Original Article (Quantified)
razieh aghababaei; hamid rahimi
Abstract
The purpose of the present study was to investigate the mediating role of psychological security in the effect of perceived ethical leadership style on teachers' voice behavior. The current research was descriptive-correlative, and the statistical population included primary school teachers of Ray city ...
Read More
The purpose of the present study was to investigate the mediating role of psychological security in the effect of perceived ethical leadership style on teachers' voice behavior. The current research was descriptive-correlative, and the statistical population included primary school teachers of Ray city in the academic year of 2022-2023 as many as 849 people, and the sample size was obtained 383 people by using Cochran's formula and stratified random sampling method., Three questionnaires were used in order to collect data: ethical leadership questionnaire by Brown et al. (2005), Hames' voice behavior questionnaire (2012), and Edmonson's psychological security questionnaire (1999). The reliability of the questionnaires was obtained through Cronbach's alpha coefficient: 0.88 for ethical leadership, 0.85 for voice behavior, and 0.90 for psychological security. Research data analysis was done by Smart Pls and Spss statistical software at descriptive and inferential levels. The results showed that the mean of ethical leadership (3.06) is slightly higher than the average (3), and the mean of voice behavior (3.23) and the psychological security of teachers (3.71) were higher than the average (3). The effect coefficients showed that ethical leadership with (Beta=0.74, P=0.001); psychological security with (Beta=0.134, P=0.001); and ethical leadership with (Beta= 0.53, P=0.001) have positive and significant effects respectively on the voice behavior; the voice behavior of teachers; and psychological security.
Extended abstract
Introduction
In today's complex educational environment, schools are facing increasing challenges. What can be helpful in accompanying the changes are teachers, their ideas, and their thoughts (Zhang & et al, 2021). In fact, schools, in order to respond to these ever-increasing changes, are forced to become a learning organization (Kools & et al, 2020) and during this paradigm shift, teachers should be more involved with work environment issues in line with overall school reforms (Shahid & Din, 2021). The involvement of teachers and the expression of ideas, concerns and suggestions about work-related issues with the aim of improving the work unit or organization is their voice behavior (Morrison, 2011). In developing countries, the concept of employee voice is a relatively new concept and not much research has been done on it (Emelifeonwu & Valk, 2019) and the need to investigate it is inevitable. On the other hand, it is worth mentioning that the activity, participation and involvement of teachers with school affairs can improve the quality of education (Ghasemian & et al, 2020) and what is needed in this regard is the appropriate leadership style and the creation of an atmosphere full of psychological security (Duan & et al, 2017; Kessel & et al, 2012) that can help to realize the organizational voice of teachers. Reviewing the research literature shows that a suitable style of leadership supportive of open communication in the organization can lead to the promotion of a sense of psychological security in the organization, and when the workforce reaches the understanding that expressing their opinions and ideas will not be faced with a negative reaction by the organization, silence will no longer be their preference, because leadership is the main factor that develops psychological security in the organization (Nembhard & Edmondson, 2006) and there is a positive relationship between ethical leadership and psychological security (Walumbwa & Schaubroeck, 2009).
Based on the above arguments, the current research seeks to investigate the effect of perceived ethical leadership style on teachers' voice behavior with the mediating role of psychological security.
Theoretical Framework
The leaders of the organization have a fundamental role in encouraging employees to express their thoughts. Authoritarian leadership cannot be a good predictor of employee voice (Li & Sun, 2015). But with their positive behaviors, ethical leaders provide the context for sound behavior. Ethical leadership is presented by Brown & et al (2005) and is defined as the manifestation of normatively appropriate behaviors through personal actions and interpersonal relationships and the promotion of such behavior in followers through mutual communication. Normatively, the term appropriate behavior expresses the moral element of ethical leaders who have personality traits such as responsibility, trust, honesty and fairness in their behavior (Sarwar & et al, 2020). Ethical leaders value the voice of their employees and create the environment for it to happen (Brown & et al, 2005). Voice behavior includes discussing problems with managers, offering solutions and suggestions, voicing ideas for changing a work policy, or consulting with unions or organizational professionals (Travis & et al, 2011). The voice behavior of teachers facilitates the improvement of school status, increases the effectiveness of educational decisions, and accelerates the interpersonal communication of teachers (Zhang & et al, 2021).
Ethical leaders convey high moral standards to their employees and encourage them to express their opinions and ideas not only on ethical issues but also on any other issues related to work and the organization (Avey & et al, 2012). This sense of security in the organization is known as psychological security. Gerlach & Gockel (2018) consider psychological security as a resource available to teachers that can be exploited for the benefit of the school, a resource that should be considered by school leadership. Psychological security is a characteristic of an atmosphere formed by trust and mutual respect (Liu & et al, 2015). In such an atmosphere, employees can easily express differences; as a result, an atmosphere full of psychological trust is created, and employees accept the risk of expressing their opinions, even if it is unpleasant, because they have come to believe that they will not be punished. Psychological security facilitates learning in school and allows people to overcome their anxiety and talk about their new information easily (Kark & Carmeli, 2009). A sense of psychological security is a positive belief and is influenced by job engagement, team learning, and participation in continuous quality improvement efforts. Research results show that high levels of psychological security make employees more willing to communicate and talk (Kessel & et al, 2012).
Research Methodology
The current research was descriptive-correlative, and the statistical population included primary school teachers of Ray city in the academic year of 2022-2023 as many as 849 people, and the sample size was obtained 383 people by using Cochran's formula and stratified random sampling method. The total sample size was 383 people and about 358 questionnaires were returned. Considering that the return rate was 0.93, statistical analysis was done on 358 subjects. Three questionnaires were used to collect data: a) ethical leadership questionnaire by Brown et al (2005) in 10 items with five-point Likert scale, b) voice behavior questionnaire (Hames, 2012) in 12 items and c) psychological security questionnaire (Edmonson's, 1999) in 7 items. The reliability of the questionnaires was obtained through Cronbach's alpha coefficient of 0.88 for ethical leadership, 0.85 for voice behavior and 0.90 for psychological security. Research data’s analysis was done using Smart Pls and Spss statistical softwares at descriptive and inferential levels.
Research Finding
The descriptive findings showed that 45% of the sample group was male teachers and 55% were female. 27% had 1 to 10 years of service, 38% 11 to 20 years, and 35% had 21 to 30 years.
The results showed that the mean of ethical leadership (3.06) is slightly higher than the average (3) and the mean of voice behavior (3.23) and the psychological security of teachers (3.71) were higher than the average (3). Single sample t-test showed that these differences at the error level of 0.05are insignificant only for ethical leadership.
According to the results, the indices of Cronbach's alpha coefficient, combined reliability and mean extracted variance of all variables are relatively favorable. In the ethical leadership variable, items 8 and 10 with 0.83; in psychological security, item 1 with 0.85; and in voice behavior, encouragement and efficiency component with 0.96 had the highest weight and factor load.
The effect coefficients showed that ethical leadership with (Beta=0.74, P=0.001), psychological security with (Beta=0.134, P=0.001), and ethical leadership with (Beta= 0.53, P=0.001) have a positive and significant effect respectively on the voice behavior, the voice behavior of teachers, and psychological security.
Conclusion & Discussion
The results showed that the variables mean of perceived ethical leadership, voice behavior and psychological security was above average and at a relatively favorable level. The results show that ethical leadership has a positive and significant effect on teachers' organizational voice. That is, if teachers have a positive perception of the situation of organizational ethical leadership, they will show more voice behavior. This result is in line with the research results of Sagnak (2017) and Fan & et al (2022).
Also, there is a positive and significant relationship between psychological security and teachers' voice. This result is in line with research results of Sagnak (2017). The effectiveness of a leader is also shown by promoting the psychological security of the organization (Frazier & et al, 2017). When psychological security is considered in the school, teachers are given the opportunity to express their ideas and opinions, teachers and their demands receive attention and their words are given importance, even though they are different.
In addition, the mediating role of psychological security in the effect of ethical leadership on teachers' organizational voice was positive and significant. This result is in line with the research results of Shahid & Din (2021), Sagnak (2017) and Zhang & et al (2021).
Ethical leaders in schools respect teachers, value their growth and development, support them, instill confidence in teachers, and seek to build the school in cooperation with teachers. Such an atmosphere in the school is the one from which teachers perceive psychological security. This sense of psychological security is a positive belief that makes them more involved with their jobs and work environment.
In this regard and according to the results of the research, it is suggested that the managers of the organization, by using a suitable reward system encourage the employees and teachers to express their ideas and organizational problems, and their ideas and suggestions are fairly examined; to be diligent in improving the organizational communication space and involve employees in decision-making processes; use effective listening techniques in interacting with employees; and show in behavior and action that employees' information is important to them.
Original Article (Quantified)
Jafar Beikzad
Abstract
The purpose of this study is to provide a structural model of the effect of knowledge leadership and perceived organizational health on work enthusiasm, emphasizing the mediating role of organizational intimacy in public libraries of West Azerbaijan province. This research is of applied type; and in ...
Read More
The purpose of this study is to provide a structural model of the effect of knowledge leadership and perceived organizational health on work enthusiasm, emphasizing the mediating role of organizational intimacy in public libraries of West Azerbaijan province. This research is of applied type; and in terms of method, descriptive-correlation. The statistical population of the research includes 160 public library employees of West Azerbaijan province, of which 113 people were selected as a statistical sample based on Cochran's formula and stratified random selection. The data collection tool in this research includes four standard questionnaires. In order to ensure the existence or non-existence of a causal relationship between the research variables and to check the suitability of the observed data with the conceptual model of the research, the research hypotheses were tested using the structural equation model. In this research, structural equation modeling and the partial least squares (PLS) method were used to test the hypotheses and model fit. The research findings showed that knowledge leadership has a significant effect on work enthusiasm and organizational intimacy, and perceived organizational health has a significant effect on work enthusiasm and organizational intimacy. In addition, at the 95% confidence level, organizational intimacy plays a mediating role in the effect of knowledge leadership and perceived organizational health on work enthusiasm.
Extended Abstract
Introduction
In today's era, due to the vast amount of information and the competitive environment, all organizations need to pay attention to new leadership approaches for their survival. One of these new leadership approaches is knowledge leadership (Zarei et al, 2021). Knowledge leadership is a process through which the organization produces wealth from its knowledge or intellectual capital (Deylami & Pourrashidi, 2022). In fact, one of the most important leadership models that can be effective in developing ethics, increasing employee trustworthiness, promoting social capital, and improving employee creativity and innovation is knowledge-based leadership (Mahmoudi et al, 2021).
Today, organizations are considered as living organisms that have an identity independent of their members; in such a way that with this new identity they can influence the behavior of employees. This personality and identity can have "organizational health" or "organizational disease" (Soltani Bahram & Alizadeh Aghdam, 2021). The existence of health in the organization causes the durability and survival of the organization in its environment and adaptation to it and the improvement of skills for further adaptation (Teimouri et al, 2021). Therefore, organizational health explains how an organization deals with the health of its employees, what priority it gives to the well-being of employees, and to what extent healthy working conditions are promoted in the organization (Kaluza et al, 2020).
On the other hand, work enthusiasm is one of the concepts of positive psychology in the field of work and the most prominent positive organizational concept, as a structure of behavioral, emotional and cognitive aspects (Sepahvand, & Bagherzadeh Khodashahri, 2021). Work enthusiasm is considered as an effective force in creating a feeling of empowerment in doing the job and consequently increasing the strength and intellectual ability of employees in the work environment and the process of improving the status of the organization as an effective and efficient factor (Zahed Babolan et al, 2021).
Furthermore, one of the factors related to organizational health and work enthusiasm is organizational intimacy. Leaders who express intimacy with their employees can create an atmosphere where diverse groups feel accepted, supported, and able to participate fully (Zivkovic, 2022).
Theoretical framework
Knowledge leadership: Knowledge leadership plays an important role in promoting organizational knowledge, absorbing and transferring it, organizational performance, organizational effectiveness, organizational learning, organizational culture, creating insight and managing knowledge and information (Mahmoudi et al, 2021). Knowledge leadership is a social process in which leaders support other members of the organization in the learning processes required to achieve the goals of the group and organization (Jafari et al, 2021).
Perceived organizational health: The term organizational health was first used by Miles in 1969. In his opinion, organizational health refers to the durability and survival of the organization in its environment and adapting to it, as well as improving and expanding its ability to adapt more (Soltani Bahram & Alizadeh Aghdam, 2021). Organizational health refers to a situation beyond the short-term effectiveness of the organization and refers to a set of relatively long-lasting organizational characteristics. (Mollaei et al, 2022).
Work enthusiasm: Work enthusiasm is the need to use all physical, cognitive and emotional dimensions of a person to perform work roles (Dehghanpour Farashah et al, 2021). Work enthusiasm is a positive state of mind that maintains the work and is related to it, which manifests with power, dedication and attraction, and it can be considered a positive and emotionally motivating state of mind that is related to the mental well-being and health of employees, and is considered as point against job burnout (Seifi et al, 2021).
Organizational Intimacy: Regarding organizational intimacy, it should be mentioned that work intimacy and work relationship in the manager-employee equation is almost known as a tool to improve work, while intimate relationships are defined as communication methods in the workplace (Jaberimanesh et al., 2019). In general, intimacy in the organization can be a combination of revealing and expressing, compatibility, integration, resolving conflicts, self-following and similarity, and it makes a person achieve a degree of personal growth in the work environment so that he can establish a sincere relationship with others. (Moradi & Keshavarz, 2021).
Methodology
The current research is applicable in terms of purpose, and descriptive of correlation type in terms of method. The statistical population of the research was 160 employees of public libraries in West Azarbaijan province. The size of the statistical sample was estimated to be 113 people based on stratified random sampling and according to Cochran's formula. The data collection tools in this research include four standard questionnaires of Danesh Vitala (2004), organizational health perceived by Klingel and Layden (2001), work enthusiasm by Bakker and Utrich (2008) and organizational closeness by Walker and Thompson (1983). The data analysis of the current research was done using the structural equation modeling method based on PLS3 software.
Discussion and Results
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then pls software was used to test the hypotheses or conceptual model of the research, and the results showed that the path coefficient between the two variables of knowledge leadership and work enthusiasm is β=0.249. The significant coefficients between these two variables were p=0.001 and t=3.206, which shows that this relationship is significant; and knowledge leadership has an effect on work enthusiasm. In addition, the path coefficient between the two variables of perceived organizational health on work enthusiasm is β=0.158. The significant coefficients between these two variables were p=0.037 and t=2.093, which shows that this relationship is significant and perceived organizational health has an effect on work enthusiasm. According to the results, the path coefficient between the two variables of knowledge leadership on organizational intimacy is β=0.563. The significant coefficients of these two variables were p=0.000 and t=9.013, which shows that this relationship is significant and knowledge leadership has an effect on organizational intimacy. On the other hand, the path coefficient between the two variables of perceived organizational health on organizational closeness is β=0.431. The significant coefficients between these two variables were p=0.000 and t=6.764, which shows that this relationship is significant and perceived organizational health has an impact on organizational intimacy. According to the results, it can be said that the path coefficient between the two variables of organizational intimacy on work enthusiasm is β=0.573. The significant coefficients between these two variables were p=0.000 and t=5.997, which shows that this relationship is significant and organizational intimacy has an effect on work enthusiasm. In addition, the results showed that organizational intimacy plays a mediating role in the effect of knowledge leadership and perceived organizational health on work enthusiasm.
Conclusion
This research was conducted with the aim of providing a structural model of knowledge leadership and perceived organizational health on work enthusiasm, emphasizing the mediating role of organizational intimacy in public libraries of West Azerbaijan province. According to the findings of the research, knowledge leadership has a positive effect on work enthusiasm and also the positive effect of knowledge leadership on organizational intimacy was confirmed. The results of this study are in line with the findings of Jafari et al. (2022), Mahmoudi et al. (2021), Zarei et al. (2022), Banmairuroy et al. (2021) and Chaithanapat et al. (2022). In this regard, one of the subjects that can help the organization in this matter is knowledge leadership. One of the solutions for sharing knowledge among employees and as a result the success of organizations is that the knowledge in the organization is well managed and the knowledge leaders of the organization perform well with their internal and external characteristics and the influence they have on the people inside the organization..
On the other hand, the research results showed that perceived organizational health has a positive effect on work enthusiasm. In addition, the positive effect of perceived organizational health on organizational intimacy was confirmed. These results are consistent with the research findings of Soltani Bahram & Alizadeh Aghdam (2021), Hoseini pozveh et al. (2021) and Ramezanpour (2020). Based on these findings, we can conclude that organizational health is one of the important aspects of organizational climate that affects many variables and is not only the organization's ability to perform tasks effectively, but also includes the organization's ability to grow and improve continuously. In healthy organizations, there are committed, responsible, conscientious, motivated and high-performing employees.
Another result of the research was that organizational closeness plays a mediating role in the effect of knowledge leadership on work enthusiasm and at the 95% confidence level, organizational closeness plays a mediating role in the effect of knowledge leadership and perceived organizational health on work enthusiasm. Therefore, we can say that intimacy is very important in the organization. The presence of intimacy can solve many problems or prevent them from occurring in the organization. This is the reason why organizations try to create this intimacy or support its signs in different ways. Ever since the importance of intimacy among organizational colleagues became clear, organizations started thinking about supporting, promoting and encouraging intimacy in the organization based on the recommendations they received. They simply agreed that intimate people talk more easily, solve their problems by themselves, do not betray each other, and finally, organizational intimacy is a prerequisite for work enthusiasm. This finding is in line with the research results of Mahmoudi et al. (2021), Shakeri (2020), Salari (2019), Azmi (2018) and Zivkovic (2022).
Original Article (Quantified)
samaneh salimi; sadegh kazemi
Abstract
The current study aimed to compare the sense of belonging to school, academic vitality, and academic emotions in first-grade students of District 2 of Tehran. The research method was comparative causal. Four hundred seventy-five first graders of District 2 of Tehran were the statistical population. The ...
Read More
The current study aimed to compare the sense of belonging to school, academic vitality, and academic emotions in first-grade students of District 2 of Tehran. The research method was comparative causal. Four hundred seventy-five first graders of District 2 of Tehran were the statistical population. The statistical sample of the study included 212 students (106 first-grade students in the Corona era; 106 first-grade students in the pre-Corona era) during 2017 – 2020, selected using the Morgan table and cluster sampling. To collect data, Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Brew, Beatty, and Watt's (2004) student sense of connectedness scale (SSCS), and Pekrun et al.'s (2002) achievement emotions questionnaire (AEQ) were used. The data from the questionnaires were analyzed at descriptive and inferential statistics levels, including independent t-tests through SPSS23. The results revealed a significant difference between the academic vitality, sense of connectedness to the school, and the academic emotions of the first-grade students in Tehran during the period before and during the outbreak of Corona. Consequently, face-to-face education effectively forms a sense of connectedness to the school, creating students' academic vitality and emotions.
Extended Abstract
Introduction
The impacts of Coronavirus and the closure of schools and the challenges created by it in elementary schools, especially in the first-grade students, have been more, compared to the other educational grades since the first-grade students, who should have been familiar with the classroom and school setting, were familiar with only their teacher via computer or phone. Based on the experts, first-grade students understand the real concept of the classroom and education in the first communication with the teacher. However, during the Coronavirus outbreak, the communication and relationship between the first-grade students and the teachers were not established, leading to educational decline, problems in reading and writing skills, educational weakness, and numerous other factors for these students. Significant academic success and progress could be achieved, especially among first-grade students, in the absence of these problems. Thus, many factors affect the pervasive growth and development or drop in student performance. The factors investigated in this study are the sense of belonging to the school, academic emotion, and academic vitality.
Theoretical Framework
The sense of belonging to the school is a psychological state in which students feel that the school supports them and other students. Accordingly, when students face strict rules from the school and are punished or even expelled for their first mistake in school, they will have a lower sense of belonging than students who study in lenient schools (Tachine et al., 2017). Academic emotions are defined as emotions that are directly associated with progress activities or progress outcomes. Past studies focused on the emotions related to progress outcomes, including the emotions of future outcomes such as hope and anxiety, which are respectively related to success and possible failures; and emotions of previous outcomes such as pride and shame, which are respectively related to previous successes and failures. The definition proposed by the control-value theory suggests that activity-based emotions are associated with activities related to current progress and are considered progress emotions, such as enjoyment of learning, fatigue experienced in the classroom, and anger in response to task demands of academic learning (Moghadamnia et al, 2020). Academic vitality refers to a positive, constructive and adaptive response that includes all kinds of challenges and obstacles that occur in everyday and normal educational situations (Putwain & Daly, 2013). Academic vitality is a construction that rises from positive psychology and refers to the fact that it can enable students to successfully deal with academic obstacles and challenges such as poor grades, exam pressure, difficult and arduous tasks that occur during education and school (Fouladi et al, 2017).
Methodology
The present study is applied in terms of aim, and comparative causal in terms of method. The statistical population of the present study includes two groups of first-grade students. The first group includes first-grade students before the coronavirus outbreak, and the second group includes first-grade students during the coronavirus outbreak in District 2 of Tehran (n= 475). To estimate the sample size, Krejcie and Morgan's table was used using the cluster sampling method, so the desired sample size was estimated at 212 first-grade elementary school students. Thus, for this purpose, 212 samples were divided into two groups; first group included 106 (80 girls and 26 boys) first-grade students studying before the coronavirus outbreak, and the second group included 106 (87 girls and 19 boys) first-grade students studying during the coronavirus outbreak. In the present study, three questionnaires were used to collect the required data: Chari & Dehghan Zadeh's (2012) questionnaire was used to measure academic vitality; Beri, Beti & Wat (2004) was used to measure the sense of belonging to the school (27 items and 6 components scored on a 5-point Likert scale); and Pekrun & et al (2002) questionnaire was used to measure academic emotions (75 items and 3 components scored on a 5-point Likert scale).
Research Findings
The mean vitality variable was 3.83 before the coronavirus outbreak and 2.66 during the coronavirus outbreak. The difference between the mean of these two groups (1.27) was examined by an independent T-test. Based on the obtained T-test score and the significance level (p < 0.01), it can be stated with 95% confidence that the mean academic vitality of students before the coronavirus outbreak is higher than that during the coronavirus outbreak and this difference is significant. The mean sense of belonging to the school and its components, including teacher support, participation in the community, respect and justice in the school, positive feeling toward the school, the person belonging to the school, and scientific participation, was obtained at 3.71, 3.59, 3.69, 3.98, 3.58, 3.60, and 3.99, respectively, before the coronavirus outbreak. It was also obtained at 2.40, 2.40, 2.45, 2.32, 2.50, 2.34, and 2.33, respectively, after the coronavirus outbreak. The difference between the means of these two groups (1.31, 1.81, 1.23, 1.66, 1.08, 1.25, and 1.65) was examined using an Independent T-test. Based on obtained T test score and the significance level (p < 0.01), it can be stated with 95% confidence that the mean variable of belonging to the school and its components, including teacher support, participation in the community, respect and justice in the school, positive feeling toward the school, the person belonging to the school, and scientific participation before coronavirus is more than that during the coronavirus. This difference is significant. The mean variable of academic emotions and their components, including positive emotion and negative emotion was 3.54, 3.33, and 3.63, respectively, before the coronavirus; and 2.46, 2.50, and 2.46, respectively, during the coronavirus. The difference between the mean of these two groups (1.077, 0.826, and 1.19 respectively) was evaluated using an independent T-test. Based on the obtained t-test score and the significance level (p < 0.01), it can be stated with 95% confidence that the mean variable of academic emotions and its components (positive emotion and negative emotion) before coronavirus is more than that during the coronavirus. This difference is significant.
Conclusion and Discussion
The present study was conducted to compare the sense of belonging to the school, academic vitality, and academic emotions of first-grade students before and during the coronavirus outbreak. The results of the first question showed a significant difference between the two groups of first-grade students studying before the coronavirus outbreak and the first-grade students studying during the coronavirus outbreak regarding academic vitality. Since no similar study has been conducted to compare the academic vitality of students during and before the coronavirus outbreak, it is not possible in this section to compare the results of this question with the results of other studies.
The result also showed that the variable of sense of belonging to the school and its components (teacher support, participation in the community, respect and justice in the school, positive feeling toward the school, the person belonging to the school, and scientific participation) is different before and during coronavirus. The factors that expand the sense of belonging to the school are three factors: 1. Acceptance by others, 2. Interpersonal support, 3. Experienced sense of belonging. Since no similar research has been conducted so far to compare the students' sense of belonging to the school during the coronavirus and before it, in this section, it is not possible to compare the results of this question with the results of other studies. The results also showed that the variable of academic emotion and its components (positive emotion and negative emotion) are different before and during the coronavirus. Since no similar research has been conducted so far to compare the academic emotions of students during and before the coronavirus, in this section, it is not possible to compare the results of this question with the results of other studies. Based on the results, it is recommended that the quality of spending time in class should be proportional to the psychological characteristics of students. The structure of the class should not be traditional and the table and chairs should be arranged in such a way that the communication and access of the students to the teacher should be equal to each other. Since this study was conducted on first-grade students in Tehran, we should treat it with caution in generalizing its results to other students. Hence, this study has limitations from this point of view.
Original Article (Quantified)
Peyman Akbari; Kamran Nazari; Soheila Sheykh Alishahi
Abstract
The present study was conducted with the aim of determining the effect of critical leadership styles and the mechanism of psychological distress of employees on the employees' engagement. The current research is applied in terms of purpose, and descriptive-correlative in terms of nature and method. The ...
Read More
The present study was conducted with the aim of determining the effect of critical leadership styles and the mechanism of psychological distress of employees on the employees' engagement. The current research is applied in terms of purpose, and descriptive-correlative in terms of nature and method. The statistical population (300 people) was the administrative staff of education in Yazd city in 1401, who were selected by simple random method and through Cochran (169 people). Data collection tools, transformational leadership questionnaires of Bass & Avolio (1995), autocratic leadership of Hanges & Dickson (2004), employees' engagement of Rich & Lepine (2010), and finally Kessler et al.'s employees' psychological distress (2002) that had good validity and reliability. The results of hypothesis testing were used by SMART-PLS software and using t-test statistics and path coefficients (β), which indicate a significant effect between research variables. Also, the mediating role of employees' psychological distress was confirmed in the influence of transformational leadership on employees' engagement., but it was not confirmed in the effect of authoritarian leadership on employees' engagement. According to the findings of the research, it can be stated that to increase or decrease the employees' engagement, attention should be paid to transformational and authoritarian leadership, because they can have positive and negative effects on employee engagement. Of course, psychological distress can also be helpful in this field, because if the psychological distress of the employees cannot be reduced, irreparable damage will be done to the employees' engagement.
Extended AbstractIntroduction
The main goal of this research, relying on the resource conservation theory, is to clarify the various mechanisms that determine the impact of transformational and authoritarian leadership on the job commitment of employees. Therefore, bosses who maintain strong, friendly and respectful supportive relationships with their employees improve and influence the level of employees' engagement and their well-being. Bosses who support their employees, establish good friendly relations with them and appreciate them, are likely to make them attached to their work environment. Therefore, based on the conservation of resources theory, we infer that the work situation of employees is influenced by the resources they have in the work environment. When they find that their resources are adequate, they may feel more excited about their job duties. However, investigating the relationship between transformational and authoritarian leadership and employees' engagement through the psychological distress variable is particularly important. This shows that transformational leaders are able to reduce employee stress due to their positive behaviors. Due to the ability of leaders to reduce stress, and express positive and respectful behaviors, employees of the organization improve their level of employees' engagement and well-being. In addition, employees are prone to lack of employees' engagement to the organization due to the lack of resources created as a result of authoritarian leadership style. These leaders increase the psychological distress of employees. Such leaders must be aware that if they fail to change their behavior, other followers will also experience job disengagement. This, in turn, causes employees to adopt negative attitudes to deal with the waste of excess resources. This study seeks to answer the question of how the critical leadership styles of "transformational and authoritarian leadership" affect employees' engagement. And how does the psychological distress mechanism of employees mediate the relationship between critical leadership styles "transformational leadership, autocratic leadership" and "employees' engagement"?
Theoretical foundations
This study examines the critical leadership styles by a comprehensive review of the literature through the mediating variable of employees' psychological distress on employees' engagement. Therefore, this research presents comprehensive measures in line with the success and survival of employees in the presence of narcissistic bosses, including transforming employees before they become stressed and disengaged from their jobs. These gaps necessitate the development of a comprehensive model that includes critical positive (transformational) and negative (authoritarian) leadership styles to evaluate employees' engagement in the workplace.
This is in line with previous researchers' research; Zhao & Sheng (2019), who claimed that research on leadership styles is still in its early stages. By adding a mediating variable (employees' psychological distress) to the research model, this study is in line with the research of Albashiti et al, (2021), and Zeeshan (2021), who discussed about including an underlying mechanism between critical leadership styles and employee work outcomes to understand Comprehensive literature of the topic.
Methodology
This research is "applicative" in terms of its purpose, and "descriptive-correlative with a survey" in terms of the way of data collection. The statistical population (300 people) were administrative employees of education in Yazd city, who (169 people) were selected by simple random method for the year 1401 (Table 1). Bass & Avolio's (1995) transformational leadership questionnaire, consisting of 20 questions; Hanges & Dickson's (2004) authoritarian leadership, consisting of 6 questions; Rich & Lepine's employees' engagement (2010), consisting of 18 questions; and finally, distress Kessler et al (2002) employee psychology, which consisted of 10 questions; were used as a data collection tool.
Research findings
In order to investigate the hypotheses of the research, partial least squares structural equation modeling was used with SMART-PLS software. The results related to the first hypothesis showed that transformational leadership has a positive and meaningful effect on the employees' engagement. The results related to the second hypothesis showed that authoritarian leadership has a negative and significant effect on the employees' engagement. The results related to the third hypothesis showed that transformational leadership has a negative and significant effect on employees' psychological distress. The results of the fourth hypothesis showed that authoritarian leadership has a positive and significant effect on the psychological distress of employees. The results related to the fifth hypothesis showed that employees' psychological distress has a negative and significant effect on employees' engagement. The results related to the sixth hypothesis showed that employees' psychological distress plays a mediating role in the impact of transformational leadership on employees' engagement. The results related to the seventh hypothesis showed that the psychological distress of the employees has a mediating role in the impact of authoritarian leadership on the employees' engagement.
Conclusion and Discussion
The purpose of this research was the structural impact of the role of critical leadership styles and the mechanism of psychological distress of employees on employees' engagement (case study: Yazd city education). This research is in agreement with Moeini Korbekandi & Tabarsa (2022), Khoshkesht et al, (2022), Akhwan Obiri (2019), Fasih and Hassanzadeh (2015), Fransiska & AyiAhadiat (2021), Rahim (2021) Jabeen &, Milhem et al, (2019), Mozammel & Hann (2016); in today's aggressive business world, employee engagement has become an essential element for organizational success and excellence. On the other hand, leadership is considered the most inevitable and vital aspect for the development of the organization. Transformational leaders can create more commitment in the work of subordinates, which leads to greater efficiency and satisfaction. And instead, autocratic leaders cannot create engagement in the work of subordinates, but it leads to their inefficiency and dissatisfaction. As a result, these two leadership styles are able to increase and decrease the overall level of employees' engagement in the organization, although the mechanism of psychological distress of employees can affect the effects of these two styles on employees' engagement. According to the results of the present research, it is suggested that the education managers of Yazd must pay much attention to critical leadership styles, even by holding meetings for the managers, they can make them aware of the important results that can affect employees' engagement. On the other hand, the mechanism of psychological distress of employees, which is a psychological dimension itself, can raise and lower the effects of these styles, so managers must be informed of such a mechanism.
Original Article (Quantified)
seyed javad mortazavi amiri; meysam kramipour; Mohammad Ghafari Mejlej; fouzieh salari Jaeeni
Abstract
Creating a program-oriented dynamic professional learning environment is to facilitate the professional development of interdisciplinary curricula that shapes the future of new knowledge creation in universities. The current research aims to design a dynamic professional learning environment based on ...
Read More
Creating a program-oriented dynamic professional learning environment is to facilitate the professional development of interdisciplinary curricula that shapes the future of new knowledge creation in universities. The current research aims to design a dynamic professional learning environment based on an interdisciplinary curriculum with the approach of the effectiveness of knowledge creators in order to provide a model. The present research method is qualitative-quantitative. The statistical population of the qualitative research is the members of the elite educational and research faculty members, who were selected through interviews and qualitative methods from 30 faculty members of the universities of medical sciences in the north of the country (Mazandaran, Gilan and Golestan provinces). The quantitative part was investigated according to the size of the population of 3725 people with the number of 250 people as sample B using the regional sampling method. The software used for statistical analysis were SPSS 26 and pls 3. Using the coding method of qualitative content analysis based on interviews with elites and using fuzzy Delphi, the components of dynamic professional learning environment in interdisciplinary lesson planning with a view to the effectiveness of knowledge creation were identified and classified using the structural model of effectiveness weights. The results showed that all the components of the dynamic professional learning environment in the field of interdisciplinary lesson planning were identified and then the meaningful dimension was confirmed in the research, and by examining the themes, concepts and quantitative and qualitative research, the model of the dynamic professional learning environment based on interdisciplinary lesson planning was explained with an effective knowledge-creating approach.
Extended Abstract
Introduction
Dynamic professional learning environment (DPLC) as a form of professional development in health and medical education is widely recognized to serve the development of faculty members and medical students related to their better development (e.g., Vesio & Adams, 2015 (Vicki, 2015). In this framework, faculty members, students, and universities of medical sciences act as a professional learning environment for themselves (Clarke & Hollingsworth, 2002) and in a shared, reflective, reciprocal, and collective responsibility (McLaughlin & Talbert, 2006). The researches have highlighted the positive impact of faculty involvement in a dynamic professional learning environment on improving student learning, as well as in promoting a culture of collaboration, trust, and support that develops among engaged faculty members (Vicki, 2015). Dynamic professional learning environment refers to small groups of experienced faculty members who work together and collaboratively focused on specific learning (Margalef & Pareja Roblin, 2016). Faculty members share interests, values, and perspectives in a dynamic professional learning environment and follow the common approaches (Bolam et al., 2005; Stoll et al., 2006) and have collective responsibility for student learning (King & Newmann, 2001; Kruse & Louis, 1995; Leithwood & Louis, 1998). Faculty members work collectively in a dynamic professional learning environment with the goal of deepening their professional knowledge and improving their teaching. The main question of the research is how to make the content of interdisciplinary courses effective in the field of education in the field of health and treatment? And what are the features of interdisciplinary curriculum planning and what steps does the interdisciplinary curriculum planning process with the higher education effectiveness approach consist of? And finally, what is the model of the interdisciplinary curriculum with the approach of the effectiveness of the content of the courses in the field of higher education?
Theoretical Framework
There have been many articles on the explanation of interdisciplinary models in the field of higher education, but the explanation of a comprehensive and complete model on the effectiveness of the content of interdisciplinary courses has not been done so much. Some researches are as follows:
Koa et al. (2019) investigated the promotion of learning motivation and creativity of high school students in designing an interdisciplinary system. They conducted a research on 45 high school students and the results showed that self-efficacy, enjoyment of learning and learning authenticity affect the design of the content system of interdisciplinary courses (Kuo et al. 2019). Vorberg et al. (2019) systematically investigated the effectiveness of professional training in the medical curriculum. The conclusions showed that quantitative and experimental study plans, group participation, educational environment, course content, and quality of studies cause the effectiveness of professional training among college students (Vuurberg et al. 2019). Egger et al. (2019) explained the interdisciplinary curricula. They got help from the design team consisting of instructors, gifted students, education managers, and planning teams to formulate the curriculum effectively. Casamaningtias et al. (2018) analyzed and investigated the effectiveness of physics curriculum learning. The results showed that the assessment of learning based on problem solving and mental discovery processes in order to measure the effectiveness of the curriculum can improve the efficiency of developing the lesson plan (Kusumaningtyas et al. 2018). Lidal et al. (2018) presented a research entitled "Implementation of interdisciplinary programs with the reverse coaching model". The results showed that the best identification of the implementation variables of the interdisciplinary program is individual training for student leadership, planning responsibility, student documentation, and the active participation of colleagues in the field of coaching (Leedahl et al. 2018). Chang (2017) presented a research entitled "Explanation of the interdisciplinary higher education model for the field of engineering". The findings showed that counselors play an important role in interdisciplinary learning in students. Mutual cooperation should be established between interdisciplinary and science and communication instructors so that they are familiar with current knowledge and technologies. Interview with the experts should be done to explain the interdisciplinary curriculum (Chang et al., 2017).
Methodology
The current research is a qualitative-quantitative research, which in the quantitative part is a correlatiove descriptive research method in terms of the nature of the research method; and from the point of view of the goal, the research is applied because it was based on the investigation of a real problem and specialized knowledge. Also, in terms of time, this research is cross-sectional. In the qualitative section, descriptive-analytical method has been used to examine the opinions of internal experts. In other words, by using the method of foundational data theory (grounded theory) and qualitative content analysis, it has been used to find the effective factors of interdisciplinary curriculum with the approach of the effectiveness of course content in the field of higher education in the form of interviews with faculty members. It is worth mentioning that in addition to the qualitative content analysis method, the fuzzy Delphi method has also been used for the qualitative analysis of the variables, which has added a new innovation to the research.. Its statistical population in the qualitative section is all the experts, managers and faculty members of the universities of Mazandaran, Golestan and Gilan provinces (Mazandaran University of Medical Sciences, Gilan University of Medical Sciences and Golestan Province).
Discussion and results
For the descriptive analysis of the data, SPSS 26 statistical software is used. The Kolmogorov-Smirnov test is used for the normality of the data, and the structural equation test and SMART PLS 3 software are used to answer the research questions.
In this study, a questionnaire was used to collect data. Therefore, using confirmatory factor analysis, the general structure of the research questionnaires has been subject to content validity. For confirmatory factor analysis and structural equation modeling, standard factor loading and t-statistics have been calculated. Based on the observed results, the factor load of the t-statistics of each of the studied dimensions at the 5% confidence level is greater than 1.96. Therefore, the observed correlations are significant.
Conclusion
In this research, four questions were raised, firstly, how can the content of interdisciplinary courses be made effective in the field of higher education? And what are the characteristics of interdisciplinary curriculum planning? And what steps does the interdisciplinary curriculum planning process with the higher education effectiveness approach consist of? And finally, what is the model of the interdisciplinary curriculum with the approach of the effectiveness of the content of the courses in the field of higher education? In response to the first question, according to the materials presented in the research, it can be said: paying attention to four principles in the compilation of course content, including the principles of content preparation, conceptualization in content, content organization, writing and content evaluation by considering points such as: specialty, clarity and understandability, being simple and vivid; measurability, content attainability; which means that they should be written in such a way as to specify the lowest desired level; determining the facts of the work, showing the level of desirability of the work, meeting the needs of the learners, reflecting the rules and goals of education, being behavioral; the content can improve the effectiveness of the content of interdisciplinary courses in the field of higher education. The results of the present study are consistent with the results of Lidal et al. (2018), Kuva et al. (2019), and Shabiri and Hashemi (2014). In response to the second question, the planning of the interdisciplinary curriculum should be designed in such a way that by addressing the discovery of relationships, showing overlaps, creating epistemology and developing methodologies that will ultimately lead to the creation of a new epistemological field, the characteristics of the foundational philosophy of the interdisciplinary approach should be revealed. In response to the third question, in order to explain the interdisciplinary planning model with an effectiveness approach, it is necessary to identify the related academic fields and select the fields that are most suitable for the subject, analyze the content in the light of the insights obtained from the subject fields, determine the subjects and the themes, expansion and development of competence and adequacy in each of the disciplines related to the interdisciplinary issue or subject, identifying the contradictions and differences in the insights obtained from the academic disciplines and identifying the roots, creating or discovering compatible fields between the academic disciplines in dealing with the theme or subject; integration and combination of disciplinary insights should be reflected in content conceptualization, content principles, content organization, content writing, and content evaluation. In response to the fourth question, according to the principles of content preparation, the characteristics of effective content planning, the characteristics of interdisciplinary curriculum planning, the steps of the interdisciplinary curriculum planning process with the approach of content effectiveness, as well as the review of themes, concepts and previous research, interviews with 30 experts and faculty members and based on the analysis of qualitative data from in-depth and exploratory interviews and coding and analysis of the content of the interviews and at the same time their compliance with the theoretical foundations, according to the participants of the influential categories (identifying the real needs of students, identifying the real needs of society, predicting the possibility of flexibility in the national and standard curriculum, revision of the curriculum in accordance with the evolution of the needs, institutionalizing policies that are suitable for learning instead of teaching, using experts in the field of curriculum, using the curriculum of prestigious universities in the world in accordance with the conditions and needs of the country, reducing centralization in the preparation of curriculum programs, reducing the problems in the committees on curriculum writing, the internal communication of the curriculum of higher education and previous levels, the need to provide diverse and flexible content, support the professor to change the content, to involve the student in choosing the content) for the design of the interdisciplinary lesson planning model with the content effectiveness approach was explained and at this stage the conceptual model presented along with the following description of the indicators was sent to the expert group members and their level of agreement with each indicator has been taken and their suggested and corrective opinions have been divided. The absolute average obtained shows the intensity of experts' agreement with each of the research indicators and finally the research model.
In this regard, the current research can be a very good literature and planning model for interdisciplinary curriculum planning experts in order to make the content of higher education more effective, and also for the educational planning officials of the country, so that it will be very effective in expanding this category of studies and courses. For this reason, it is recommended that in order to apply and explain fruitfully the curriculum planning of as many interdisciplinary curricula as possible, which are currently being implemented in some universities of the country, with scientific principles and standards in this field, this research along with other similar cases should be paid attention as a guide of the design of such programs. It is suggested that according to the needs of the market and the structure of social welfare, courses should be planned in order to reduce the problems that arise in medical issues. In addition, it is suggested to use the international curriculum that has been successful in developed countries.
Original Article (Quantified)
Beheshteh Fazlail; mojtaba moazzami
Abstract
The current research has been conducted with the aim of investigating the effect of organizational leadership style on human resource management while emphasizing the mediating role of competitive work environment. The research method was descriptive-correlative. The statistical population of this research ...
Read More
The current research has been conducted with the aim of investigating the effect of organizational leadership style on human resource management while emphasizing the mediating role of competitive work environment. The research method was descriptive-correlative. The statistical population of this research is all the employees of Asia Insurance Company in Tehran, which is currently 3922 people, of which 350 people have been selected as a statistical sample using Cochran's sample size determination method and simple random sampling method. In this research, the standard organizational leadership style questionnaire of Bardens and Metzkas (1996), the standard questionnaire of human resource management by Sarmad et al. (2013), and the standard questionnaire of the competitive work environment of Fletcher and Nussbaum (2010) were used to collect data, and the Descriptive and inferential statistics technique have also been used. To analyze data, descriptive statistical methods of gender, education, and age are used, along with separating minimum, maximum, average, standard deviation, skewness and kurtosis test, factor analysis test, structural equation method, and Spss 22 and Smart Pls software. The results of the research show that the organizational leadership style has no significant effect on human resource management and it has been rejected, but the organizational leadership style on the competitive work environment, the competitive work environment on human resource management, and the organizational leadership style on human resource management with the mediating role of the competitive work environment have a significant effect which has been confirmed.
Extended Abstract
Introduction
Along with planning, organizing and controlling, the leadership of the organization is considered one of the essential and important duties of the manager and plays a fundamental role in the management of the organization. Leadership is the process of directing and exerting influence on the activities of the group or members of the organization. The research of Ko (2011) has shown that the leadership style of managers is one of the effective factors in increasing morale, motivation, performance, efficiency and effectiveness and ultimately productivity in organizations. Various classifications of leadership styles have been done by researchers, but in a new classification based on the way of performance in 2015, Setin and Kinnick divided leaders into two groups: exchange and transformational. A relationship-oriented leader pays attention to the needs and motivation of subordinates and improves personal, group and organizational needs and provides new opportunities for the organization to identify effective methods for doing work (Jafari Harandi & Najafi, 2018). Considering the many challenges facing organizations and employees in the 21st century, employees need to update their knowledge, skills and expertise; and organizations should invest more and more effectively in their human resources more than before. Therefore, the correct understanding and identification of the factors affecting employee learning plays an important role in ensuring the managers of the effectiveness of human resources training and development plans (Force & Glory, 2021).
Human resources are the most valuable and important asset of an organization. And the individual and collective efforts of people resulting from knowledge, thinking, creativity and efficiency of the human resource management that brings the organization closer or further away from the set goals. Therefore, considering the importance of human resource management as the most prominent factor of competitive advantage and the importance of managers' skills in the correct leadership, human resource management directly affects the efficiency and effectiveness of human resources (Soleimani & Babadi et al, 2022). On the other hand, the competitive pressures in the global markets are increasing so much that improving quality, low-cost production, timely fulfillment of customer expectations and managerial accountability is not only an option but a strategic necessity. These competitive conditions have made organizational learning and knowledge management to be the focus of organizations' managers, along with issues such as quality management, modeling, re-engineering, downsizing and outsourcing, and strategic planning, organizational learning, and knowledge management (Darban et al, 2020). Gaining competitive capabilities in today's world has become one of the basic challenges of different countries at the international level. The resource-based view allows us to understand well the method of using and combining resources by the organization, the factors of achieving a sustainable competitive advantage, and the nature of the resources used by the organization (Hosseini & Shams, 2014).
In the way of creating a competitive advantage, there are two important points to consider: First, the organization can create a stable competitive advantage through its merits, which is valuable for customers, and is always superior to competitors. Second, due to the increase in environmental complexity and the intensity of competition, competitive advantage is either easily imitated by competitors or fades in the eyes of customers and must be replaced with new advantages (Zarei, 2022). Based on this, organizations should think about finding sustainable competitive advantages for themselves (Alavi Matin & Chavoshipour, 2017).Sustainable competitive advantage refers to those advantages that are valuable for customers due to the use of the organization's competencies, cannot be easily imitated and copied by competitors, and bring the organization decent performance and competitiveness. Today, organizations must have a competitive advantage to improve performance and face competitors, because superior performance, which is the goal of all organizations, comes from their competitive advantage. In recent years, competitive advantage has been at the center of the discussion of competitive strategies (Nemati et al., 2019).
According to the mentioned contents, this research seeks to answer the question that, to what extent does organizational leadership style affect human resource management while emphasizing the role of a mediator of a competitive work environment in Asia Insurance Company in Tehran?
Theoretical framework
Leadership is the ability to influence the group to achieve goals. If the source of influence is personal, the person is considered as a leader (Shabri Abd et al, 2016). Leadership is the ability to attract people and influence and affect them so that people (followers) voluntarily accept individual personality and leadership in a given situation to achieve their goals and needs (Jafari Harandi & Najafi, 2018) A leader is generally in the center of group activities and changes and, in a word: is a manifestation of the groups will, The method by which a leader uses his influence to achieve the goal is calld leadership style, and Organizational leadership style is basically the manager's attitude towards his role and employees' (Khosrovabadi et al., 2021). Some also define the leadership style as fixed characteristics or characteristics of the leader in addition to fixed behavioral patterns (Yongping et al., 2018).
Human resource management is: the process of working with people, so that these people and their organization achieve full potential (Yongping et al., 2018). Therefore, human resources are the most valuable and important assets of an organization, and the individual and collective efforts of people are the result of knowledge, thinking, creativity and efficiency of human resources that bring the organization closer or further away from the set goals. Thus, considering the importance of human resources as the most prominent factor of competitive advantage and the importance of managers' skills in the correct leadership of human resources, leadership directly affects the efficiency and effectiveness of human resources (Fedorova et al., 2019).
Human source is one of the most important inputs of each organizational system, Competitiveness is a process that every organization tries to do better than others and surpass them. In general, it can be said that a sustainable competitive advantage consists of features such as durability, high security capability, appropriate tolerability, high biological capability, high support capability, high acceptability, proper power of justification and persuasion, and considerable negotiation power which, according to the stability and strength of the duration of the competitive advantage, all or some of the above features will exist in it. Global business leaders increasingly believe in the view that knowledge is one of the most important organizational capabilities and competencies, and it can be said that it is the basis and root of all competitive advantages (Arabshahi & Mirzaei, 2021). The possibility of achieving a strategic competitive advantage in the 21st century is for organizations that have understood this importance that their survival depends on the ability to capture intelligence and ingenuity, and transfer it to usable knowledge and quickly disseminate it at organizational levels (Hojatpour, 2021).
Methodology
The research method is descriptive- correlative, and practical in terms of purpose. The statistical population includes all the employees of Asia Insurance Company in Tehran, which currently includes 3922 people. Also, the number of 350 employees of Tehran Asia Insurance Co. was selected as a statistical sample using Cochran's sample size determination method.In order to collect data related to the variable of organizational leadership style, the standard questionnaire by Bardens and Metzkas (1996), and the standard questionnaire by Sarmad et al. (2013) for the variable of the human resource management, and the standard questionnaire by Fletcher and Nussbaum's (2010) for the variable of the competitive work environment 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 organizational leadership style and human resource management is (-0.068). The P-Value significance coefficient is also (1.650) and its value is less than the significance threshold, i.e. (1.96). Therefore, organizational leadership style does not have a significant effect on human resource management in Asia Insurance Co., Tehran, so the first hypothesis of the research is not confirmed. The path coefficient of the strength of the relationship between organizational leadership style and competitive work environment is (-0.255). The P-Value significance coefficient is also (3.440) and its value is more than the threshold of significance i.e. (1.96). Therefore, the second hypothesis based on the relationship between organizational leadership style and competitive work environment is confirmed. The path coefficient of the strength of the relationship between competitive work environment and human resource management is (0.727). The P-Value significance coefficient is also (21.229) and its value is more than the threshold of significance i.e. (1.96). Therefore, the third hypothesis based on the relationship between competitive work environment and human resource management is confirmed. The result of the Sobel test of the relationship between organizational leadership style and human resource management and competitive work environment is (2.38). The absolute value of the number obtained from the Sobel test is compared with the number 1.96, and if the Z-value is greater than 1.96, the significance of the effect of the mediator variable is confirmed. Therefore, according to the result of the Sobel test, the fourth hypothesis of the research is also confirmed.
Conclusion
The main purpose of this article is to investigate the effect of organizational leadership style on human resource management while emphasizing the mediating role of competitive work environment. Effective organizational leadership should provide a way to direct the efforts of all employees to accomplish the organization's human resource management. Without leadership or direction, the existing link between organizational human resources may be weakened or broken. This issue can lead to a suboptimal situation in which individual work is done only to achieve the individual's goals, and at the same time, the entire organization loses its efficiency and adequacy and is prevented to achieve its goals. Therefore, for an organization to remain successful, the existence of organizational leadership is obligatory and necessary. Also, in today's competitive environment, the key requirement for companies to succeed is to identify how to create, maintain and sustain competitive advantage. In order to develop and exploit their competitive advantage, organizations must have capabilities that can be used to create scarce, valuable and inimitable resources. Properly managing human resources within the organization is a type of competitive advantage that is difficult to imitate and copy for all organizational leaders and should be developed as a part of organizational resources. Human resources are, in fact, the assets of the organization, which does not enable it to design and deploy strategies aimed at increasing productivity and efficiency and ultimately growing the competitiveness of the organization, and a defect in this issue can improve the performance of human resources within the organization. According to the mentioned content, it can be concluded that organizational leadership style on human resources management with the condition of existence of competitive work environment can cause organizational growth and stability. Therefore, it can be said; there is a significant effect between organizational leadership style on human resource management by explaining the mediating role of existence of competitive work environment in Asia Insurance Company of Tehran, and the main hypothesis of the research is confirmed. The results of the main research hypothesis test by Al-Wadiri and Mobini (2018), Jafari Herandi and Najafi (2018) and Nemati et al. (2019), Norouzi and Droudi (2019), Martin Santana et al. are in accordance with each other.
Based on the obtained results, it is suggested: the way the organization's management uses various management methods and leadership styles is an important factor to create the desired organizational performance; Managers should give employees the right to make decisions or comment on various matters within the organization, because the silence of employees towards organizational human resources will reduce job satisfaction in the long run, or produce the worse consequences of job indifference in the work environment. It is suggested that the goals and missions of each organization should be specified and determined for all the management factors of the organization, such as organization, planning, motivation and leadership, human and material resource management, control and monitoring systems, so that the goals and missions of the organization can be better followed in order to achieve the desired performance. It is suggested to hold training courses, scientific and specialized seminars on human resources management in organizations or provide conditions for participation in training courses, scientific and specialized seminars in a competitive work environment outside the organization and create material and non-material incentives for employees in order to try to increase their interest in pursuing training programs for organizational leaders and increasing the quality and quantity of their organizational performance. It is also suggested to improve and grow the organization by creating an understanding and spirit of knowing the leadership within the organization and how to relate human resource management processes and achieve a competitive advantage in organizations.
Original Article (Quantified)
khaton vakili
Abstract
The purpose of this research is to determine the impact of the teacher's emotional work strategy and moral justice with the mediating role of well-being in the work of female teachers of brilliant talent centers. The current research is practical in terms of purpose, and descriptive-correlative in terms ...
Read More
The purpose of this research is to determine the impact of the teacher's emotional work strategy and moral justice with the mediating role of well-being in the work of female teachers of brilliant talent centers. The current research is practical in terms of purpose, and descriptive-correlative in terms of research implementation method; and it is specifically based on structural equation modeling. The research community consists of female teachers of brilliant talent centers in Babol and Babolsar centers. According to Morgan's Kargesi table, 70 people were selected as samples. The sampling method in this research is simple random. The collection tool in the current research is the well-being scale questionnaires (Demo and Pascal), the teacher's emotional work strategy scale (Yen), and the decision-making power questionnaire. SPSS software was used to analyse data; and in order, PLS software was used to design the final research model. In order to confirm the final research model, confirmatory factor analysis was performed. The results indicated that the research hypothesis about the effect of positive mood on decision-making power has a significant value of 7.743, that both variables of emotional work strategy (P = 0.001 and β = 0.535) and moral justice (P = 0.001 and β=0.49) had a significant effect on well-being at work, which according to the value of the path coefficient, it can be said that the emotional work strategy and moral justice both had a positive effect, and as a result, the teacher's emotional work strategy and Moral justice with the role of welfare mediator have a positive and meaningful effect on the work of female teachers of brilliant talent centers.
Extended Abstract
Introduction
Teachers are influenced by the changes that occur in society; current changes in social structures and political economic systems directly affect their job performance; among these changes, we can mention the change in the communication and information technologies of the scientific revolution, the change in the structure of populations, the revolution in social relations, economic and political developments, and the changes in work relationships, life and leisure time. All of these things have caused severe educational changes that can impose complex and contradictory demands on them in the current work environment, and this new scenario affects their professional efficiency, well-being at work and their human development (Alonso et al, 2019). Several factors are effective in creating and improving a healthy environment in the organization and organizational well-being, which can be individual, social or organizational (Farahbakhsh et al, 2017). One of these factors is moral justice. Moral justice implies that a person makes and acts decisions and judgments based on an internal moral source. The concept of emotions, like emotional life itself, is wide and varied. Emotion is not a new topic and has actually existed since about two million years ago when humans stepped on the planet. Emotions are feelings that people feel, interpret, reflect, express and manage. They are motivated through social interactions and are influenced by social, cultural, interpersonal and situational conditions (Nuranjad & Rostgar, 2019). Therefore, the researcher tries to find out what effect the teacher's emotional work has on moral justice with the mediating role of well-being in the work of female teachers of brilliant talent centers?
Theoretical framework
Emotional work has an important impact on professions such as teaching, sales, etc., in which people continuously interact with each other. Hence, it is necessary to identify emotional labor conditions in these specific occupations. The teacher must establish a sincere and favorable relationship with the students; a relationship that is accompanied by the teacher's support for the students. This important thing is achieved if there is interaction and consensus between the teacher and the student.
Moral justice indicates the degree to which just judgments and actions stem from a sense of duty and moral obligation (Nokhostin Khayat et al, 2022).
Well-being at work; It is the existence of positive emotions and moods and individual satisfaction at work (Demov Paskar, 2016. Occupational well-being is one of the most recent topics in the field of organizational psychology and positive organizational behavior. Occupational well-being are defined according to indicators of social well-being and psychological well-being of employees such as health, social relations, happiness, job satisfaction, social support; and the absence of negative experiences such as burnout, stress, and psychological pressure in the workplace (Ho & Kuvaas, 2020).
Nokhostin Khayat et al, (2022) investigated the formulation of a critical thinking model based on moral justice and cognitive abilities with the mediation of metacognition in the students of Semnan city in 1399-1400. The findings showed that there is a significant positive relationship of 0.24, 0.45 and 0.21 respectively between metacognitive moral justice and cognitive ability with critical thinking, and the results of structural equations also showed that there is an indirect significant relationship between cognitive ability and moral justice with critical thinking, mediated by metacognitive beliefs. Also, there is a direct and significant relationship between critical thinking and metacognitive beliefs with moral justice and cognitive ability (P<0.01) and the hypothesized model has also shown that the model has a suitable and acceptable fit.
Pirhosienloo et al, (2021) in their research titled modeling the causal relationships of goal orientations and cognitive evaluation with occupational well-being in teachers: the mediating role of cognitive coping strategies and teacher's emotions has shown that in predicting well-being of the career of teachers through cognitive evaluation processes, emphasizing the action coordinates of positive and negative emotions of the teacher has a decisive role. One of the most decisive conceptual corridors explaining the interpretative role of teacher's emotions in the relationship between cognitive evaluations and occupational well-being is based on the working characteristics of teachers' self-efficacy beliefs.
Methodology
This research is applicable in terms of purpose, and descriptive-correlative in terms of nature. In this research, available sampling method was used for sampling. The statistical population of the research is made up of female teachers of brilliant talent centers in Babol and Babolsar. 70 people were selected as a sample using available sampling method. The sampling method in this research is simple random. To determine the sample size in this research, the Kargesi Morgan table was used.
In order to collect data related to the variable of well-being at work, the questionnaire of Demo & Paschoal (2016); and for the variable of the teacher's emotional work strategy, the questionnaire of Yin (2012); and for the variable of moral justice the questionnaire of Beugre (2012) was 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 hypothesis or conceptual model of the research, and the results showed that the intensity of the effect of the emotional work strategy (53.1%) was greater than the intensity of the moral justice effect (31.4%). It is also possible to see the intensity of the effect for all six subscales of these two variables. The results of structural equations to reject or confirm the hypotheses have shown that both emotional work strategy variables (P = 0.001 and β = 0.535) and moral justice (P = 0.001 and (β = 0.49) have had a significant impact on well-being at work, and according to the value of the path coefficient, it can be said that the emotional work strategy and moral justice both have a positive effect, and as a result, the research hypothesis is confirmed, and among the six subscales of these two variables, all had a positive and significant effect on well-being at work in 95% confidence level (P<0.05).
Conclusion
The present study was conducted with the aim of determining the impact of the teacher's emotional work strategy and moral justice with the role of well-being as a mediator in the work of female teachers of brilliant talent centers. This finding is in line with the findings of researchers such as Pirhoseinlo et al, (2021); Benevene et al, (2020); Ho & Kuvaas (2020); Granziera & Perera (2019); The research of Benevene et al, (2020), which was conducted under the title of well-being in the work of school teachers in their work environment, showed that due to the large increase in sick leave and teachers who quit their jobs in different cultures and countries, the well-being of teachers in the past decades has been given a lot of attention. Healthy and successful performance in the workplace is defined as well-being in the work of teachers. In fact, while physical or mental health refers more to the absence of injury; well-being at work refers more to the ability of teachers to create a positive, but dynamic balance between teachers' resources and challenges, and their demands (environmental, social, personal, physical, mental, psychological). It has also been found that well-being in the work of teachers has a positive relationship with students, colleagues and families and is also related to higher academic results of students. According to the present research, it is suggested to pay serious attention to the internalization of in-depth actions in the in-service training of teachers so that teachers accept the teaching profession wholeheartedly. Various theoretical studies, including the theoretical framework of this research, have shown that one of the important aspects in the deepening of action in emotional work is paying attention to the livelihood situation, therefore; it is suggested in this field paying serious attention to increasing teachers' salaries and benefits in order to increase emotional work and internalize this job.
Original Article (Quantified)
management
Mohammad Hadi Asgari
Abstract
The present study was conducted with the aim of investigating the effect of authentic leadership on the job satisfaction of employees, emphasizing the mediating role of job involvement. The method of this study was descriptive-survey type. The statistical population of the research was 311 employees ...
Read More
The present study was conducted with the aim of investigating the effect of authentic leadership on the job satisfaction of employees, emphasizing the mediating role of job involvement. The method of this study was descriptive-survey type. The statistical population of the research was 311 employees and managers of the central organization of Islamic Azad University (275 employees and 36 managers), of which 158 people were selected based on Cochran's formula and by simple random sampling as the sample size of employees. The census method was used to collect the managers' information due to the limited statistical population. To collect the data, the standard questionnaires of Ladahl and Kenger (1965) on job involvement with a reliability coefficient of (0.85), and Minnesota job satisfaction with a reliability coefficient of (0.88), and the authentic leadership of Walumba et al. (2008) with a reliability coefficient (0.90) was used; whose validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, structural equation technique was used through Statistical software LISREL and Spss version 22. Quantitative findings from the test of research hypotheses showed that authentic leadership has a positive and significant effect on both job involvement and job satisfaction of employees. Job involvement has a positive and significant effect on employee job satisfaction. Job involvement has played a mediating role in the impact of authentic leadership on job satisfaction. The results of the research also showed that the components of transparency in relationships, balanced processing, internal aspects, and self-awareness had the most influence on job engagement and job satisfaction, respectively.
Extended Abstract
Introduction
Today, the importance of job satisfaction is a well-known and self-evident matter, and it is also a matter of concern in human resources management. Paying attention to this factor shows the importance that managements attach to human resources as one of the valuable capitals (Kiani & Nazari, 2022). It should be stated that employee satisfaction is the most important concern of leadership in organizations, and the requirement for successful leadership is that the manager pays primary attention to employee satisfaction programs, which include leadership methods and programs designed to change the role of employees. Changing the role of employees is important, because in today's era, the purpose of the university is not merely transfer of the cultural heritage and human experiences to the new generation; and to creation of favorable changes in the attitudes, cognitions and ultimately the behavior of people has a special position in it (Zavvar et al., 2021). The employees of the organization are one of the key and important elements of the higher education system, which must have the necessary competencies and qualifications to be able to undertake this important job (Rajabzadeh et al., 2015). Employees must have the necessary knowledge and skills, and be able to perform and apply them, and it is necessary for teachers to be motivated and work with motivation to achieve high job performance and have the necessary satisfaction. Creating satisfaction in employees causes their individual success to affect the overall effectiveness of the university, which employee satisfaction and then increasing the efficiency of the university depends on the role of managers within the organization, meanwhile, the key feature of a first-rate university is the presence of outstanding managers (Mousavi et al., 2020). Therefore, creating job satisfaction in employees is a very important matter that should be created in different ways. One of these methods is the institutionalization of managerial skills of managers. The way of managers' performance in applying the three-type management skill will attract the attention of the employees toward this matter, and the optimum of these skills will lead to the formation of job satisfaction in employees. On the other hand, the reasons for carrying out the research in order to eliminate the existing gaps can be examined from several aspects: the concept of employee job satisfaction in the literature of human relations and organizational behavior is so important that researchers from different angles have examined the predictors of this key structure in the realization of the organization. Job satisfaction is the feeling that a person has towards his profession (Abdullah, 2019). Another fundamental factor in improving the job performance of employees is the level of their job involvement. Job involvement is an important variable attitude in maximizing organizational effectiveness. Job involvement mainly includes job satisfaction, ability, dedication and attachment. Power indicates a high level of energy, psychological flexibility while working, the desire to spend effort in one's work and different in facing problems (Ziaei et al, 2015). High job involvement indicates the experience of the feeling of meaningfulness, enthusiasm, honor, being immersed in work and having a pleasant feeling towards work. In this situation, over time, a person becomes attached to his job (Braganza et al, 2021). People with low job involvement are usually at a higher level in terms of job burnout, psychopathy and extroversion. Job involvement is related with job resources including social support from colleagues and supervisors, performance feedback, leadership, job control, task variety, learning and growth opportunities, and training facilities. In addition, employees with high job involvement attach more importance to the job (Taştan & Türker, 2018). Therefore, conducting studies that examine the factors affecting the level of employee satisfaction is of great importance and necessity, and since the review of the research background shows that so far, a study that examines the effect of managers' managerial skills on employees' satisfaction with the role of managers has not been available to the researcher; therefore, the present research is a new work in this field and its results will solve the existing research gap in this field. According to the stated content and the statement that improving the quality of education and performance of the university depends on the knowledge and perception of managers and employees about their role, and the way managers work can affect various factors regarding employees, including their satisfaction as a member of the country's educational organization, therefore, according to the theoretical and research bases mentioned, this research tries to answer the question whether authentic leadership has a significant effect on the job satisfaction of employees by emphasizing the mediating role of university employees' job conflict?
Theoretical framework
Job conflict
Job involvement refers to positive psychological conditions in a person that prompts him to be actively involved in his role and his organization. Harter et al (2003) defined employee involvement as a combination of emotional and cognitive variables in the work environment; including satisfaction, happiness, prosperity and positive thinking (Tabatabai Adnan et al, 2021).
Authentic leadership
Authentic leadership is a social process that organizes all human, financial and technological resources by using human, conceptual, specialized and artistic, scientific and experimental skills; and realizes the goals and policies of the organization through the material and spiritual needs of the employees (Fadaei, 2017). According to Falath (1989), the term authentic leadership refers to the activities that managers perform or assign to others to increase employee learning. Authentic leadership places a high priority on improving the quality of performance, and tries hard to realize this vision (Mousavi Jahromi et al, 2018). The basic task of authentic leadership is to improve the learning situation. If someone in the position of authentic leadership cannot be effective in improving quality, his existence in this position cannot be defended and justified. In fact, the purpose of several decades of research on leadership, which has been associated with the creation of many theories, models and scales, is to increase our understanding of how leadership can lead to the best organizational results (Jafari & Rezaiee, 2018).
Job satisfaction
If the satisfaction of the employees increases, the quality of education, the efficiency of the higher education system, the saving of educational costs and the optimal use of time and educational facilities, and etc. will increase, and in general, the efficiency and effectiveness of the educational system will increase (Adli & Motallebi Varkani, 2018).
In a research, Zovar et al. (2022) investigated the mediating role of managers' creativity in the relationship between participatory management and their social responsibility with teachers' job satisfaction, and showed that collaborative management and managers' creativity have a direct and significant effect on teachers' job satisfaction, but social responsibility of managers do not have a direct and significant effect on teachers' job satisfaction, and the role of creativity as a mediating variable was confirmed (Zavvar et al, 2021).
In a research, Mousavi and Shirzadi (2019) investigated the impact of school administrators' social capital on teachers' job satisfaction, and showed that the structural dimension has the greatest impact on teachers' job satisfaction (Mosavi & Shirzadi, 2019).
Abdullah (2019) in the study of teachers' satisfaction with the perceived leadership of principals showed that there is a relatively strong correlation between the principal's perceived leadership style and the overall satisfaction of teachers, and the satisfaction of female primary school teachers was higher compared to that of the male teachers (Abdullah, 2019)..
Methodology
The research method is descriptive-correlative in nature, and practical in terms of purpose. The statistical population of the research was made up of managers and employees of the central organization of Islamic Azad University as many as 311 people (36 managers and 275 managers). The size of the research sample for employees was determined 160 people based on Cochran's formula. A simple random sampling method was used in order to give an equal chance to all of the statistical sample members of the teachers. The census method was used to collect the managers' information due to the limited statistical population. Based on this, the sample size of the managers was 36 people. Out of the total number of distributed questionnaires, 158 questionnaires were received from employees and 35 questionnaires from managers. The return rate of questionnaires related to employees was 99% and for managers was 97%. Library and field methods were used to collect data.
Discussion and Results
The main hypothesis analyzes the mediating role of job involvement in the influence of authentic leadership on job satisfaction. The results showed that the strength of the direct relationship between authentic leadership on job satisfaction was calculated to be equal to (0.48), which shows that the correlation is favorable. The strength of indirect authentic leadership on job satisfaction, with regard to the mediating role of job involvement is equal to (0.51). The results related to the first sub-hypothesis showed that the strength of the influence of authentic leadership on job involvement was calculated equal to (0.67), which shows that the correlation is favorable. The significance statistic of the test was also obtained (7.65), which was more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. The results related to the second sub-hypothesis showed that the strength of the impact of job involvement on job satisfaction was calculated equal to (0.76), which shows that the correlation is favorable. The significance statistic of the test was also obtained (8.74), which was more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. The results related to the third hypothesis showed that the strength of the influence of authentic leadership on job satisfaction was calculated equal to (0.48), which shows that the correlation is favorable. The significance statistic of the test was also obtained (5.46), which was more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant.
Conclusion
The purpose of this research was to investigate the effect of authentic leadership on the job satisfaction of employees, emphasizing the mediating role of job involvement among employees of the central organization of Islamic Azad University.
The main hypothesis analyzes the mediating role of job involvement in the influence of authentic leadership on job satisfaction. The results showed that the strength of the direct relationship between authentic leadership on job satisfaction was calculated to be equal to (0.48), which shows that the correlation is favorable. The strength of indirect authentic leadership on job satisfaction, with regard to the mediating role of job involvement is equal to (0.51). Due to the fact that the power of the indirect path is greater than the direct path, therefore the existence of the variable of job involvement increases the power of influence and the mediating role of this variable is confirmed. In this regard, it can be said that an authentic leader with the variables such as self-awareness, relational transparency, balanced processing and internalized moral framework can give employees the confidence that he possesses a calculated behavior (Corriveau, 2020). Self-awareness and relational transparency convey that the authentic leader tries to acquire a correct recognition about himself, his moods, and his thoughts on one hand; and he is aware of the thoughts and moods of the employees and the environment on the other. As a result, he probably creates the confidence that he has as much correct information as possible. Balanced processing can ensure this confidence that the authentic leader will not have an unbalanced view as much as possible and will not make an unreasonable decision (Amiri, 2017). It is expected that the employees of the organization will have higher motivation and ability and their job success will improve. These results are in line with the results of the research findings of Nik Del Makki (2019).
The results related to the first sub-hypothesis showed that the strength of the influence of authentic leadership on job involvement was calculated as equal to (0.67), which shows that the correlation is favorable. The results of the second sub-hypothesis showed that the strength of the effect of job involvement on job satisfaction has been calculated to be (0.76), which shows that the correlation is favorable. Also, the results related to the third hypothesis showed that the power of authentic leadership on job satisfaction has been calculated equal to (0.48), which shows that the correlation is favorable. It can be said that authentic leadership has a positive and significant effect on job satisfaction. In this regard, it can be said that authentic leaders are people who have achieved self-knowledge and are aware of their thoughts and behavior. They are very hopeful, flexible and have a very moral personality (Bahmani, 2017). These results are in line with these research findings: Rajabzadeh et al, (2015), Call & Ployhart (2021), Rajabzadeh et al, (2015), and Wang et al, (2018). In this regard, the following suggestions can be made:
Organizations that are interested in raising the indicators of authentic leadership in their managers can teach the concepts of authentic leadership and the importance of paying attention to them by holding workshops. For more impact and expansion, it is suggested that this training starts from the higher levels of the organization. One of the effective mechanisms of authentic leadership is the creation of a common identity between the leader and the team members. The leader should pay attention that the more he can align the values and beliefs of his team members with the values and beliefs of himself and the organization, the more common identity and as a result more common emotional trust is created. This view in managers will be created that the reason for the existence of organizations in the first stage is the employees and in fact they are the ones who determine what organizational performance will be in front of the organization. Employees are the first step of managers in fulfilling organizational obligations.
)
