maryam shafiei sarvestani; tooraj derakhshanfar; Somayeh Mezginezhad
Abstract
IntroductionGiven the importance of organizational health in organizational development, efforts to improve the health of the organization is important, so it is necessary to pay attention to organizational health and the factors affecting it. Therefore, this study has investigated the role of professional ...
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IntroductionGiven the importance of organizational health in organizational development, efforts to improve the health of the organization is important, so it is necessary to pay attention to organizational health and the factors affecting it. Therefore, this study has investigated the role of professional ethics in organizational health mediated by organizational citizenship behavior.MethodThe statistical population of all education staff in Yasuj includes 550 people, of which 230 people were selected by available sampling using Morgan table. Data collection tools were professional ethics questionnaires of Gregory et al. (1990), Torkzadeh and Basiri organizational health (2015) and organizational citizenship behavior of Padsakov et al. (1990). Data were analyzed using SPSS24 and Smart-PLS statistical software and univariate t-test, Pearson correlation and structural equation modeling at the significance level of 0.05.ResultsThe results of one sample showed that the average score of professional ethics, organizational citizenship behavior and organizational health in general and its components (except for the component of perseverance and seriousness in work of professional ethics) in the education organization of the average theoretical score (3.00) as It is more meaningful. The results of Pearson correlation showed that there is a positive and significant relationship between the variables of professional ethics, organizational health and organizational citizenship behavior in general (p<0.001). The results of structural equation modeling showed that professional ethics has a positive and significant effect on organizational health (p = 0.05) but professional ethics has no significant effect on organizational health through organizational citizenship behavior. Therefore, organizational citizenship behavior does not play a mediating role in the relationship between professional ethics and organizational health.DiscussionThe results showed that the organizational citizenship behavior has no mediating role in the relationship between professional ethics and organizational health.This ineffectiveness may be due to the fact that effectiveness, coherence, and accountability as components of organizational health are not affected by the voluntary behaviors of individuals in the workplace, and such behaviors only attract and retain qualified personnel.Since organizational health is one of the most important signs of good working relationships between employees in the workplace and can guarantee success in the workplace of organizations by determining common values among employees, it can be said that a significant amount of professional ethics among employees has resulted. The behavior of organizational citizenship and its components are not seen in the mediation between the relationship between professional ethics and organizational health.
rahmatollah marzooghi; fatemeh karimi; Mehdi Mohammadi; Maryam shafiei sarvestani; Sosan Jabbari
Abstract
Faculty members in the field of Curriculum Studies as the experts in the humanistic and educational sciences, are the main agents of development in the curriculum field according to their philosophical orientations or paradigmic interests. Therefore, recognizing their paradigmic interests and approaches ...
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Faculty members in the field of Curriculum Studies as the experts in the humanistic and educational sciences, are the main agents of development in the curriculum field according to their philosophical orientations or paradigmic interests. Therefore, recognizing their paradigmic interests and approaches can determine their educational, research, and publication orientations. It can also define the paradigmic direction of science development in the field of Curriculum Studies. Methodology The aim of this descriptive-survey study was to recognize the paradigmic interest of the faculty members in the field of Curriculum Studies. After calculating the reliability and validity of the instruments, paradigmic interesst of faculty members wre studied based on the five Critical, Interpretative, Post-modern, Positivist, and Islamic paradigms with regard to the six paradigmic assumptions about Ontology, Anthropology, Epistemology, Methodology, Education and Curriculum .The participants of the study were included all the faculty members of the field of Curriculum Studies in all Iranian state universities, 58 of whom chosen by a convenience sampling method . Results Analyzing the results by using the Friedman inferential tests revealed that in the five paradigmic assumptions,Islamic paradigm had the highest mean, and in content and ontological assumptions, Critical paradigm had the highest mean, and in the dimentions of teaching strategies and aims, Interpretative paradigm had the highest mean among the faculty members of Curriculum Studies. Moreover, the results and analysis of variance of repeated measures showed that although there was a significant difference between the approaches of faculty members toward the five paradigms, they did not have a dominant paradigm orientations. Conclusion Based on the research findings , it can be claimed that there is no paradigmic coherence among the faculty members of curriculum studies , and they have not a fixed approach in their paradigmic assumptions with regard to ontology, epistemology, anthropology, methodology , education and curriculum elements. Therefore , it can lead to some contradictions in the faculty members theoretical viewpoints , research and educational approaches. The findings also showed that faculty members do not have a dominant paradigm and one paradigm cannot be selected as the main paradigm with certainty. However, it can be generally stated that the faculty members mostly tended to adhere to Islamic and Critical paradigms. Anyway, the final conclusion is that Curriculum studies teachers lack coherence in their paradigmatic intereste.