Original Article (Quantified)
zahra sabahi; Marzieh Heydari
Abstract
Extended AbstractAbstractThe aim of this study was to explain and rank the factors affecting the quality of students' online learning during corona disease. The research method is descriptive-correlative and the statistical population is all primary and secondary school students in Sarchahan city (600 ...
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Extended AbstractAbstractThe aim of this study was to explain and rank the factors affecting the quality of students' online learning during corona disease. The research method is descriptive-correlative and the statistical population is all primary and secondary school students in Sarchahan city (600 people) in the academic year of 2020-2021. To select the sample size using Cochran's formula, a sample of 234 people was selected by stratified random sampling. The standard questionnaire of Elmilai et al. (2020) was used to measure the research variables. The reliability of the questionnaire was evaluated by Cronbach's alpha coefficient, and estimated to be 0.87; and its validity was evaluated and confirmed by construct and content validity. Using the structural equation modeling method, the research hypotheses were analyzed and the factors were weighted and ranked using the hierarchical technique. The results showed that executive support has a negative and significant relationship with the quality of e-learning. Course content, course design, social support, technical support, instructor and learner characteristics also have a positive and significant relationship with the quality of e-learning. The results of ranking the factors through the method of hierarchical analysis process showed that the course design variable is in the highest priority, followed by executive support, learner characteristics and course design in the second to fourth priorities. Social support variables and coaching characteristics were in the lowest priority.IntroductionE-learning supports students in making effective use of their time and commitment to courses. E-learning can increase self-confidence, reduce stress, and increase enthusiasm and empathy (López-Catálan et al, 2018). However, there are problems in preparing content for e-learning, because students may not be able to access educational materials or do not have a proper understanding of the content in the electronic platform (Bovil, 2020, Bovill and Woolmer, 2018). Nevertheless, teachers find the e-learning platform to be highly interactive, as lesson plans can be mapped with visual aids and attractive learning (Marutschke et al, 2019). In the current situation, Covid-19 has completely changed the educational phase. Although in this global epidemic; administrators, teachers, and students struggled with how to achieve the overall goals of institutions and individuals, in March 2020, the Centers for Disease Control and Prevention issued guidelines to students on alternative training methods for Communicated classes and assignments. Popular virtual classroom programs include Zoom and Adobe Connect around the world (Stone, 2020), and in Iran Shad for teaching schools, and Adobe Connect and Skyroom for universities, which play an important role in the transition from face-to-face classes to online system and training. Learning with electronic technology such as online classes and portals for access to extracurricular courses is known as e-learning (Ngamporn-chai and Adams, 2016). Given the above, the main issue of the research is: what are the factors on the quality of students' online learning in the days of Corona? Theoretical frameworkThis study was conducted with the aim of emphasizing the use of technology in meeting the needs of qualitative education and expectations of school students in Sarchahan city. Also, ranking the influential factors is one of the most important goals of this research. Given that no comprehensive research has been conducted in this field in the country, this research is absolutely necessary and the researcher hopes that the results of this study can help decision makers, government policy makers, teachers and students to plan their activities to improve the quality of education. Because many problems were created due to the corona epidemic and the decision of the educational system to run classes online. The unpreparedness of the educational system in dealing with such an event and the lack of proper management and many infrastructural problems caused the students of schools in Sarchahan city to face many problems to study. Pur Takeli et al, (2021) in a study examined the design of an electronic content development model based on the factors affecting e-learning satisfaction. The results showed that factors such as content, interaction, technology, educator, service quality, design, perceived ease of use, personalization, perceived usefulness, learner, perceived value and self-efficacy were the most important factors affecting e-learner satisfaction.Marlina et al, (2021) in their study examined the factors that affect students' acceptance of e-learning. The results showed that users' satisfaction with e-learning is affected by the quality of education, service quality and information quality.MethodologyThis research is applicable in terms of purpose, and descriptive correlative according to method. The statistical population of the study was all primary and secondary school students in Sarchahan city in the academic year of 2020-2021 (600 people). Cochran's sample volume formula was used to determine the volume. 234 people were selected using stratified sampling method according to the volume. For this purpose, first, three grades; elementary, first high school, and second high school; each were considered as one stratum, so that students in different levels could be easily available. The questionnaire of Elimelay et al, (2020) with 27 questions; based on a 5-point Likert scale (strongly agree to strongly disagree) was used to collect data related to research variablesDiscussion and ResultsIn order to test the research hypothesis and analyze the data, softwares of SPSS23, PLS3 and Expert Choice were used, and the results showed that the coefficient of the extrinsic variable path of executive support on the e-learning quality variable was 0.102 with a t-value of 1.522 and a significance level of 0.183. The error level of 0.05 with the confidence of 0.95 is not significant, so there is no positive and significant relationship between executive support and the quality of e-learning. The coefficient of the extrinsic variable path of the course content on the e-learning quality variable is 0.469 with a t-value of 5.805 and a significance level of 0.000. The error level of 0.05 with a confidence level of 0.95 is significant, so there is a positive and significant relationship between course content and e-learning quality. The coefficient of the extrinsic variable path of course design on the e-learning quality variable is 0.153 with a t-value of 2.195 and a significance level of 0.029. The error level of 0.05 with a confidence of 0.95 is significant, so there is a positive and significant relationship between course design and e-learning quality. The coefficient of the extrinsic variable path of social support on the variable of e-learning quality is 0.255 with a t-value of 5.123 and a significance level of 0.000. The error level of 0.05 with a confidence of 0.95 is significant, so there is a positive and significant relationship between social support and e-learning quality. The coefficient of the exogenous variable path of technical support on the e-learning quality variable is 0.190 with a t-value of 2.448 and a significance level of 0.008. The error level of 0.05 with a confidence level of 0.95 is significant, so there is a positive and significant relationship between technical support and e-learning quality. The coefficient of the exogenous variable path of instructor characteristics on the variable of e-learning quality is equal to 0.182 with a t-value of 3.156 and a significance level of 0.000. The error level of 0.05 with a confidence level of 0.95 is significant, so there is a positive and significant relationship between instructor characteristics and e-learning quality. The coefficient of the extrinsic variable path of the learner's characteristics on the e-learning quality variable is 0.217 with a t-value of 3.696 and a significance level of 0.000. The error level of 0.05 with a confidence of 0.95 is significant, so there is a positive and significant relationship between learner's characteristics and e-learning quality.ConclusionThe aim of this study was to investigate and rank the factors affecting the quality of students' online learning during corona disease. The results of this study are consistent with the findings of Pur Takeli et al, (2021), Elumalai et al, (2021) and salehi et al, (2019); E-learning, which in recent years due to the corona epidemic has received serious attention in scientific and educational circles and has grown and expanded rapidly, serves as a bridge between student and teacher. The application of various components of information and communication technology, especially the Internet, in the organization and management of educational systems is not the only criterion for the quality of e-learning of Madras Sarchahan students. Therefore, paying attention to the needs of Sarchahan Madrasa students and meeting them can also be one of the important measures that principals should pay attention to. In addition, based on the results, the course design variable is in the highest priority, followed by executive support, learner characteristics and course design in the second to fourth priorities. Social support variables and coaching characteristics are the lowest priority.According to the present study, it is suggested that, while paying attention to the design of the course, Sarchahan education system try to create an environment for providing quality learning experiences for students and try to design the courses in a way that is most effective. In-service courses and conferences should be held for teachers and students to get acquainted with educational design patterns and the application of each of them. Also, the content should be prepared as a standard and in a suitable framework for the students of Sarchahan schools. In designing an e-learning system, items such as organizing and supporting, faster responding, and providing training classes to work with the system are recommended.
Original Article (Quantified)
najaf asgharneghad; salar haghdoust
Abstract
Extended AbstractAbstractThe purpose of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. The research was descriptive (non-experimental)-correlative in nature. The statistical population of the study included all teachers ...
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Extended AbstractAbstractThe purpose of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. The research was descriptive (non-experimental)-correlative in nature. The statistical population of the study included all teachers (2200) in Kohgiluyeh city in 1398. The sample size was based on Krejcie and Morgan (1970) table and 327 primary school teachers in Dehdasht were selected as a statistical sample by stratified random sampling. Data were analyzed using standard digital literacy questionnaires of Towhidi-Asl (2012), knowledge management of Newman and Conrad (1999) and Spritzer (1995). Data were analyzed by Pearson correlation coefficient and linear regression tests. The results showed that at the level of confidence (p <0.05), the correlation coefficient obtained (r = 35.6%) between digital literacy and empowerment; and (r = 54.2%) between knowledge management and empowerment were positive and significant. The results of regression analysis showed that the model used to predict teacher empowerment in Dehdasht is significant and this model is able to explain the relationship between variables. The variables of knowledge management and digital literacy, with beta coefficients of 29.2% and 12.4%, respectively, were able to predict the empowerment of teachers in Dehdasht. Based on the beta coefficient, for increasing one standard unit of information retrieval and information and communication management, 21% and 48.5% of the standard unit of the empowerment of teachers increases, respectively. Based on the beta coefficient, for increasing one standard unit of the subscales of information retrieval and information and communication management, 21%, and 48.5% of knowledge creation, 22.7% of knowledge retention (absorption) and 6 57.5% and 61.3% of knowledge transfer of the standard unit of the empowerment of teachers in Dehdasht will increase. Based on this, it is concluded that in order to empower teachers, it is necessary to pay attention to knowledge management (ability and up-to-datedness of the principal) and to promote teachers' digital literacy.IntroductionToday, one of the challenges of organizations in general and the education organization in particular is the insufficient use of intellectual resources and the potential capacity of human capital. In education, teachers are among the human resources whose ability is vitally to be paid attention (najafi, 2020). Empowerment begins with a change in employees' beliefs, thoughts, and attitudes; which means that they must believe that they have the ability and competence to perform their tasks successfully, that they feel free to act and are independent in their activities, and that they must be treated fairly and honestly. Empowerment is the safest way to share power. This method will lead to a sense of confidence, double energy, pride, commitment and self-reliance, and ultimately, performance improvement. Employee empowerment is known as a motivational measure that aims to increase performance by increasing participation opportunities and involvement in decision making. This is mainly about creating trust, motivation, participation in decision-making, and removing any boundaries between an employee and a senior manager (Hoang, 2017). In the present age, which is called the age of information and knowledge, the main competitive advantage of organizations lies in their knowledge capital, and knowledge is a source of power for employees and vital for organizations to compete in dynamic environments, and the driving force of comprehensive and sustainable development. Knowledge management in the organization depends on the attitudes of the people who created this culture (Poor Rashidi, 2021). Digital literacy is not just about technology or digital tools; Because understanding social and cultural issues, critical thinking and creativity are skills that people should use while working with any tool (Soleimani Nezhad et al, 2021). Digital literacy is a type of literacy related to the use of digital technologies. Given the above, the main issue of the research is whether there is a significant relationship between digital literacy and knowledge management with empowerment of teachers.Theoretical frameworkDigital literacy refers to the types of literacy associated with the use of new digital technologies (Mohammadyari & Singh, 2014). Digital refers to the activities related to modern communication and information media (Goodfellow, 2011). To be digitally literate, you must have access to a wide range of cultural resources and practices that you can use for digital tools.Knowledge management is the process by which an organization generates wealth from its knowledge or intellectual capital. Knowledge management is the process by which organizations use their collected information. Approaches to knowledge management depend on the management perspective. Differences can be due to information-based perspectives, technology-based perspectives, and culture-based perspectives (Goottschal, 2005).Empowerment is the development and expansion of the ability and competence of individuals to achieve continuous improvement in the performance of the organization. Empowerment in the organizational concept is a change in culture, courage in creating, and leading an organizational and professional environment of employees (Ayouzi Khamenei, 2016). Allah Gholizadeh (2020) in a study entitled The relationship between knowledge management processes and human resource empowerment in the staff of the Martial Arts Federation showed that there is a significant relationship between staff knowledge management processes and their empowerment.Najafi (2020) in a study entitled Modeling the empowerment of teachers with psychological capital, knowledge management and the mediating role of quality of work life, showed that among the three variables of psychological capital, knowledge management, and the mediating role of quality of work life; knowledge management has the greatest effect to empower the teachers.MethodologyThe research is quantitative and descriptive-correlative. The statistical population of the study includes all 2200 high school teachers in Dehdasht in 2019. The sample size was based on Krejcie and Morgan (1970) tab, and 327 high school teachers in Dehdasht were selected as a statistical sample by stratified random sampling method. In this type of sampling, each member of the defined community has an equal and independent chance of being included in the sample; then, using a random number table, 327 people are selected as a sample. Being independent means that the election of a member has no effect on the election of other members of society. The information was collected by field method and survey method and by means of a questionnaire. To collect data related to teachers' digital literacy variable, the digital literacy questionnaire of Towhidi Asl (2012) was used; and for teachers' knowledge management variable, knowledge management questionair of Newman and Ken Rad (1999); and for empowerment variable, Spritzer questionnaire (1995) were used..Discussion and ResultsIn order to test the research hypotheses and analyze the data using SPSS software, inferential statistics were used to test the hypotheses. The results showed that Pearson correlation coefficient between digital literacy variable and teacher empowerment was 0.356 and its significance level was 0.001 which is direct and significant, and this result can be generalized to the statistical population with a probability of 5% error. The adjusted coefficient of determination obtained between digital literacy and teacher empowerment was 0.124; which means that by controlling other variables, 12.4% of the changes in the variable of teacher empowerment depend on digital literacy, therefore, there is a positive and significant relationship between digital literacy and the ability of high school teachers in Dehdasht. Pearson correlation coefficient between knowledge management variable and teacher empowerment is equal to 0.542 and its significance level is equal to 0.001, which is direct and significant, and this result can be generalized to the statistical population with a probability of 5% error. The adjusted coefficient of determination obtained between knowledge management and teacher empowerment was 0.292; which means that by controlling other variables, 29.2% of the changes in the variable of teacher empowerment depend on knowledge management. There is a positive and significant relationship between knowledge management and the ability of primary school teachers in Dehdasht. The subscales of information retrieval and information and communication management have a positive and significant effect on the teachers' empowerment variable, respectively, of 0.210 and 0.485. Based on the beta coefficient, for increasing one standard unit of information retrieval and information and communication management, 21% and 48.5% of the standard unit of the empowerment of teachers increases, respectively. There is a positive and significant relationship between the components of digital literacy, information retrieval components and information management with the ability of Dehdasht junior high school teachers. ConclusionThe aim of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. Findings of this hypothesis correspond with the results of Moradi & castle (2018), Hasani Kaveh & Saman Sheikhesmaeili (2016), Alvarez (2018), Choi, & et al, (2016), Faulkner & Latham (2016), Gyurova, & Zeleeva, (2017); Education In order to empower teachers in terms of knowledge and skills in schools, it is necessary for Education Office to pay attention to two important and fundamental issues of management and digital and virtual space. Today's education, in order to succeed in its important and great tasks, needs capable managers and up-to-date and advanced tools and facilities, and platforms for implementing future-generation education programs on the web and the Internet. Familiarity with a variety of new software and programs in the digital world is necessary for the dissemination and training of students and teachers in all parts of the country. Today's management has to look at educational justice from a new perspective; access to facilities and tools, the Internet, the web, hardware tools such as computers, tablets, smartphones and the etc, and hundreds more concerns that are still being met and provided for students. We are at the beginning of the road, during which very knowledgeable and capable managers are needed.According to the present study, it is suggested that the Education and training, perform a specialized test of digital literacy and technology for the applicants to select the principals of schools and offices. Principals should be encouraged to create a participatory atmosphere in schools to share knowledge to empower teachers, in-service workshops on teaching new software related to Windows and Android, and due to the high importance of digital and electronic technologies, software training appropriate to the job of a teacher should be provided. The Education, instead of central archives, should focus on core skills and increase software capabilities. Senior principals or school principals should transfer their managerial knowledge and experience to teachers with high moral and work conscience, in order to increase the ability of teachers.
Original Article (Quantified)
Hosein Ali Mir; Naser Nastiezaie
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the effect of toxic organizational climate on the management of teachers' imagery with the mediating role of negligence. The research method was descriptive-correlative. 223 teachers of Hamoon city (located in Sistan and Baluchestan province) ...
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Extended AbstractAbstractThe aim of this study was to investigate the effect of toxic organizational climate on the management of teachers' imagery with the mediating role of negligence. The research method was descriptive-correlative. 223 teachers of Hamoon city (located in Sistan and Baluchestan province) in the academic year 2021-2022 were studied by stratified-random sampling (by gender) through questionnaires of organizational toxic atmosphere, imagery management and negligence. Pearson correlation coefficient and structural equation modeling using SPSS21 and Smart PLS software were used to analyze the data. Findings showed that the toxic organizational climate has a direct and indirect positive and significant effect on teachers' imaging management, accompanied by the mediating role of negligenc. Therefore, it can be concluded that in a toxic atmosphere, teachers no longer have the initial enthusiasm and express negligence in various ways, such as delaying clients, delaying doing duties, and wasting time. Such actions force the individual to resort to imagery management strategies to justify the habits.IntroductionEmployees like to work in a healthy organizational environment, where their physical and mental health is as important as the organization's management and productivity. Several factors can change a healthy organizational environment to a stressful one. One of these cases is the toxic organizational atmosphere. Organizational climate refers to employees' perceptions, feelings, and values in their work environment, and toxic organizational climate is the product of injecting the concept of organizational toxicity into the body of organizational climate (Chamberlain & Hodson, 2010). Organizational climate affects employees' attitudes and behaviors both positively (such as productivity and job satisfaction) and negatively (such as absenteeism and leaving the service). Therefore, considering the effect that organizational climate has on teachers' behavior, principals should create a good atmosphere in schools (Amiri, 2020).Another negative consequence of the toxic organizational climate is negligence. Negligence is the deliberate procrastination of an action that a person intends to do despite being aware of its negative consequences, and often leads to dissatisfaction with performance (Zentall, 2021). Negligence is a special type of deviant work behavior that most people and organizations face today, so that the rate is reported to be about 95% (Onwuegbuzie, 2000). People who are procrastinating have symptoms of not being motivated enough to participate in team and group tasks, negligence, reasoning and excuses for not doing tasks; and usually consider factors such as fear of success, fear of failure, avoidance of things that the person is unwilling to do, lack of motivation to do work (reward), lack of knowledge and skills needed to do work, lethargy and immobility, unfavorable physical conditions effective in their negligence (Uysal & Yilmaz, 2020).Given the above, the main issue of the research is: what effect does the toxic atmosphere of the organization have on the management of teachers' imagery with a mediating role of negligence? Theoretical frameworkOrganizational climate refers to employees' perceptions, feelings and values in their work environment, and toxic atmosphere is the product of injecting the concept of organizational toxicity into the body of organizational climate (Chamberlain & Hodson, 2010) which has negative effects on mind, productivity, performance and decisions (Rasooli, 2014).The idea of imaging management was first proposed by Goffman in 1959. Imaging management is an individual's attempt to control the self-image that is present in social interactions (Tabarsa & Moeini Korbekandi, 2014). The primary motivation for imagery is that people want to avoid being negatively evaluated, both inside and outside the organization (Danayifard et al, 2014).Negligence can be defined as delaying tasks and planned activities to other times for a variety of reasons (Uysal & Yilmaz, 2020). Experts have proposed various theories regarding work negligence, such as behavioral problem (Leddy et al, 2013), cognitive problem (Pychyl & Flett, 2012), metacognitive problem (Bouman & Meijer, 1999), motivational problem (Steel & Konig, 2006), and personality disorder (Shehne Yailagh et al, 2006).Bagheri Ghajari et al (2021) in their research found that the components of performance appraisal, job status and position, role ambiguity (job stressors), leader-member exchange, organizational culture, political skills, hierarchy of accountability, self-control Personal attractiveness, self-confidence, need for power and conscientiousness have explained the personal circumstances affecting the management of mental imagery in Education staff.Eidouzahi & Nastiezaie (2020) in their research found that the narcissism of school principals both directly and indirectly and through the mediating variable of organizational hypocrisy has a positive and significant relationship with teachers' organizational silence.MethodologyThe research method is descriptive-correlative. The statistical population of the study included 528 teachers(267 females and 261 males) in Hamoon city (Sistan and Baluchestan province) in the academic year of 2021-2022. 223 teachers (113 females and 110 males) were studied by stratified random sampling (by sex) and based on the Cochran's sampling formula.To collect data related to the variable of organizational toxic atmosphere by Hadavinejad and Rustaii (2017), and the variable of imaging management strategies by Bolino and Turnelli (1999), and the variable of questionnaire of organizational negligence by Saffarinia and Amirkhani Razligi (2011) ) Was used.Discussion and ResultsThe structural equation model with the help of SPSS21 and Smart PLS software was used to test the research hypothesis and analyze the data. The results showed that the value of β factor of organizational toxic atmosphere on teachers' imagery management is 0.24. Given that the obtained value of T, which is equal to 4.21 and is greater than the standard value of 1.96, as a result, the toxic atmosphere of the organization has a positive and significant effect on the management of teachers' imagery. The value of β factor of organizational toxic atmosphere on teachers' negligence is 0.55. Given that the obtained value of T, which is equal to 10.41 and is greater than the standard value of 1.96, as a result, the toxic organizational climate has a positive and significant effect on teachers' negligence. The value of coefficient β of negligence on imagery is 0.62. Given that the obtained value of T, which is equal to 11.75 and is greater than the standard value of 1.96, as a result, negligence has a positive and significant effect on teachers' imagery management. According to the value of the following indicators:a) the value of the path coefficient of the independent variable on the mediator variable: a = 0.55,b) the value of the path coefficient of the mediator variable on the dependent variable: b = 0.62,c) the standard error of the path of both the independent and the mediator variable: Sa = 0.05,d) The standard error of the path of both mediator and dependent variable: Sb = 0.053,the obtained value of Z was equal to 7.60. Since this value of Z was greater than the value of 2.58, therefore, the indirect effect of organizational toxic atmosphere on the management of imagery mediated by organizational negligence (β = 0.34) is significant at the significance level of 0.01. To determine the intensity of the effect of the mediating variable, the VAF index is used, the value of which is between 0 and 1. The closer this value to 1, the stronger the effect of the mediating variable, and vice versa. According to the obtained VAF value (0.58), it can be said that the intensity of the effect of the mediating variable is moderate and the toxic organizational atmosphere has a positive and significant effect on the management of teachers' imagery with the mediating role of negligence.ConclusionThe aim of this study was to investigate the effect of organizational toxic atmosphere on imagery management mediated by organizational negligence. The findings of this hypothesis are consistent with the findings of Hadaninejad & Rustayi (2017); Zare et al., (2017); Hakkak et al., (2019). A toxic organizational atmosphere in which the staff, unable to express the ideas; take no part in decision-makings; even cannot protest against the various job and organizational issues; and only do the assigned tasks, no knowledge and no change will be produced. The staff in such a toxic atmosphere will not have the primary enthusias, and will be kind of indifferent. In this status, the organization's problems, prosperity, goals, and missions, as well as the client's view of the organization, become worthless to employees; therefore, they work only to the extent of receiving salaries and not being fired in the organization, resulting the occurrence of negligence exhibit in various forms such as aggression, distraction, disgust of duties, ambiguity and confusion in doing things (Neenan & Dryden, 2002), increasing absenteeism and failure, poor performance and efficiency, reduced productivity, dissatisfaction, customer procrastination, reduced employee motivation and increased employee substitution between units (Saleem & Rafique, 2012), delay in doing assigned duties, waste of time and negative attitudes (Ozer & Sachs, 2011) in the workplace. Such actions force the individual to give a number of reasons to justify the habits in question, so that he can resolve his mental conflicts and cognitive inconsistencies, among which will be the approach to imagery management.According to the present study, it is suggested that the management of the organization should act in a way that fits into the general belief of teachers that the organization values their services and arranges a suitable work environment and is concerned about their comfort. In addition, avoiding harsh and unkind treatment of teachers while criticizing management decisions, and respectful and appreciative behavior with teachers can improve the atmosphere of the organization. The principals can train the teachers by holding workshops, strategies and skills to deal with negligence, including clarifying goals, planning before work, time management, categorizing work activities (urgent and important, urgent, important), trying to motivate and avoiding laziness, avoiding justification, to indoctrination, punishment and evitable conditioning, changing the environment, creating love and affection, finding a disciplined friend, self-regulating, and not expecting rapid progress.
Original Article (Quantified)
management
asadollah Alirezaei; mohammad Emami; Asma Abbasgholizadeh; Zahra Yazdani Kachoei
Abstract
Extended AbstractAbstractThe purpose of this study is structural modeling of the effect of offensive supervision on organizational citizenship behavior in technical and vocational education centers in Kerman province. This research is applicable in terms of purpose, and correlative in nature and method. ...
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Extended AbstractAbstractThe purpose of this study is structural modeling of the effect of offensive supervision on organizational citizenship behavior in technical and vocational education centers in Kerman province. This research is applicable in terms of purpose, and correlative in nature and method. The statistical population of this research is all employees in technical and vocational training centers in Kerman province, whose number has increased to 207 in 2021. Due to the limitations of the statistical population, all its members have been selected as a sample and studied by census. Questionnaires of Mitchell and Ambrose (2007) and Oregon Organizational Citizenship Behavior (1998) were used to collect data. The content validity of the questionnaires was assessed based on the opinion of experts, and the construct validity was assessed by confirmatory factor analysis. Their reliability was also confirmed by calculating the combined reliability of Cronbach's alpha coefficient. The collected data were analyzed by structural equation modeling with LISREL software. Findings indicate that in general, offensive supervision has a significant inverse effect on organizational citizenship behavior. As the supervisor's offensive behaviors increase, employees lose their morale, as a result of which their motivation decreases and eventually, organizational citizenship behavior decreases.IntroductionAn issue raised in the last two decades and in addition to behaviorists, has also attracted the attention of psychologists and sociologists, is organizational citizenship behavior (ho & Le, 2020). Organizational citizenship behavior is a valuable and useful behavior (Sadeghi afjeh, 2014) that includes various behaviors of employees such as accepting and taking on additional responsibilities, following the rules and procedures of the organization, maintaining and developing a positive attitude, patience and Tolerance of dissatisfaction and problems in the workplace (Qiu et al, 2019). Thus, organizational citizenship behavior contributes to the efficiency and effectiveness of organizations through resource changes, innovations, and adaptability (Gholam Hossaini, 2011). The most important indicator of organizational citizenship behavior is more effort to achieve the goals of the organization, in a situation where the individual is not accounted on and the job is not considered as an individual duty (eghbal et al, 2018; Lopez-dominguez et al, 2013). Examining organizational citizenship behavior and its influencing factors due to the importance of such behaviors to respond to changing demands in today's turbulent and dynamic environments and markets, seems necessary (Podsakoff, et al, 2009; liu & cohen, 2010; rukkhum & Bartlett, 2012; ho & Le, 2020). Meanwhile, a new concept has entered the management literature that has negative effects on organizations. In recent decades, there has been a growing research movement on the subject of offensive supervision, defined as "employee perceptions of leaders' continued use of verbal and nonverbal hostile behaviors, which of course do not include physical contact and action." "(Tepper, 2000). Offensive leadership, which is recognized as one of the most prominent forms of destructive leadership (karsikova, et al, 2013), has detrimental effects on the organization and subordinates (martinko, et al, 2013; Tepper, 2000).According to the above, the main issue of the research is: what effect does offensive supervision have on organizational citizenship behavior (Case study: technical and vocational training centers in Kerman province)?Theoretical frameworkOrganizational citizenship behaviors have a special place in governmental and public organizations (Caillier, 2015; Chan & lai, 2017), because they directly and indirectly contribute to the effectiveness of the organization (Lepine, Erez & Johnso, 2002; Bowling, 2010; Ahmed & Filadelfo, 2016). Organizational citizenship behavior refers to those activities related to the role of individuals in the organization that go beyond the expectations of the job and job description. Although the organization's formal reward system does not identify these behaviors, the individual performs these activities at a level beyond these formal rewards (Castro et al, 2004). Tepper (2000) defines offensive supervision as "employees' perceptions of leaders' continueous use of verbal and nonverbal hostile behaviors - which, of course, do not include physical action and contact." Offensive supervision has negative effects on organizations, offensive supervision has a negative impact on the mental health of subordinates. Threats and real loss of resources activate the stress process, which in turn causes harm to employees' health (Carlson et al, 2012). Ho & Le (2020) conducted a study to examine the relationship between benevolent leadership and organizational citizenship behaviors with the mediating role of member leader exchange in Vietnamese universities. The results of the analysis show the mediating effect of leader-member exchange in the communication between benevolent leadership confirms citizenship behavior. University leaders can benevolently motivate university staff to engage in extra-role behaviors that motivate not only the organization but also other colleagues and students by fostering a good, high-quality leader exchange.kee et al (2019) conducted a study entitled "The Effects of Genuine Leadership on Leadership Trust, Organizational Citizenship Behavior, and Service Quality in China's Hospitality Industry". According to the results, genuine leadership has a significant effect on trust in leaders, organizational citizenship behavior and service quality in China's hospitality industry.MethodologyThis research is descriptive-correlative in nature, and practical in terms of purpose. The statistical population of this study includes all employees of technical and vocational training centers in Kerman province, whose number is 207 in 2021. Due to the limited statistical population, all its members have been selected as a sample and studied by census. 199 completed questionnaires were collected. To collect data related to research variables, Mitchell and Ambrose (2007) Offensive Supervision Questionnaire (10 questions) and Oregon(1998) Organizational Citizenship Behavior (15 questions); based on a 5-point Likert scale (strongly agree to strongly disagree) were used.Discussion and ResultsIn order to test the research hypothesis and analyze the data, Lisrel software was used and the results showed that the significant numbers between the active assaults on organizational citizenship behavior are -10.63, which is significant because this value is greater than 1.96. The standard number between active assaults on organizational citizenship behavior is -0.84. Active assault has an inverse effect on organizational citizenship behavior, that is, it decreases with increasing active aggression on organizational citizenship behavior. Also, the significant numbers between passive aggressions on organizational citizenship behavior are -11.11. Because this value is greater than 1.96; a passive attack on organizational citizenship behavior is significant. This relationship is inverse and significant, that is, it decreases with increasing passive aggression on organizational citizenship behavior. The standard coefficient of passive attack on organizational citizenship behavior is -0.59, so passive attack has an inverse effect on organizational citizenship behavior.ConclusionThe aim of this study was to investigate the structural modeling of the effect of offensive supervision on organizational citizenship behavior (Case study: technical and vocational training centers in Kerman province). The results of this study are consistent with the results of the findings of Ari et al, (2007, and Zelares et al, (2002). Based on the results of hypothesis testing, offensive supervision has a significant and inverse effect on organizational citizenship behavior. That is, with the increase of offensive behaviors of the supervisor, employees lose their morale; as a result, their motivation decreases and consequently, organizational citizenship behavior decreases, so offensive supervision has a fundamental role in reducing citizenship behavior. Organizational citizenship behavior also decreases with increasing active and passive aggressive behavior. In other words, with the decrease of offensive behaviors, organizational citizenship behavior increases. Thus, the managers of technical and vocational training centers must minimize offensive and abusive behaviors in order to improve their performance and response to clients. Therefore, proper and compassionate management can improve citizenship behavior and consequently improve performance. Offensive supervising always blames and harasses subordinates for previous mistakes or negligence, or humiliates and contempts subordinates in the presence of others (Tepper, 2000). Unpleasant experiences of such offensive behaviors in daily activities by subordinates leads to the decrease of job satisfaction level (Hobman et al, 2009; Bowling & michell, 2011; kornan & et al, 2011). Offensive supervision reduces the level of organizational commitment and organizational identity of employees, and causes employees to not perform even properly in addition to extra-role behaviors. Behaviors such as attacking employees' self-esteem, insulting and humiliating them, and mocking them also reduce the positive attitudes that people share while doing work and reduce role-playing behaviors.According to the results of this study, managers are advised to avoid offensive behaviors to encourage employees to engage in organizational citizenship behaviors, and motivate them to show voluntary or extra-role behaviors in addition to their main duties by encouraging. In the practical field, it is suggested to study the factors that can play a mediating or moderating role in the relationship between offensive supervision and organizational citizenship behavior.
Original Article (Quantified)
adeleh rashvandi; haideh ashouri
Abstract
Extended AbstractAbstractThe aim of the present study is to assess the relationship between information literacy and teachers' teaching quality with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The research method was descriptive-correlative ...
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Extended AbstractAbstractThe aim of the present study is to assess the relationship between information literacy and teachers' teaching quality with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The research method was descriptive-correlative in nature, and applied in terms of purpose. The statistical population of the study consisted of 2571 female high school students in Tonekabon and 322 female teachers in Tonekabon high school. The sample size of the study was 193 for students by cluster random sampling, and 175 for teachers by simple random sampling. To collect data, standard questionnaires of teaching quality of Kriakdz et al. (2000), educational welfare of Peternin et al. (2014), Yazdani information literacy (2012), and study strategies of Harakovich et al. (2000) were used. In order to analyze the data, the structural equation technique was used with Lisrel statistical software and Spss statistical software. Findings showed that there is a positive and significant relationship between teachers 'information literacy and students' academic well-being. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being. There is a positive and significant relationship between teachers 'information literacy and students' academic well-being with the moderating role of study strategies. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being with the moderating role of study strategies. The results indicate that study strategies have a moderating role in the relationship between information literacy and the quality of teachers' teaching with students' academic well-being.IntroductionFor about a century, psychologists have been extensively trying to identify the factors that predict academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid. For example, understanding how students behave in specific situations can increase the effectiveness of educational tools as well as teacher's teaching methods and the education system and ultimately students' progress (hamedinasab and asgari, 2020). Academic well-being is one of the most important and influential variables on academic performance. Academic well-being is based on the theoretical foundations of positive psychology, and people with depressed moods and negative emotions such as anger, anxiety, and sadness are more likely to drop out of school (Jahani et al., 2018). One of the reasons for academic failure can be related to students' poor reading and learning skills. In recent years, information processing has been paid much attention as one of the theories of learning. According to this theory, there are strategies that can be used to facilitate learning. Learning strategies include any thoughts, behaviors, ideas or feelings that facilitate the acquisition, understanding, subsequent transfer of new knowledge and skills. Studies have shown that there is a positive relationship between learning strategies used by students and their academic success (Hghani & Khadivzadeh, 2019).According to the above, the main issue of the research is whether there is a relationship between information literacy and the quality of teachers' teaching with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls.Theoretical frameworkAcademic well-being is the attitude of students towards education. With the advent of the intellectual movement of positive psychology and the introduction of structures with positive semantic form in various fields of psychology, academic well-being is a positive and satisfying state of mind that involves energy or passion, a sense of commitment, and fascination or attachment. (Ghadampour et al, 2020).The use of learning strategies is one of the most important aspects of students' learning and academic achievement. Learning such strategies requires students to select goals and criteria and guide resources and processes to achieve those goals. Surface cognition strategies in the form of mental review and repetition of stored information help to encrypt new information for short-term memory; while deep learning strategies are related to expanding, organizing and critical thinking (Lazarides & Etal, 2021).The teacher is the actor of the educational scene. In this scene, a teacher is more successful who has more knowledge and can present what he knows to his audience with an eloquent and effective expression (salehizadeh & Etal, 2020). The quality of teaching is one of the important factors in learning process. The quality of teaching means better understanding of concepts and the ability of students to analyze the relationships between what they have learned (Gaertner, 2014).New training centers are expanding based on resource-based education and lifelong learning. Students and other users need high level training. The term information literacy has become widely used and popular following the increase of information, especially electronic resources and information and informational needs of users (Esmaeili, A., Rahimi, S., Moradi, M. 2019).(Johnson et al, 2019) conducted a study entitled "The relationship between study strategies and virtual learning." The statistical population included humanities students in Singapore. The research method was descriptive-survey and the method was cluster random sampling. The results showed that there is a positive and significant relationship between study strategies and virtual learning.Luzon (2018) conducted a study entitled "The effect of academic self-efficacy and academic identity on academic well-being." The statistical population included students of French public universities. The research method was descriptive-correlative, and the method of random sampling was simple. The results showed that academic self-efficacy and academic identity have a positive and significant effect on academic well-being.MethodologyThe research method is descriptive-correlative in nature, and appliccable in terms of purpose. The statistical population of the study consisted of 2571 female high school students and 322 female teachers in Tonekabon high school. The sample size of the study was 193 for students by cluster random sampling, and 175 for teachers by simple random sampling. The Teaching Quality Questionnaire (15 questions) by Kryakdz et al. (2000), and the academic welfare variable (11 questions) by Petrin et al. (2014), and Information Literacy (30 questions) by Yazdani (2012), and strategies of the study (10 questions) by Harakovich et al. (2000) was based; on a 5-point Likert scale (strongly agree to strongly disagree) to collect data related to research variables. Discussion and ResultsIn order to test the research hypothesis and analyze the data, SPSS and SMART PLS statistical softwares were used, and the results showed that the strength of the relationship between information literacy and academic well-being was calculated to be equal to (0.48); which indicates a good correlation. The t-test of the test was obtained (5.46); which is more than the critical value of t at the error level of 5% (1.96), and shows that the observed correlation is significant. Therefore, it can be said that there is a significant relationship between teachers 'information literacy and students' academic well-being. The strength of the relationship between teaching quality and academic well-being is calculated to be equal to (0.52), which indicates that the correlation is favorable. The t-test of the test was obtained (6.50), which is more than the critical value of t at the error level of 5% (1.96), and shows that the observed correlation is significant. Therefore, there is a significant relationship between the quality of teachers' teaching and students' academic well-being. The strength of the direct relationship between teachers' teaching quality and academic well-being has been calculated (0.52), indicating that the correlation is favorable. The t-test of the test is also obtained (6.50), which is greater than the critical value of t at the 5% error level (1.96), and shows that the observed correlation is significant. The indirect effect of teachers' teaching quality on academic well-being has been calculated (0.65) in the presence of a moderator variable of study strategies, which indicates that the correlation is favorable. The t-test of the test was obtained (7.63), which is greater than the critical value of t at the level of 5% error (1.96), and shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic well-being has been calculated (0.48), which indicates that the correlation is favorable. The t-test of the test was obtained (5.46), which is greater than the critical value of t at the 5% error level of (1.96), and shows that the observed correlation is significant. The indirect effect of information literacy on academic well-being has been calculated (0.59) in the presence of a moderator variable of study strategies, which indicates that the correlation is favorable. The t-test of the test was obtained (6.57), which is greater than the critical value of t at the 5% error level (1.96), and shows that the observed correlation is significant.ConclusionThe aim of this study was to investigate the relationship between information literacy and the quality of teachers' teaching with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The results of this study are consistent with the results of the findings of Lazarides & et al, (2021) and Magen-Nagar & Shachar (2017); the quality of teaching plays an important role in improving academic well-being. It also has important effects on students' sense of satisfaction and belonging to school and the classroom. If the quality of teaching and learning environment is shaped in a way that meet the needs of students, related emotions will be created (Bashardoust et al., 2020). Therefore, creating learning in such environments is mentally more valuable for learners. Qualitative teaching should lead to the learner's mental participation in the classroom: hallenge the learner scientifically (Bergey et al, 2019).According to the results of this study, it is suggested that school administrators use teachers who are familiar with the use and apply of active, participatory and solving problem-based teaching methods in the classroom teaching process, and insist on the use of open evaluation and emphasis on doing projects to strengthen students' perception and independent and deeper learning, or prepare school teachers for this important matter by holding workshops. On the other hand, due to the importance of study strategies, it is recommended that it be considered in the education of students and that teachers and education officials try to acquaint students with these strategies and provide conditions to teach these strategies to students.
Original Article (Qualitative)
management
kamran nazari; Peyman Akbari
Abstract
Abstract
The present study dealt with the antecedents of knowledge concealment with the aim of meta-analysis. This research, in terms of purpose, is descriptive, and in terms of the type of practical use, and in terms of the type of data, it is quantitative research. The statistical population of this ...
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Abstract
The present study dealt with the antecedents of knowledge concealment with the aim of meta-analysis. This research, in terms of purpose, is descriptive, and in terms of the type of practical use, and in terms of the type of data, it is quantitative research. The statistical population of this research included domestic and foreign related individuals during the years 2016 to 2022, and 25 cases were included in the analysis process using a targeted non-random sampling method. Selected studies were analyzed using MAXQDA 20 software (to find effective factors) and CMA2 software (comprehensive meta-analysis software). Among the antecedents of knowledge hiding, 7 effect sizes are large (more than 0.5), 2 effect sizes are medium (between 0.3 and 0.5). In other words, leadership, organizational structure, knowledge ownership, technical knowledge, knowledge sharing perspective, psychological characteristics of employees, human resource management had the largest effect size. Also, among the antecedents of the relationship between knowledge concealment and competitive work environment, there were 5 large effect sizes, 2 medium effect sizes, and these factors including technology, organizational structure, micro factors, macro factors, and individual factors had the greatest effect. Also, among the antecedents of the relationship between knowledge concealment and organizational justice, there were 6 large effect sizes and 3 medium effect sizes, which include procedural justice, interactive justice, distributive justice, organizational commitment, challenges and diversity, open organizational systems. They had the most effect. In the end, it is suggested that the managers of the organizations provide the possibility of holding activities such as friendly gatherings outside the work environment, which leads to the increase of friendly relations and the reduction of interpersonal distrust.Extended AbstractIntroduction
Today, knowledge is the most important asset and the biggest competitive advantage of many organizations. However, in today's highly variable organizations, the biggest and most complex problem of organizations is collecting and storing, retrieving, searching, distributing and retrieving knowledge. Exploitation of knowledge and intellectual property is a subject that is currently of interest to scientists. In order to achieve its goals, every organization uses a collection of knowledge that has been accumulated by each individual and in their minds. If these knowledges are not used, we can expect the failure of the organization or the high costs caused by the repetition of some decision-making processes and the lack of optimal use of experience and decision-making records. For this reason, leading organizations collect latent knowledge from personnel and work groups, which is called knowledge capital. In recent years, various organizations and companies have started joining the knowledge process, and new concepts such as knowledge work, knowledge work, knowledge management, and knowledge organizations indicate the intensification of this process. A knowledge organization achieves capabilities that can make a great power out of a small force. Such organizations are facing new challenges. Today, the competitive environment of organizations has become more complicated and changing. Continuous changes in knowledge have also created a new imbalance situation for organizations. The endless flow of knowledge has put markets in a constant state of change, which requires organizations to make continuous changes (Rahmi, 2015). Today, the capital of an organization is not only the financial and physical capital, but the knowledge capital of people is more important than the two and has been noticed by managers. In other words, human resource management is a complex aspect of knowledge management. In these organizations, knowledge management is used to optimize communication between employees and between high levels of management. Knowledge management in these organizations helps to create a culture of knowledge sharing among employees. Although knowledge can be acquired by individuals, but for it to be useful, it is necessary for all members of the group to participate in it. Knowledge is a concept beyond data and information. Knowledge refers to the collection of information, the practical solutions related to it, the results of its application in various decisions, the training related to it, the attitude of people in jobs and various responsibilities related to it. Each person's knowledge, even in a specific case, may be different from others. Knowledge is the basis of each person's skill, experience and expertise (Babaei Meybodi and Alirezaei, 2020). In the organization, knowledge is defined as what people know about their customers, products, processes, mistakes and organizational successes. Knowledge can exist in information bases, administrative departments or other internal and external sources of the organization. By all means, organizational knowledge is acquired over time and enables the organization to achieve a deeper understanding and lead its organizational formations with cleverness and intelligence, which are the characteristics of intelligence.
Theoretical foundations
In today's turbulent world, knowledge is the most important competitive advantage of organizations. This makes it necessary for organizations to take action to maintain and continue this competitive advantage. With the development of knowledge management and the increase of knowledge-based organizations, the change in the competitive environment of organizations has intensified and the environment of organizations is moving towards dynamism. Today, managers are eager to manage organizational knowledge so that they can benefit from its useful results. One of the necessary behaviors for knowledge management is the sharing of knowledge among the people of the organization, and this behavior occurs when a person has a desire to help others or learn from others in order to develop new capabilities in the organization. Since the organization cannot force its employees to share their knowledge with other employees and there is no compulsion, knowledge sharing will not happen until the individual wants to. The concept of hiding knowledge is as old as the topic of knowledge management itself. But it is a behavior that has been less researched. Identifying and explaining the effective factors on hiding knowledge is one of the solutions that can help the organization to move towards a knowledge-oriented and learning organization (Oliveira et al, 2018). According to the view of "knowledge is power", people usually hide knowledge so as not to lose their competitive advantage, and despite many researches in the field of knowledge sharing and the efforts of managers, organizations find it very difficult to achieve knowledge sharing. effective among their employees. Researchers have focused more on promoting the desired activities of the organization, especially knowledge sharing, and less attention has been paid to the reasons why people hide knowledge (Hosseinzadeh, and Miri, 2018).
Research Methodology
In terms of purpose, this research is applied, its nature is descriptive-analytical, and its method of implementation is meta-analysis, which is a systematic review and meta-analysis (Systematic Reviews and Meta-Analyses) that examines the meta-analysis of the antecedents of knowledge concealment. pay the statistical population of this research included domestic and foreign related individuals during the years 2016 to 2022, and 25 cases were entered into the analysis process using a non-random purposeful sampling method.
Research findings
The Q test was used to check the homogeneity of the studied studies and it can be claimed with 95% confidence that the null hypothesis that the studies are homogenous is rejected and the hypothesis of heterogeneity among the studies is confirmed. In order to avoid publication bias, the funnel diagram and safe N of error were used. The results showed that as the studies are drawn to the bottom of the funnel, their standard error will increase and their publication bias will increase. The results of linear regression show that at the 95% confidence level, the cut-off value is equal to 1.26935 and the test statistic is 0.58840. Since the value of p is one domain (p=0.42036) and two domains (p=0.81547), it means that the null hypothesis that the funnel plot is symmetrical and that there is no diffusion bias is confirmed. Rosenthal's safe-from-error (N) test shows the number of missing studies (with a mean effect equal to zero), which must be added to the analyzes to obtain statistical insignificance of the overall effect. Based on the results of the above table, it can be seen that 986 more studies need to be conducted and checked so that the p value of the two combined strains does not exceed 0.05, so 986 more studies must be done in order to reach the final results of calculations and analysis. If an error occurs, this indicates the high accuracy and accuracy of the information and results obtained in this research.
Conclusion and Discussion
The results of the meta-analysis of the reviewed studies showed that organizational justice, leadership style, organization design, competitive work environment and human resource management are effective on knowledge concealment in organizations, and this effect size in the reviewed studies is for combined effects. Fixed and random are equal to 0.629 and 0.603 respectively. The results of this research question, with the results of studies such as (Kamalipour et al, 2020), (Valikhani Dehaqani, and Mohammadi, 2022), (Babaei et al, 2020), (Manochehri et al, 2018), (Mehrabi Taleghani and Mohammadian Saravi, 2018), it is both side and straight. In explaining these findings, it can be said that hiding knowledge may be related to employees' fear of losing control and power over their knowledge. In addition, some employees try to protect their competitive advantage among colleagues, and since today knowledge is considered as a valuable asset and a strategic resource and capital, and providing services, quality and economic products without interest. Obtaining and managing this valuable resource is difficult and often impossible. Therefore, organizations need to be more productive from human capital, more efficient and effective learning of employees, satisfaction of customers and employees, prevention of repeating mistakes, reduction of rework, saving time, motivating creativity and innovation, etc. They should put knowledge in the center of their attention and manage it.
Original Article (Quantified)
omolbanin Ramaji; iraj shakerinia
Abstract
Extended AbstractAbstractThe aim of the present study was to compare emotional disclosure, tolerance of turmoil and lifestyle among students of gifted and normal boys' schools in Tonekabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical ...
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Extended AbstractAbstractThe aim of the present study was to compare emotional disclosure, tolerance of turmoil and lifestyle among students of gifted and normal boys' schools in Tonekabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 525 students of seventh, eighth and ninth grades of high-intelligence and normal boys' schools in Tonekabon city. A total of 120 people (60 ordinary school students and 60 gifted school students) were selected as the sample size by simple random sampling. To collect data, standard questionnaires of emotional self-disclosure of Snell (2001), emotional distress tolerance of Simmons and Chahar (2005), and lifestyle of Lali et al. (2012) were used, whose validity was confirmed by academic experts, and their reliability was also confirmed by Cronbach's alpha coefficient test. In order to analyze the data, one-way and multivariate analysis of variance test was used by Spss software version 22. Findings showed that the level of significance for the variables of emotional disclosure, disturbance tolerance and lifestyle is less than 0.05. Therefore, there is a significant difference between the scores of the two groups of gifted and normal students. The results show that there is a significant difference between emotional disclosure, tolerance of turmoil, and lifestyle of gifted and normal boys' school students in Tonekabon.IntroductionGifted and talented children are those who, in the opinion of competent and skilled people, are capable of excellent performance because of their outstanding talents. These children need different educational services and programs beyond what is usually provided through the normal school curriculum to realize their responsibility to themselves and society (Yaghoobi et al, 2019). Marland (1976) identifies gifted students as those who are considered to be competent because of their outstanding abilities. These students need special educational programs and services (which are not provided in regular schools). These students have significant progress or potential in (one or more contexts) general academic aptitude, special academic aptitude, creative thinking, leadership ability, visual and performing arts, and psychomotor ability (Ngieng et al, 2022). Education and life are two sides of the same coin, and an important factor that helps teachers create the conditions for an effective life is to pay attention to the lifestyle of the students. Accordingly, adapting or differentiating teaching methods with learners' lifestyles is of particular importance; because not every teaching necessarily leads to the right lifestyle. Therefore, it is necessary to identify the facilitators and inhibitors of life (Nizamutdinova et al, 2019). Another variable that is addressed in the present study is the confusion tolerance of students. Turbulence tolerance refers to the ability to experience and tolerate negative psychological situations. Disorder may be the product of physical and cognitive processes, but its representation is an emotional state that is often characterized by a desire to act to escape the emotional experience (Simons & Gaher, 2005; Li et al, 2021). One of the strategies to reduce interpersonal problems in children and students is emotional disclosure. According to Kennedy et al. (1999), emotion expression has four main functions: regulating arousal, self-perception, improving coping skills, and improving interpersonal relationships. In the process of emotional disclosure, the individual expresses his or her deepest emotional experiences verbally or in writing to himself or herself or others (Adineh & Hasani, 2016). According to the above, the main issue of the research is whether there is a significant difference between emotional disclosure, tolerance of turmoil, and lifestyle of gifted and normal boys' school students in Tonekabon city.Theoretical frameworkHealth requires the promotion of a healthy lifestyle. The lifestyle is importance mostly because it is effective on lifestyle and disease prevention. Lifestyle correction is essential to maintain and promote health. Promoting health and ensuring the health of individuals in society is one of the important pillars of community development (Araghian et al, 2020).Turbulence tolerance is conceptualized as a sub-emotional concept and is considered as an attribute rather than an emotional state. Turbulence tolerance is how people respond to negative emotions, which includes additional information beyond the individual's awareness of the amount of negative emotions experienced (Andrés et al, 2021).During emotional revelation, people are confronted with the deepest thoughts and feelings that come from their past. Emotional disclosure is a relatively new method that has been welcomed by researchers in recent decades. Emotional disclosure in writing form in various sources is referred to as the writing paradigm.Namvar (2020) in a study examined the role of lifestyle and mental disorder in functional disability. He stated that the factors of responsibility for health, stress management, interpersonal support and mental disorder have a significant relationship with functional disability. In other words, a person who received a high score on the lifestyle scale has a lower score on the subscales of functional disability than other people.Talebi et al (2020) also analyzed the effects of psychological well-being on disturbance tolerance in the study. The study population was the mothers of students with mental retardation in District 15 of Tehran. Their results showed that psychological well-being training increases disturbance tolerance and reduces mental confusion and depression.MethodologyThe research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 725 students of 7th, 8th and 9th grade of high-intelligence and normal schools boys in Tonekabon city. A total of 120 people (60 ordinary school students and 60 gifted school students) were selected as the sample size by simple random sampling. data related to research variables was collected through the emotional self-disclosure questionnaire by Snell (2001) including 40 questions and 8 components (depression, happiness, jealousy, anxiety, anger, calmness, composure and fear), and emotional distress tolerance questionnaire (DTS) By Simonzo Gaher (2005) including 15 items and 4 components (tolerance, absorption, evaluation and adjustment), and Lifestyle Questionnaire (LSQ) (2012) which includes 66 questions based on a 5-point Likert scale (strongly agree to strongly disagree).Discussion and ResultsIn order to test the research hypothesis and analyze the data, Spss software version 22 was used, and the results showed that there was a significant difference between the scores of the two groups in the variables of emotional disclosure, distress tolerance and lifestyle. The acquired significance level for research variables in gifted and normal students is less than 0.05. Therefore, it can be said that there is a significant difference between the variables of emotional disclosure, anxiety tolerance and lifestyle in gifted and normal students and the research hypotheses are confirmed.ConclusionThe aim of this study was to compare the exposure of emotional disclosure, disturbance tolerance and, lifestyle among students of gifted and normal boys' schools in Tonekabon city. The results of this study are consistent with the results of the findings of Kaiser & et al, (2012); Li & et al, (2021); Kalhori, (2021); and Talebi & etal, (2020). The goal of emotional disclosure is to help students evaluate and process their emotional experience and create new meaning in their lives. There is evidence shows that students can significantly experience deep arousal-emotional experience in this way, which is associated with positive outcomes in the treatment of students' problems (Ebadi et al, 2021). Emotional self-disclosure of Identifying conflicting emotions, placing people in an empty-seat conversation position, calming down, breaking down feelings of inadequacy, describing the tone, and extent of distress, and teaching the transition process in emotion-focused therapy also help individuals perform better on lifestyle-related topics (Lumley et al, 2018). The main problem of emotion disclosure is that emotion is an essential part of an individual's structure and a key factor for self-organization. In this regard, the most basic level of emotion function is an adaptive form of information processing and readiness that directs one's behavior and contributes to his psychological well-being (Vera, 2021). Gifted people are outstanding in general intelligence, i.e. their performance in all matters is higher than the average of their peers, but talented people are not superior in all matters to their peers; they are extremely prominent in one or more special areas. They have more adaptability, and in the face of adversity, they have greater self-confidence and emotional stability, and another characteristic of them is their desire for independence (Safaei & Sedaghat, 2020).According to the present study, it is suggested that educational authorities hold workshops to provide the necessary training to reduce emotional self-disclosure. On the other hand, those involved in the educational system should pay special attention to the improvement and teaching of students' academic and life styles, because with the growth and improvement of positive psychological characteristics, their academic performance increases. On one hand, providing psychological interventions to promote tolerance, optimism and hope will prevent students' confusion. On the other hand, the healthier the students 'lifestyle, the better will be their academic achievement. Therefore, it is suggested that the education departments make plans to improve the students' lifestyle and monitor these goals annually. One of the limitations of the present study is the implementation of research in a sample of students, which reduces the generalization of results to other groups. Based on this, it is suggested that future researchers conduct the present study in other age groups and compare the results with each other.
Original Article (Quantified)
Mohamad Izadian Sheyjani; mitra sadoughi
Abstract
Extended AbstractAbstractThe purpose of this study is to develop a job satisfaction model based on job empowerment and professional competence. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high ...
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Extended AbstractAbstractThe purpose of this study is to develop a job satisfaction model based on job empowerment and professional competence. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high school teachers in Rasht. 263 people were selected as a statistical sample by simple random sampling. The Minnesota Job Satisfaction, Job Competence Questionnaire of Mollainejad (2012), and Job Empowerment Questionnaire of Spritzer (1995) were used to collect data. Their validity was confirmed by academic experts, and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used with Lisrel statistical software and SPSS statistical software. The findings showed that there is a positive and significant relationship between teachers' professional competence with their empowerment and job satisfaction. Teachers' job empowerment has a positive and significant relationship with their job satisfaction. Job empowerment has a mediating role in the relationship between teachers' professional competence and their job satisfaction. The research results indicate that the cognitive competency component has the greatest power in relation to empowerment and job satisfaction.IntroductionEducation has long played a key role in the survival of human societies; therefore, teachers as human resources and implementers of educational programs are considered as its basic element, and their performance has a major impact on the success of this institution (Kamali et al, 2020). One of the main tasks of educational systems in any country is to transfer the cultural heritage of the community, cultivate the talents of the graduates and prepare them for active participation in the community. Therefore, it is necessary to train people in order to take charge of various affairs. The academic success and performance of the graduates of any society shows the success of the educational system in the field of goal setting and attention to meeting individual needs. Academic performance is progress in the practice of education, and the components and stages that cause this progress are also considered (Vafaei, 2019). The first step towards achieving a successful teaching staff is to understand the factors that affect the quality of their activities (Hanna et al, 2017). One of these factors is teachers' job satisfaction; because there is a direct relationship between job satisfaction of individuals and their performance, and those who are satisfied, do their job better (Tavakoli et al, 2015). Therefore, it is necessary for the educational system to pay more attention to the issue of job satisfaction of teachers. Being a teacher, among different occupations of a society, is one of the most important; and teachers, because of their direct educational and disciplinary effects on the family's offsprings, play an irreplaceable role in the future generations of any society (Behjat et al, 2016; From Mohammadi, 2007). Teacher empowerment also affects their job satisfaction. Kanungo (1988) defines empowerment as a process to strengthen the sense of self-efficacy among members of the organization. Scientists such as Thomas & Velthouse (1990) believe that competence has a multifaceted nature and its nature cannot be achieved by a single concept. In addition, teachers have a lot of talent, motivation and latent force, and the emergence of these potential forces is achieved according to the teacher empowerment strategy, and ultimately leads to the growth and promotion of schools (Molla Zadeh, 2018).According to the above, the main issue of the research is whether there is a significant relationship between professional competence and job satisfaction, considering the mediating role of job empowerment of high school teachers in Rasht in the academic year 2021-2022.Theoretical frameworkJob satisfaction as a complicated and multidimensional concept is one of the important factors of job success and increasing efficiency. Job satisfaction due to predicting organizational behaviors plays an important role in the study and management of human behaviors. Job satisfaction increases productivity, organizational commitment, physical and mental health and work ethic (Dodange et al, 2016).Empowerment allows people to share their knowledge, increase their role in promoting creativity in the workplace, and look for creative ways to correct mistakes and repeat work processes. Teacher empowerment has a different scope from the empowerment of other participants in the educational environment or staff working outside the education sector, and is defined according to their ability to participate in decision-making processes related to inclusive school learning and teaching (Asivand, 2018).Proficiency, semantically, usually refers to being appropriate for the purpose, competency, sufficient, or qualificated in the true sense, acceptable, and rejected, sufficiently prepared to enter a particular profession, and Directly related to specialized certificate or approvement in that profession. The International Association of Standards of Internship, Performance and Training considers competency to be an integrated set of skills, knowledge and attitudes that enables an individual to effectively perform the activities of a particular profession or to live up to the expected standards of that profession (Karimi, 2013).Sepahbod & Montazeri Najafabadi (2021), conducted a study entitled "The effect of sense of competence on the path of job satisfaction with the mediating role of job burnout and relative deprivation (Case study: selected government offices in Najafabad)." The results showed that the sense of competence higher than the organizational position in employees leads to a decrease in job satisfaction in the organization.Orgambídez & Almeida (2020), conducted a study entitled "Study of the relationship between structural empowerment and job satisfaction through the mediating effect of role stress and professional competence: a cross-sectional questionnaire study". The results showed that there is a significant relationship between structural empowerment, role stress and professional competence with job satisfaction.MethodologyThe research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high school teachers in Rasht. 263 people were selected based on Krejcie and Morgan table and simple random sampling method as the sample size. To collect data related to Minnesota Job Satisfaction Questionnaire (MSQ) and Professional Competence Variable, Mollaei Nezhad Questionnaire (2012) and Job Competence Variable were used by Spreitzer (1995).Discussion and ResultsIn order to test the research hypothesis and analyze the data, the structural equation technique was used with Lisrel statistical software and Spss statistical software. The results showed that the mean root index of approximate squares equal to (0.018) of the model has a good fit. Other goodness-of-fit indicators have been in the range of acceptance, and the results showed that there is a positive and significant relationship between professional competence and teachers 'job empowerment. There is a positive and significant relationship between job empowerment and teachers' job satisfaction; and between professional competence and job satisfaction; and between professional competence and job satisfaction with the mediating role of job empowerment.ConclusionThe present study was conducted to investigate the development of job satisfaction model based on job empowerment and professional competence. The findings of this hypothesis are consistent with the results of the findings of Jiraro et al, (2014); Zendedel (2016); Abdollahi et al, (2014); Orgambídez & Almeida (2020); and Hamidi Zadeh & Bramon (2011); Teachers learn the skills needed to teach and try to develop their abilities within their scope of work. They pursue their career outcomes in line with the higher goals of the education system (zarebin, 2020). Their job responsibilities are very clear and it is important for them to judge how students perform in the education system (Rajabpour et al, 2019). Teachers with high job ability manage their cognitive and behavioral characteristics based on individual controls, and how well they function in the education system is very important to them (Bisung & Dickin, 2019). Teachers who are well-qualified in the teaching process will have sufficient skills in using teaching methods appropriate to the subject matter. Such people have up-to-date and desirable information on how to produce and organize thematic knowledge (Khoshravian, 2016). They are constantly trying to be useful in challenging themselves and their colleagues and examining their job abilities. Teachers' job performance is a topic that is constantly analyzed by school principals (Dibai Saber, 2016). Such people have the ability to analyze content and critique and its skills. They can develop this ability in teachers, and this power of content analysis can be valuable in attracting teachers to professional activities (Blömeke & Kaiser, 2020).The development of teachers' professional competencies should be considered as a process that starts from the pre-service period and covers the entire teaching profession. This proposal should be systematically designed, supported, budgeted for, and considered for teacher promotion. Teachers should have access to the necessary information about how to teach properly as well as school work policies. They need to be more clarified and aware of the goals of the education departments, which are clearly defined, and to know what an important role their work plays in achieving the goals of the schools and the education system. On the other hand, the teachers, by providing opportunities for selection, making decision and internal control and the use of challenging, diverse and enjoyable assignments with emphasis on different dimensions of academic participation (behavioral, emotional, and cognitive factors) play an important role in creating useful understanding and increasing interest; and students can have motivation and educational participation. Accordingly, it is suggested that teachers in the educational process pay attention to the dimensions of students' academic participation in their work priority. Finally, the formation of training workshops for teachers in relation to familiarity with solutions makes them have more understanding of their competencies.
