Morteza Omidian; Ayoub Jaberi; Manijeh Shehni Yailagh
Abstract
Job engagement has been considered as a source of commitment and professional passion in recent years. Because of the positive effects of this variable on the teachers' proficiency, its predictors have particular importance. Focusing on individual predictors such as types of intelligence, motivation, ...
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Job engagement has been considered as a source of commitment and professional passion in recent years. Because of the positive effects of this variable on the teachers' proficiency, its predictors have particular importance. Focusing on individual predictors such as types of intelligence, motivation, and needs alone does not provide a complete explanation. On the other hand, attention to social variables such as culture, social atmosphere, employee behavior and environmental factors such as facilities and equipment have an undeniable effect on employees' behavior. Concurrent attention to these factors has been considered in less research. The present study was conducted to investigate the role of emotional intelligence and motivation as mediated variables in causal relationship between school climate and educational facilities with job engagement. In this research, educational facilities as the environmental factor and the school climate as a social factor, and emotional intelligence and achieved motivation as individual factors, have been tested in a causal model. The sample consisted of 300 teachers (130 men and 170 women) who were randomly and census selected from Ramshir city. Participants in this study completed the Halpin and Croft Organizational Climate Questionnaire, Schutt Emotional Intelligence Questionnaire, Hermans, achievement motivation Questionnaire, Utrecht Job Engagement Questionnaire and Job Training Facilities. The proposed model evaluation through path analysis was performed using SPSS software and AMOS. Also in order to examine indirect paths the bootstrap method was used. Results showed that the model was not fit to the data. Better fit was achieved through the elimination of non-significant paths (educational facilities to emotional intelligence, school climate to achievement motivation, educational facilities to achievement motivation and school climate to job engagement). In addition, to the direct paths of educational facilities to job engagement, emotional intelligence to job engagement, achievement motivation to job engagement, school climate to emotional intelligence, emotional intelligence to achievement motivation were significant. Also the indirect paths from school climate to job engagement through emotional intelligence and achievement motivation were significant. These results showed that attention to the role of the school climate as an intermediate variable in increasing the job engagement of teachers and thus improving the educational process is essential. Therefore, teachers 'job motivation and engagement can be enhanced by improving teachers' emotional intelligence, achieved motivation and improving the school climate. In addition, the improvement of educational facilities will help to improve the professional engagement of teachers without any intermediary. This research emphasizes the need for simultaneous attention to individual, environmental and social elements in order to improve teachers' job engagement.
A. Zandavanian; E Daryapoor; T. Jabarifar
Volume 20, Issue 2 , December 2014, , Pages 45-62
Abstract
Present study aims to investigate the relationship between school climate and bullying behavior among the middle school students of Yazd city in the academic year of 2011-2012. Population of this study includes all of the middle school students of Yazd city, which of them, 400 students were selected ...
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Present study aims to investigate the relationship between school climate and bullying behavior among the middle school students of Yazd city in the academic year of 2011-2012. Population of this study includes all of the middle school students of Yazd city, which of them, 400 students were selected by cluster random sampling. This article is a correlation- descriptive study. To evaluate school climate, Comprehensive School Climate Scale (CSCS, 2009) was used, and for evaluating bullying behavior, Olweus Bullying/ Victimization Questionnaire (1996) was applied. In this study, descriptive statistics such as, Pearson correlation and independent sample t-test were used for analyzing the data. Results showed that there is a negative and meaningful correlation between school climate and bully/ victim behavior. Also, it was found that male students were bullying and victimized more than of female students. Moreover, the results of this study showed that School climate and its components were in positive correlation with academic achievement. Meanwhile, there is a negative correlation between bully/ victim behavior and academic achievement (p<0.05).
A.R. Kiamanesh; S Aghdasi; M Mahdavi-Hezaveh
Volume 21, Issue 1 , May 2014, , Pages 51-72
Abstract
The purpose of this study was to investigate and compare the trend of school climate change in primary schools of Iran as well as other countries in region who participated in TIMSS 2003 and 2007 study. Samples, instruments and data used in this study are exactly the same as those were used in TIMSS ...
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The purpose of this study was to investigate and compare the trend of school climate change in primary schools of Iran as well as other countries in region who participated in TIMSS 2003 and 2007 study. Samples, instruments and data used in this study are exactly the same as those were used in TIMSS 2003 and 2007. Using Trend Study, data from courtiers participated of the 2003 TIMSS study was compared to the data from the same courtiers in TIMSS 2007 study. From the Iranian school’s principals perspectives in both studies as well as fourth grade Iranian teachers in 2007 study, school climate in Iranian schools is more favorable than the other participated countries (except Dubai and Qatar). Based on the teachers’ perspective in 2003 study the average of school climate in Iranian schools was significantly less than the average in the other participated countries. Based on teachers and school principal’s perspective, the school climate in all participated countries improved from 2003 to 2007. From fourth grade students point of views in all participated courtiers in 2003 (except Armenia) and 2007 study (except Armenia, Kazakhstan, Georgia and Iran) the school climate in their schools was inappropriate.
