Educational Management
Mahdi Nadaf; Farajolah Rahimi; Zahra Gholami
Abstract
The objective of the research is developing a two-level model to investigate affecting factors on collaboration culture and personal creativity. The population of the research is trainers and trainees of TVTO that eight centers recognized and in sum 34 teams were selected through random sampling. The ...
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The objective of the research is developing a two-level model to investigate affecting factors on collaboration culture and personal creativity. The population of the research is trainers and trainees of TVTO that eight centers recognized and in sum 34 teams were selected through random sampling. The study is an applied one and by gathering data it is a descriptive-correlation research. The questionnaire was data gathering and measuring variables instrument and finally 319 questionnaires were obtained. The instrument reliability was measured by Cronbach’s Alpha and a pretest was done among the sample of 30 people of TVTO trainers and trainees and the quotients were above 0.7 for all variables. The validity of the instrument was also studies and verified through content validity. The research findings in personal level indicate that emotional intelligence on cognitive trust, emotional intelligence on affective trust, cognitive trust on collaborative culture, affective trust on collaborative culture, collaborative culture on personal creativity, team creativity on collaborative culture and team creativity on personal creativity with regression quotients respectfully are 0.733, 0.771, 0650, 0.198, 0.560, 0.298 and 3.370 theses quotients are meaningful and positive. The results show that in personal level emotional intelligence affects (cognitive and affective) trust and the constructs have impact on collaborative culture and personal creativity. So it is suggested to foster collaborative culture and institutionalize creativity among team members, emotional intelligence as a necessary skill promoted and trained. Moreover a social environment must form where the members encourage to share their ideas and shape creativity.
M.A Zebardast; N Shirbagi; Z Ghalavand
Volume 18, Issue 1 , September 2011, , Pages 187-206
Abstract
This study examines relationship between trust and enabling bureaucracy in schools. The method is descriptive-correlative and population comprises all school teachers in Sanandaj. The sample consisted of 260 teachers selected randomly. The instruments include two questionnaires borrowed from other researches: ...
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This study examines relationship between trust and enabling bureaucracy in schools. The method is descriptive-correlative and population comprises all school teachers in Sanandaj. The sample consisted of 260 teachers selected randomly. The instruments include two questionnaires borrowed from other researches: Trust Questionnaire (26 items) and Enabling Bureaucracy Questionnaire (12 items). Reliability was measured via Cronbach a (Trust Questionnaire = 0.85 and Enabling Bureaucracy Questionnaire = 0.72). Data were analyzed by Pearson correlation coefficient, independent T-Test and ANOVA. Results showed that trust was high among teachers. Enabling bureaucracy was related to trust subscales positively and significantly. There was a significant difference between men and women in the field of enabling bureaucracy. Furthermore, there was a significant difference among teachers with respect to student and parent trust based on social class of schools.