Esmail Rahmani; Siroos ghanbari
Abstract
IntroductionA review of the research shows that the study of the negative and leadership of managers of organizations as well as the study of organizational trauma in in the world and in the field of educational organizations the above variables have been studied in few cases. Perhaps the importance ...
Read More
IntroductionA review of the research shows that the study of the negative and leadership of managers of organizations as well as the study of organizational trauma in in the world and in the field of educational organizations the above variables have been studied in few cases. Perhaps the importance of this research can be attributed to its capacity to raise awareness and prevent the dangers of toxic leadership practices in creating organizational trauma in schools and teachers' emotional exhaustion. Considering the undeniable role of leadership of school principals in job attitudes and organizational behavior of teachers and professional concerns of the first author of the article as an actor in the field of education, the study seeks to investigate the role of toxic leadership in creating organizational trauma Khuzestan, in other words, this study tries to answer the question in a scientific way: Is the role of toxic leadership in creating organizational trauma through the emotional Exhaustion of high school teachers in Khuzestan province significant? MethodThe study population was 16750 people in all secondary school teachers in Khuzestan province in 2020-2021, from which a sample of 407 people was selected based on Cochran's formula by stratified random sampling. To collect data, Schmidt' Toxic Leadership Questionnaire (2008), Vivian and Horman (2015) Organizational Trauma Questionnaire, Hills Emotional exhaustion Questionnaire (2019), was used Confirmation path analysis by LISREL10.30 software was used to analyze the data.ResultsToxic leadership of Principals had a positive and significant effect (0.46) on school organizational trauma at the level of P <0.05. Toxic leadership of managers had a positive and significant effect (0.55) on emotional burnout at the level of P <0.05. Emotional exhaustion had a positive and significant effect (0.54) on school organizational trauma at the level of P <0.05. Toxic leadership of Principals due to emotional burnout had an indirect, positive and significant effect (0.29) on school organizational trauma at the level of P <0.05. DiscussionToxic leaders exhibit highly destructive behaviors and some dysfunctional personal characteristics. By poisoning, these behaviors and personality traits cause serious and lasting damage to their followers and organizations. And with selfish behaviors, harming others, and reinforcing and pursuing personal goals, willingly or unwillingly, it will also have negative effects. Finally, it can be said that teachers' emotional exhaustion provides the necessary ground for transmitting the greater effect of toxic leadership on organizational trauma.
Jamal Abdolmaleki; Siroos ghanbari
Abstract
IntroductionIn recent decades, organizations around the world have done teamwork to provide faster, more flexible, and more adaptable responses in turbulent and complex work environments. The importance and application of teamwork has increased dramatically in the last three decades in the field of education ...
Read More
IntroductionIn recent decades, organizations around the world have done teamwork to provide faster, more flexible, and more adaptable responses in turbulent and complex work environments. The importance and application of teamwork has increased dramatically in the last three decades in the field of education and professional organizations. With the increasing use of teams in organizations, research has begun focusing on the role of leadership in increasing team success. Positive support from Servant leaders for all followers increases team cohesion, which affects team members' focus, enthusiasm and commitment to tasks and goals, thereby increasing team performance.But in order for servant leadership to gain more legitimacy as a theory of leadership, research needs to examine how this leadership style can play a role in team cohesion and teacher team performance. And is this valid in educational organizations as well or not? Take action. Therefore, the purpose of the present study is to investigate the role of servant leadership in team cohesion and team performance along with the mediating role of team cohesion in the relationship between servant leadership and team performance in teacher teams.MethodThe study population was all secondary school teachers in Kurdistan province, which was selected by stratified random sampling method and based on Cochran's formula, a sample of 346 teachers. The research method was quantitative and correlational and the modeling approach was covariance-based structural equation. Data were collected using the Leiden et al.'s (2015) Servant Leadership Questionnaire, Podsakoff and MacKenzie (1994) Team Cohesion Questionnaire, and the Puente-Palacios, Martins and Palumbo (2016) Team Performance Questionnaire. The reliability and validity of the questionnaires were assessed by Cronbach's alpha techniques and confirmatory factor analysis. Confirmation path analysis was used to analyze the data using lisrel software. ResultsThe results showed that servant leadership and team cohesion have a positive effect on teachers' team performance at the level of 0.05; Servant leadership due to team cohesion has a positive and significant effect on the variable of team performance of teachers at the level of 0.05.DiscussionBecause servant leadership at the team level is also involved in the exchange process, leaders help the team by acknowledging the team's strengths and potentials, as well as its overall support. It can be said that servant leadership is an important factor in creating team cohesion and improving team performance in teacher teams.
Mohammad Faegh Mohammadi; Siroos Ghanbari
Abstract
introduction Identifying the Factors Affecting the employee voice behavior in Western Universities of Iran Employee engagement and collaboration in the organization is one of the most important development and productivity strategies. Changes in management style and theories are due to the attention ...
Read More
introduction Identifying the Factors Affecting the employee voice behavior in Western Universities of Iran Employee engagement and collaboration in the organization is one of the most important development and productivity strategies. Changes in management style and theories are due to the attention of employees as an important source of transformation and investment on their vision and opinions. Accordingly As rapidly environmental and technology changes What can guarantee the survival and development of organizations and their development, attention to the participation and expression of the staff's perspective and voice. Method therefore, the purpose of the present study was Identifying the factors that affecting the employee voice behavior in the western universities. The research method is exploratory mix method. The statistical population consisted of all employees, Kermanshah, Hamedan and Kurdistan universities(1585 person). In the qualitative section, 41 employees were interviewed according to purposeful and based on theoretical saturation principle. The sample size was 310 according to the Krejcie & Morgan tables. The instrument in the qualitative section semi-structured interview And in the quantitative part researcher's questionnaire was used. For data analysis use of the exploratory factor analysis to identify the underlying factors of employee participation in voice behavior, Then, a confirmatory factor analysis was used to determine the power factors of the model. Results The results of the qualitative section were categorized into 52 items. Exploratory factor analysis was conducted to identify the underlying factors of voice behavior. Based on the exploratory factor analysis, this items were identified in the nine core factors: The justice-based organizational climate, Managerial features and leadership style, Organizational culture supportive of participation, Feedback and evaluation mechanism, Embracing change and technology, Personal and professional characteristics, Teamwork and interaction, Adherence to organizational roles and goals, Job and organizational fitness. In the confirmation section, the model of the relationship of factors with voice behavior was fitness, that indicating the appropriateness of factors in the development of voice behavior. Discussion Therefore, it can be concluded that the development of voice behavior in organizations, and in particular academic organizations, Requires recognition the several factors including individual, managerial and organizational variables, This can be used to enhance the employees voice behavior and to enable collaboration and participation between different levels of the organization in order to achieve productivity. Therefore, it can be concluded that the development of voice behavior in organizations, and in particular academic organizations, Requires recognition the several factors including individual, managerial and organizational variables, This can be used to enhance the employees voice behavior and to enable collaboration and participation between different levels of the organization in order to achieve productivity. Key words: employee voice behavior, Organizational participation, Organizational silence, Western universities
Educational Management
Siroos ghanbari; asghar eskandari
Abstract
Abstract: This research investigated and comparated the relationship between learning organization and organizational effectiveness in the elementary schools board of trustees and state-run the Hamedan province. Research method in terms of the purpose is applied and in terms of data collection method ...
Read More
Abstract: This research investigated and comparated the relationship between learning organization and organizational effectiveness in the elementary schools board of trustees and state-run the Hamedan province. Research method in terms of the purpose is applied and in terms of data collection method is a descriptive – correlational research. The statistical population of the study is consisting of all teachers of elementary schools the Hamadan province. According to the Cochran formula the study sample is including 528 persons that were selected by relative random sampling. Data were collected by the learning organization questionnaire with reliability 0/97 and the organizational effectiveness with reliability 0/96, and were analyzed by the one Sample t test, independent t test, pearson correlation and the multiple regression analysis in the spss software. The result indicated that, the status of learning organization and organizational effectiveness were higher than average. There was a significant relationship between the Learning organization and organizational effectiveness. Moreover, in board of trustees schools, indicator of team learning, personal mastery and shared vision; and in state-run schools, indicator of shared vision, system thinking, personal mastery and team learning have the highest impact on prediction organizational effectiveness.
s ghanbari; A Asgary; H sarmadiansar
Volume 21, Issue 1 , May 2014, , Pages 115-134
Abstract
The main purpose of this research was to analyze the factors affecting the primary school principals job motivation. A survey method was used. The statistical population (N= 1250) were included all administrative staff of Hamadan education organization. Using random sampling method, about 297 staff were ...
Read More
The main purpose of this research was to analyze the factors affecting the primary school principals job motivation. A survey method was used. The statistical population (N= 1250) were included all administrative staff of Hamadan education organization. Using random sampling method, about 297 staff were selected as study sample. The data gathering instrument was researcher made questionnaire that were made based on the motivation theory, and its reliability using Cronbach’ alpha coefficient was computed equal to (0/92). The factor analysis showed that structural-managerial, recreational- possibilities, motivational- individual, attitude and mental factor play important role in creating job motivation among primary school principals, in addition findings showed that from different factors, the structural-managerial factor has the highest effect on principals job motivation. According to research findings, for increasing job motivation the planners needs to consider these factors and its priorities.
