourage employees to engage in organizational citizenship behaviors, and motivate them to show voluntary or extra-role behaviors in addition to their main duties by encouraging. In the practical field, it is suggested to study the factors that can play a mediating or moderating role in the relationship between offensive supervision and organizational citizenship behavior.
Kobra Eshkor Vakili; Seyedsadra nojabaei,
Abstract
Abstract
The current research has been conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of health network employees of Tonkabon city. The research method was descriptive-correlative in nature, and applicable in terms ...
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Abstract
The current research has been conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of health network employees of Tonkabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 181 employees of Tonkabon health network. For this purpose, 123 employees of the mentioned department were selected as the statistical sample of the study by simple random sampling method. In this research, three standard questionnaires of emotional intelligence by Nwaka and Ahayuzu (2009), self-management skills by Manz et al. (2000), and organizational innovation by Amid et al. (2002) were used. The findings of the research showed that the research model had a favorable fit and indicated that emotional intelligence and self-management were directly related to the organizational innovation of employees. The results of the research also showed that the components of social awareness and reward had the highest correlation with organizational innovation.
Extended Abstract
Introduction
Emotional intelligence is among the features that can help managers in the field of design and new thinking and compromise and adaptation to new conditions, especially in the field of decision-making in critical and undetermined conditions (Enayat Sani, 2018). In order to survive in the new paradigm of competition, organizations must look at innovation as a necessary strategy in the current era and, while recognizing environmental changes and developments, identify organizational indicators that influence organizational innovation in order to deal with them, and give the most appropriate answers to these changes (Akbari Zanjani, B. 2016).
Another category that causes employees' innovation in the organization is their self-management. Self-management is the foundation on which other management skills are built. In other words, intrapersonal skills are the introduction to interpersonal skills; and knowing and managing others requires knowing and managing yourself. This process is a sequential strategy through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Mirkarimi, 2015). Self-management is a process in which employees in the organization motivate, guide, and direct themselves in order to achieve behavior, performance, or a special goal, or in the process of achieving them (Mirsafian, 2018; Bues, 2013).
Considering that emotional intelligence and self-management can play an important role in employee innovation and organizational performance, the researcher in this research seeks to answer the question whether there is a relationship between emotional intelligence and self-management with organizational innovation in the employees of Tonkabon health network.
Theoretical framework
Emotional intelligence is a factor that motivates a person when he fails, and due to having high social skills, leads to establishing a good relationship with people (Safari, 2020). Today, emotional intelligence has been explained as a type of intelligence that includes both the accurate understanding of one's own emotions and the accurate interpretation of the emotional states of others. He is aware of his feelings and how he controls and manages them. The remarkable thing about emotional intelligence is that the abilities of emotional intelligence are not inherent, they can be learned (Aflakifard, 2020).
Self-management is an orderly process through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Mousavi & Sardari, 2019). The root of this concept goes back to the theories related to the impact on themselves, in which the emphasis on themselves is to find ways to control themselves and manage themselves (Heydari & Dasht, 2021).
Innovation refers to the ability to combine resources in a new way to create goods and new production methods and open new markets and even sometimes reorganize the industry (Azeem et al, 2021).
Jena & Goyal (2022) in their research investigated the sequential mediating effect of individual-group fit and adaptive performance in the relationship between emotional intelligence and employee innovation, and concluded that intelligence leads to better performance and ultimately organizational innovation, and individual- Group fitness and adaptive function change the strength of this effect incrementally.
Ziaei et al. (2022) investigated the relationship between organizational innovation and emotional intelligence with organizational commitment. The results of this research, which was conducted among the librarians of public libraries in Rasht city, showed that organizational innovation is a positive and significant predictor of organizational commitment, and emotional intelligence is a positive and significant predictor of organizational commitment.
Methodology
The research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 181 employees of Tonkabon health network. A number of 123 people were selected as the statistical sample of the study based on the Karjesi and Morgan table and by simple random sampling. In order to collect data related to the variable of emotional intelligence, the questionnaire by Nwaka and Ahayouzo (2009); and for the variable of self-management skills, the questionnaire of Manz et al. (2000); and for the variable of organizational innovation, the questionnaire of Amid et al. (2002) were used.
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 the conceptual model of the research, and the results showed that the path coefficient of the relationship between emotional intelligence and organizational innovation is (0.241). The t-statistic for this coefficient is also (5.271) and its value is more than the significance threshold, i.e. (1.96). Therefore, the first hypothesis based on the relationship between emotional intelligence and organizational innovation is confirmed. The path coefficient of the strength of the relationship between self-management and organizational innovation is (0.559). The t-statistic for this coefficient is also (5.631) and its value is more than the threshold of significance i.e. (1.96). Therefore, the second hypothesis based on the relationship between self-management and organizational innovation is confirmed.
Conclusion
The present research was conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of employees of Tonkabon health network. This finding is consistent with the results of Mardani (2018) and Younesifar et al. (2014); Emotional intelligence is a set of abilities which helps us to establish a friendly and tolerant relationship with others in our personal or professional life. Emotional intelligence alone is the biggest factor for predicting a person's performance in the work environment and the strongest force for leadership and success. Characteristics such as the ability to excite and arouse oneself, endurance and stability against failure, not losing the spirit of empathy and hope are related to emotional intelligence. Creativity and innovation are essential elements in maintaining the life and movement of any society in an organizational environment (Singhai & Agrawal, 2021). Self-management is an orderly process through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Arif & Akram, 2019). Increasing self-awareness and behavioral management, setting personal goals, self-encouragement and self-punishment, visualization of successful performance are the characteristics of people with self-management skills. Self-management skills are critical to exhibit innovative behavior (Heydari & Dasht, 2021). In this regard, the following practical suggestions can be proposed: The value of applying knowledge and performance pressure as a whole provides a suitable environment for the implementation of emotional intelligence and innovation, which is suggested to be given more attention and more detailed planning. Sufficient care should be taken in attracting and recruiting human resources to their self-management category, and then, continuous training and necessary skills should be designed to maintain and update the knowledge of these resources and strengthen their memory and individual innovation. In terms of informing and empowering employees in the field of intelligence and its types, especially emotional intelligence, the heads of the Tonkabon health network have made the necessary arrangements, including holding a workshop on emotional intelligence and its effects on the organization, in order for the employees to achieve organizational learning and become a learner organization, and finally do organizational innovations; because emotional skills can be used to create a favorable environment for learning and effective communication in organizations.
Mahsa Savadkoohi Qudjanki; Mohammadreza Zarbakhsh Bahri
Abstract
The present study was conducted with the aim of testing the causal model of the feeling of loneliness of Twitter users based on lifestyle and stress coping styles with the mediation of social network dependence. 200 people were selected as a statistical sample based on the purposeful sampling method. ...
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The present study was conducted with the aim of testing the causal model of the feeling of loneliness of Twitter users based on lifestyle and stress coping styles with the mediation of social network dependence. 200 people were selected as a statistical sample based on the purposeful sampling method. Subjects responded to the questionnaires of addiction to social networks by Ahmadi et al. (2015), loneliness by Russell et al. (1980), lifestyle by Miller and Smith (1988), and coping styles by Lazarus and Folkman (1984). The validity of the questionnaires was examined and confirmed based on the content validity using the opinion of experts, the validity based on the opinion of a number of the statistical community and the structure using the factor analysis method. , coping styles with stress were estimated as 0.80, feelings of loneliness as 0.79, and dependence on social networks as 0.78. Data analysis was carried out at two levels, descriptive statistics and inferential statistics, including modeling of structural equations by Lisrel software. took The results showed that all the hypotheses of the research had a favorable fit. Life style with an impact factor of 0.52 and stress coping styles with an impact factor of 0.56 are indirectly related to loneliness.
management
samira safarzadeh; alimohammad naemi
Abstract
The present study examines the impact of positive leadership on work engagement with the mediating role of psychological empowerment among the managers of high schools in academic year 1398-99 in Sabzevar city. The method of research in view of application purpose and the method of data collection is ...
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The present study examines the impact of positive leadership on work engagement with the mediating role of psychological empowerment among the managers of high schools in academic year 1398-99 in Sabzevar city. The method of research in view of application purpose and the method of data collection is descriptive and its type is correlation with an emphasis on structural equations. The population consisted of all managers of high schools (first and second term) in Sabzevar city (138 persons) among which 102 individuals were selected as the sample group, using on cochrane formula based. That sample was selected by Simple Random sampling. The data was collected through positive leadership Cameron (2008), work engagement by Schaufeli & Bakker (2006), psychological empowerment by Spreitzer & Mishra (1995) questionnaires. To evaluate reliability of the questionnaires we used Spss22 and lisrel 8.8 softwares, and Pearson correlation and structural equation modeling (SEM) was used for data analyzing. The results showed that: psychological empowerment playing a mediating role in impact of positive leadership on work engagement. Positive leadership has a significant impact on the psychological empowerment (0/43) and psychological empowerment has a significant impact on the work engagement (0/32).
Khadijah Hussein
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study ...
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Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tools included Walland Academic Motivation Questionnaire (1992), Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire (1979). Data analysis by means of structural equation modeling method showed that the model has a good fit; As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study emphasize the importance of strengthening emotional intelligence in order to strengthen mental health and achieve academic achievement of learners.IntroductionSuccess and academic achievement in any society indicates the success of the educational system in the field of goal setting and attention to meeting individual needs; Therefore, the educational system can be considered efficient and successful if the academic achievement of its students in different courses has the greatest and highest figures (Talebi Khansari, 2020). In general, motivation for academic achievement as a motivation for progress is an internal force that leads the learner to comprehensively evaluate his performance according to the highest standards, strive for success in performance and enjoy the pleasure that accompanies success in performance (Seif, 2019). Academic motivation is one of the requirements of learning and is a factor that helps the learner to maintain its continuity (Kordloo & Behrangi, 2020). One of the effective factors in academic achievement is emotional intelligence (Hossein Mardi & Hossein Mardi, 2015) and emotional intelligence can be considered as a significant predictor of academic achievement (Fernandez, et al., 2012; MacCann, et. al., 2020; Goh & Kim, 2021). According to Gelman (1995) Emotional intelligence includes a set of emotions, social knowledge and abilities that directs and strengthens the overall strength of the individual in a way that can respond appropriately to environmental factors and pressures (Mohammadi ahmad abadi & Fallahzadeh, 2021).Self-awareness means being aware of one's mental state and also thinking about it. Conscious people know their values and goals. A sense of self-motivation Extinguishes failures, and anxieties that may discourage one from going on; which means that the helplessness and avoidable failures that each goal brings can be used to progress. Self-control or self-management also indicates a person's ability of adaptability, takeing initiative, desire for success, work conscience, inner confidence, flexibility and a comprehensive attitude to everyone's opinion and harmony with feelings of them. Gelman believes that the social awareness of others will be important in moral decisions and judgments, and that lack of empathy is a fundamental deficiency in emotional intelligence. Considering that there is little research on the role of the relationship between variables present in students; the researcher decided to investigate the relationship between emotional intelligence and academic motivation with the mediating role of mental health of Gachsaran pre-university students. On the other hand, today, in spite of profound cultural changes and changes in lifestyles, many adolescents lack the necessary and basic abilities in dealing with life issues, and this harms them in the face of problems and issues of daily life and its requirements. Usually these students are treated unkindly, unloved and punished by others and have low mental health. Therefore, in this research, while examining the relationship between emotional intelligence and students' academic achievement motivation, an attempt is made to answer the question of whether mental health has a positive role in this relationship.Theoretical frameworkRelationship management, also called social skills, is the ability to listen to the emotions and feelings of others, the skill of listening to the feelings of others when people have emotions and feelings and need to be listened (Amiri, 2019). Numerous studies have shown a significant relationship between emotional intelligence and academic achievement (Mohammadi Molod & Zavvar, 2020). Loghmanpour Zarrini et al. (2020) in a study on students of Mazandaran Technical and Vocational University showed that strengthening emotional intelligence in students increases their motivation for academic achievement (LoghmanpourZarini, et al., 2020). Pekran et al. (2011) in a study examined the relationship between emotional intelligence and motivation for academic achievement in students, according to which, the students who had higher emotional intelligence, rarely had low grades and allowed absences, which indicates a high level of academic motivation among them (Pekrun, et al., 2011). The importance of emotional intelligence is such that it is considered one of the necessary skills to manage daily stress, which improves mental health (Rosenstein & Stark, 2015). Research on the relationship between mental health and academic motivation has shown that mental health is effective on motivation for academic achievement (Mirkamali, et al., 2015). A study by Azimpour et al. (2020) on 167 first-year university students showed that academic performance was positively related to psychological well-being and negatively related to depression and social anxiety (Azimpour, et al., 2020). Pali & Azani study (2020) on elementary school students showed that there is a relationship between happiness and academic motivation (Pali & Ezani, 2020).MethodologyThis research is descriptive, because it has described the conditions and variables under consideration. Also it is correlative, because the present study has investigated and determined the relationship between the variables of mental health, emotional intelligence and academic motivation. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tool was three standard questionnaires. In this study, Walland Academic Motivation Questionnaire, Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire were used to collect information. In order to analyze the collected data, the structural equation modeling method was used by LISREL statistical software.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of mental health in the relationship between emotional intelligence and Gachsaran pre-university academic motivation. Since the root mean index of the mean squared is approximately 0.039, the model has a good fit. In order to investigate the mediating effect of mental health in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving the mediating variable should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.49. The indirect effect in the presence of a mediating variable is 0.567. Due to the fact that the effect of direct path is less than the effect of indirect path, the existence of mediator variable increases the effect, and the role of mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study showed that the direct effect of emotional intelligence on academic motivation is 0.49 and significant. This finding was consistent with the study of Loghmanpour Zarini.et al. (2020) and Pekrun et al. (2011) which showed that there is a correlation between emotional intelligence and motivation for academic achievement. This finding was also in line with the study of Mohammadi Molod and Zavvar (2020) that there is a relationship between emotional intelligence and academic achievement. In explaining this finding, it can be noted that emotional intelligence can be a good ground for creating a favorable environment for effective learning and communication, through which people can freely express their needs and expectations for support from others. Basically, emotional intelligence is manifested in communication. Emotional abilities play an important role in identifying appropriate emotional responses when confronted with everyday academic events, and create a positive attitude about academic events and issues. Findings of this study also showed that the effect of mental health on academic motivation is -0.86 and significant. It also showed that the effect of emotional intelligence on mental health is -0.66. This finding was in line with the study of Sungur and Kahraman (2011), Gross (2015), Gross and Jazaieri (2014) and Hides et al. (2019) who emphasized the role of emotion and its regulation in the development of mental disorders. In explaining this finding, it is worth mentioning that people who perform well in regulating their emotions have more social support and a sense of satisfaction, and this support can play an important protective role against depression, anxiety and other psychological problems. Students with higher emotional intelligence have a more positive outlook on life, are more optimistic than others, are more satisfied, and score lower on the symptoms of mental disorders. In a general conclusion, the present study showed that the indirect effect of emotional intelligence on academic motivation in the presence of the mediating variable of mental health is 0.576 and due to the lower effect of the direct path than the indirect path, the mediating variable increases the effect, and the mediating role in the present hypothesis is confirmed. As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The results of the present study emphasize the importance of creating and increasing students' academic motivation and the educational system can use the existing potentials and flourish the dimensions of emotional intelligence and mental health of students to help them improve their academic status and academic performance.
Nayereh alsadat hoseini
Abstract
Extended AbstractAbstractThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of this ...
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Extended AbstractAbstractThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of this study was ninth grade female students in Tonekabon. The sample size consisted of 40 students who were randomly selected from multistage clusters. The data collection tool was Fisher et al. (2001) self-directed learning questionnaire. Students with a standard deviation score below average were randomly divided into experimental and control groups. The research-based training program applied to the experimental group for seven one-hour sessions, but no training was conducted in the control group. Finally, post-test was performed on both groups. Data analysis via multivariate analysis of covariance showed that research-based education is effective on the willingness to learn, self-control and self-management of ninth grade female students in Tonekabon (P <0.05). As a result, in order to increase students' self-direction, it is suggested to use research-based teaching method and other active methods.IntroductionToday, pre-designed education as well as teaching methods based on information transfer, which ultimately leads to the training of dependent and passive learners, is not accepted, thus, instead of transmitting information to learners, they should be taught how to learn and access information, and leave the responsibility of learning to them. Appeared. Learning environments should also support learners' independence and competence and strengthen their self-directed learning skills (Davarpanah, et al., 2019). Self-directed learning is a process in which learners are responsible for identifying their learning needs, planning, implementing, and evaluating their learning outcomes, and activate on their own initiative and independence to achieve predetermined learning goals (Fisher & King, 2010). In self-directed learning, the individual sets learning goals, chooses the appropriate learning method, and evaluates learning outcomes independently or with the help of an educator (Avdal, 2013). Studies have shown that self-direction in learning motivates self-regulatory behaviors and indicates autonomy in activities (Pali & Ezani, 2020). Self-direction also affects academic performance (Rascon-Hernan, et al., 2019; Kidane, et al., 2020; Karimi, et al., 2020). Self-directed learning leads to academic motivation (Yousefy, A., & Gordanshekan, 2015) and learners who use high-level cognitive strategies or metacognitive strategies achieve higher progress in their learning activities (Peng, 2012).A look at the studies conducted and a review of the theoretical basis of the research showed that despite the importance of research-based teaching method, no study has been done on the effectiveness of this method on student self-direction. The misunderstandings existing in our country about this teaching method and also the necessity of introducing new teaching methods that can solve some of the problems of the educational system of the country are the most important reasons that justify the importance and necessity of the present research. Demonstrating the practical aspects of new teaching methods can help teachers break down the barriers of bigotry and conservatism in teaching and learning and guide students toward a brighter future and a learning community tomorrow. Therefore, the question has been raised in the present study whether research-based education is effective on self-direction of ninth grade female students in Tonekabon city?Case study In this study, the students were all ninth grade female from Tonekabon city and it has been studied as a case study.Theoretical framework Research-based teaching method or research-based training is one of the active and process-oriented teaching methods that is based on challenging questions and vague situations and gives the student the opportunity to design and make decisions and solve problems (Afshari, 2014). The research-based learning model, also known as the 5E training model, was introduced by Bayby in the early 1980s (Amirtimori, et al., 2014) and learning is considered as an iterative cycle consisting of five stages of activation, exploration, explanation, elaboration, and evaluation (Afshari, 2014). Instead of emphasizing on information and facts and presenting them, this model teaches students how to learn and equips them with skills and abilities that can constantly meet their information needs (Asadian & Habibi Azar, 2013). A research-based educational model actively engages learners in daily tasks and expands deeper and more vital thinking (Huet, et al., 2007). Dostal & Klement (2015) point out that research-based teaching provides a deep understanding of the subject, learning ways of thinking, discovering and solving problems, and learning how to learn new things, and provides ample opportunity to increase students' creativity (Dostal & Klement). , 2015). A study by Arantes Amaral et al. (2018) showed that research-based learning method improves students' learning (Arantes Amaral, et al., 2018). The study of Putra (2017) showed that the 5E educational model improved self-regulated learning in learners (Putra, 2017).MethodologyThe present study is a quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study included all 606 ninth grade female students in Tonekabon. The sample size consisted of 40 ninth grade female students of the first secondary school of Tonekabon city who were randomly selected from multi-stage clusters. First, a girls 'school was selected from among the girls' secondary schools in Tonekabon city. In this school, 9 classes with 215 students, all ninth grade students were identified as basic statistical samples and a self-guidance questionnaire was administered to them. Among those who had good self-direction (mean point score as a criterion that 20 people were above average and 20 people were below average), 40 people were randomly selected. On 20 subjects in the experimental group, research-based training was presented during 7 sessions of training, two one-hour sessions per week, and finally the test results were compared with 20 subjects in the control group. Data collection tool was the standard self-directed assessment questionnaire in the learning of the students. This questionnaire was developed by Fisher et al. (2001) to replace the Gaglimino (1977) Learning Self-Guidance Readiness Scale (Fisher, et al., 2001).Discussion and ResultsThe results of Leuven test of variance error of dependent variables after the test of willingness to learn, self-control and self-management showed that the assumption of equality of variance error was not questioned and the analysis of covariance is unobstructed. After adjusting the post-test scores of desire to learn, there is a significant effect of posttest factor and group. Modified scores of research-based education suggest that the experimental group receives an impact from the control group on the realization of the desire to learn. In other words, the group variable explains 93.4% of the variance of changes in the desire to learn in the experimental group. After adjusting the self-control post-test scores, there is a significant effect of the post-test factor and the group. Adjusted scores of research-based education suggest that the experimental group receives influence from the control group on the realization of self-control. In other words, the group variable explains 67.5% of the variance of self-control changes in the experimental group. After adjusting the self-management post-test scores, there is a significant effect of the post-test factor and the group. The adjusted scores of research-based education suggest that the experimental group has influenced the control group in achieving self-management. In other words, the group variable explains 75.2% of the variance of self-management changes in the experimental group.ConclusionThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. Findings of this study showed that research-based education has an effect on the realization of the desire to learn. This finding is consistent with the study of Dostal and Clement (Dostal, & Klement, 2015) who stated that research-based education is effective to determine what people learn. This finding also maintained the study of Karsli and Ayas (Karsli & Ayas, 2014) that the research-based education model increases students' motivation to learn. In explaining this finding, we can point to the important role of willingness to learn as one of the indicators of self-direction among students, which received the most impact. The findings of this study also showed that research-based education has been effective in increasing students' self-control. This finding is consistent with the study of Asadian and Habibi Azar (Asadian, & Habibi Azar, 2013) that this educational model equips students with skills to be able to meet their own information needs. In fact, self-control is one of the important variables of self-direction that with such skills, students are able to analyze, plan, implement and evaluate learning activities independently. Another finding of this study showed that research-based education is effective in increasing students' self-management. In a general conclusion, the findings of this study showed that research-based education has been effective on self-direction of ninth grade female students. The Putra study (2017), which showed that the 5E educational model improves self-regulated learning in learners, also confirms and supports this finding. Self-directed learning is a process in which learners are responsible for identifying their educational needs, planning, implementing and evaluating their learning outcomes, and work on initiative and independent from others to achieve predetermined learning goals. In fact, conducting this research-based research showed that self-directed learning is an approach to the learning process that encourages learners to identify their own learning goals or needs through shared cognition and participatory decision making.
Reza Sheibanifar
Abstract
Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was ...
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Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was descriptive and correlative and its population included 110 primary school teachers in Boroujerd in the academic year 2020-2021. The sample size was 86 people who were selected by means of simple random sampling method. The applied questionnaires included the Sherborne and Stewart (1991) Social Support Scale, Tangier Self-Control (2004), and Masslash Occupational Burnout (1981). Data were analyzed by means of SPSS-21 software. Findings of the study showed a significant negative relationship (r = -0.752) between self-control and teachers' burnout. Also, there was a negative and significant relationship between social support and teachers' burnout (r = -0.821); Therefore, it can be concluded that high self-control and social support of people around are associated with reducing teacher burnout. Due to the corona epidemic, this crisis is affecting the performance of teachers and provides the ground for their burnout. Given this issue, it is necessary to provide training and support systems and self-control training to prevent burnout of teachers in the corona epidemic.IntroductionThe epidemic of Corona has had a lot of pressure on teachers in terms of physical and emotional. Conditions with stress and severe anxiety, emergencies, and the occurrence of natural disasters can create a risk of mental and psychological complications in teachers. Studies have shown that there is a significant relationship between the prevalence of corona and mental health problems such as stress, burnout and anxiety (Mo, et al, 2020; Nemati et al, 2020; Wu, et al, 2020). The rapid prevalence of corona pervasive disease has a great pressure on physical, social, economic and mental health of the whole community, especially teachers. Beside facing inconsistencies such as mortality, among the causes of occupational burnout, there are factors such as: low social support, high occupational pressure, lack of job security, low rights and benefits, decision-making in emergency situations based on inadequate information and accountability for the results of this decisions, effort with psychological pressure to avoid any mistake, (Talaei et al, 2008; Saberi, et al, 2008), the conflict of roles and values, lack of forces or their inappropriate distribution (Anoosheh et al, 2008) noted.The prevalence of the Corona virus creates a situation in which the psychological and physical aspects of the job burnout of teachers was investigated as one of the most important current issues. In this research, the two components of "social support" and "self-control" rules, one representative of the human social dimension and the other representative of the individual (self) human beings, tried to consider the separate effects of the society and the person himself on teachers' job burnout. One reason of conducting the present study was lack of the studies of any kind, with the mentioned variabels in epidemic corona on the teachers. In addition, considering the importance of job burnout and the limited research in this area, the present study seeks to answer this question that if there is a relationship between self-control and social support on one hand, and teachers' job burnout on the other. Therefore, the overall purpose of this research is to investigate the job burnout of teachers due to the mediative role of self-control and social support in corona epidemic.Theoretical FrameworkSince birth, humans live in a network of social relationships, and as Vigotsky says; community is the origin of the psyche of human being, which forms by the process of connection (Leontiev, 2005). People may take care of their decisions or control it, or hurriedly interrupt their inner feelings in decision-making, which are referred to self-control behavior (Bashirir et al, 2012).In the research as a study of the relationship between social support and burnout of girls' school teachers, Saeedi (2017) showed that there was a significant relationship between social support and job burnout. This means that the higher the level of social support the lower the job burnout. Ernani (2016) in the research, as determining the contribution of control of emotions and self-control and assessment of psychological stress in the prediction of job burnout in the female nurses, showed that there is a significant negative relationship between self-control and job burnout, that in this regard, he suggested self-control promotion to reduce job burnout.MethodologyThe research design was descriptive and correlative. The statistical population of the study consisted of 110 primary school teachers in Boroujerd, in the academic year of 2020-2021. 86 people participated in the research that were selected by random sampling method. In order to check more closely, the research was conducted one year after the commencement of the epidemic disease. The completion of the questionnaire was so that concluded only teachers with at least 10 years of job background. Data were collected by means of SHERBURN & STEWART (1991) social support scale questionair, Tanji (2004) self-control scale questionnaire, and Maslach, (1981) Job burnout scale. Discussion and ResultsDemographic data analysis of the descriptive indices of the study showed that in the sample set of 86 people; informational support has an average of 3.72 and the standard deviation of 0.47, devise support has an average of 3.99 and the standard deviation of 0.42, self-esteem support has an average of 3.53 and the standard deviation of 0.6, social network support has an average of 16.4 and a standard deviation of 0.51, initial self-control has an average of 61.6 and a standard deviation of 0.48, preventive self-control has an average of 61.6 and 0.42 standard deviation, and burnout Job has an average of 2/18 and a standard deviation is 0.34; therefore, the mean dimensions of social support and self-control of cutting point 3 were higher (in the middle limit of the 5 Likert spectrum), and therefore the dimensions of social support and self-control were high, while the mean job burnout of the cutting point 4 was lower (the middle limit of the Likert 7 spectrum). And so the level of burnout has been lower.Considering that because the significance level of all components and sub-components is 0.000 and smaller than the error value of 0.05, for all components and sub-components the assumption zero denied, and the assumption one approved.Findings showed that there is a negative and significant relationship between self-control and its subscales of primary self-control and preventive self-control in the amount of -0.673, -0.709, respectively. Findings also showed that there is a meaningful negative relationship between social support and its subscales which include information support, social network support, self-esteem support, device support in the amount of -0.624, -0.678, -0.540, -0.587, respectively. ConclusionThe purpose of this study was to investigate the job burnout of teachers due to the role of self-control mediating and social support in corona epidemic. The findings of the research were consistent with the results of Ernani (2016), Bastami (2016), and Seibert et al (2016). In explaining this finding, it can be said that according to Barsirian et al (2012), the people with high self-control look after their decisions and control them, or involve in hurrying and mix their inner feelings with the decisions. Teachers with high self-control may have better results in long-term performance. The findings of the research were consistent with the results of Ghasemi (2019), and Dogan et al (2015). In explaining this finding, it can be said that when the mental pressure rises, those who have high social support do not show the signals of depression. And therefore social support, by increasing the correct understanding of stressful psychological events, reduces the effect of psychological stress. The results of the findings showed that social support in the epidemic of Corona played an important role in the self-confidence of teachers, and will be effective in dealing with their burnout.
management
Seyed rasool Toudar
Abstract
This study investigates the articles published by the faculty members of Islamic Azad University of Tonekabon in authentic scientific sources at ISI, ISC, and Scopus databases. This is an applied research and has been carried out by book-assessment style, using the citation analysis method. The findings ...
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This study investigates the articles published by the faculty members of Islamic Azad University of Tonekabon in authentic scientific sources at ISI, ISC, and Scopus databases. This is an applied research and has been carried out by book-assessment style, using the citation analysis method. The findings of this study showed a total of 7166 citations by the group in three bases, of which 3917 (55%) to basic science, 860 (12%) to humanities and social sciences 2333 (33%) and There were 57 cases (0.8%). Most citations (88.7%) were in the form of articles. The research hypothesis that faculty members of Tonekabon Azad University cite more scientific journals in journal articles proves the highest percentage of citations among faculty members' tendencies to basic science researchers with 55% and the lowest percentage of citations to physicians, and humanities and engineering sciences with citation rates of 33% and 12%, respectively. In terms of language, English sources were more widely cited than sources in other languages. The number of citations to printed / electronic sources in faculty articles of all colleges was very high. And the research hypothesis that faculty members at Tonekabon Azad University in writing of scientific papers rely more on printed sources than on non-printed sources rejects and does not approve it. And the low percentage of citations to theses thesis hypothesis confirms little contribution to the research papers of the researched university.
