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 ...
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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.
Educational Management
Abstract
The main purpose of this paper was to determine the basic and the explanatory components of distributed leadership model in secondary schools. In order to extract the main components of distributed leadership a quantitative approach and exploratory factor analysis of main components were applied. Participants ...
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The main purpose of this paper was to determine the basic and the explanatory components of distributed leadership model in secondary schools. In order to extract the main components of distributed leadership a quantitative approach and exploratory factor analysis of main components were applied. Participants were included 377 teachers (242 female and 135 male teachers) who were selected as in access sample from 31 of Sanandaj’s secondary schools. They were asked to complete a questionnaire which was developed by researchers during the research field work. The questionnaire reliability was assessed by internal consistency of the questionnaire reporting Cronbach's alpha coefficient which was 0.95. The findings of exploratory factor analysis showed that the model’s main components based on teachers’ views consisted of four dimensions including the school’s professional and development growth (utilizing of the individuals’ capabilities for their professional development), trust-based interactions (social interaction based on organization framework), democracy, and full support (decision making freedom and flexibility in work). These four components explained 59.036 percent of data variance about the model.
Educational Management
keivan moradi; Mozafaralldin Vaezi
Abstract
The present paper aims to investigate the relationship between teachers academic optimism and students academic achievement in public high schools of Tehran city. Descriptive- correlation method was used. The statistical population consists of all the teachers of those schools (2795 teacher). According ...
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The present paper aims to investigate the relationship between teachers academic optimism and students academic achievement in public high schools of Tehran city. Descriptive- correlation method was used. The statistical population consists of all the teachers of those schools (2795 teacher). According to cochrane formula, 142 teacher were selected as samples. Multiple cluster sampling method was used in this research. Teacher academic optimism questionnaire (Beard et al, 2010) and the average student scores was used for data collection. The questionnaire reliability was evaluated based on cronbach’s alpha (teachers academic optimism =α 0.982). To analyze data, descriptive statistics (mean, standard deviation and percent) and inferential statistics (pearson coefficient of correlation and step wise regression) were used. The findings are as follows: [1] There was a significant positive relationship between teacher's academic optimism and student's academic achievement in public high schools of Tehran city. [2] Among teacher academic optimism dimensions (academic emphasis, sense of self efficacy, trust in student and parents), teacher sense of self efficacy accounted for the highest degree of variance in students academic achievement.
