The casual relationship between school climate and educational facilities with job engagement directly and with the mediator of emotional intelligence and achieved motivation of teachers in the city of Ramshir

Omidian, Morteza; Jaberi, Ayoub; Shehni Yailagh, Manijeh

doi:10.22055/edus.2019.28622.2759

Document Type : Research Paper

Authors

Shahid Chamran University of Ahvaz , Ahvaz, Iran.

https://doi.org/10.22055/edus.2019.28622.2759

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, 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.

Keywords

References

Afzalar, R. (2002). Model of emotional intelligence and conflict management strategies, a study in seven countries. International Journal of Management, 10(4), 319-23.

Ashley, A., Labat, D., & Eadens, C. (2016). The Impact of Principal Emotional Intelligence on Teacher Perceptions of School Climate. International Research Journal in Higher Education, 31(5), 1-17.

Austin, E., Evans, P., Golwater, R., & Petter, V. (2005). Preliminary Study of Emotional Intelligence Empathy and Exam Performance in First Year Medical Students. Personality and Individual Differences, 39(8), 1395.

Bakker, A. B., & Leiter, M. P. (Eds). (2010). Work engagement: A handbook of essential theory and research. NewYork: Psychology Press.

Bakker, A., & Demorouti, E. (2009). Job resources buffer the impact of job demend on burnout. Journal of Occupational Health Psychology, 10, 170-180.

Barsade, S. G. (2009). The ripple effect: emotional contagion in group working. [cited 2009 Agu25.Availabalefrom:http://papers.ssrn.com/sol3/ papers.cfm?abstract_id=250894.

Bennell, P., & Akyeampong, K. (2007). Teacher Motivation in Sub-Saharan Africa and South Asia. Department for International Development, 23, 142-155.

Bennell, P., & Mukyanuzi, F. (2005). Is There a Teacher Motivation Crisis in Tanzania? Bringhton, UK and Dar es Salam Tanzania. Department for International Development, 19, 123-131.

Berg, J. K., & Aber, J. L. (2015). A multilevel view of predictors of children's perceptions of School interpersonal climate. Journal of Educational Psychology, 107(4), 1150-1170.

Bryan, D. D. (2007). The relationship between organizational climate, personality, available in proquest. International Journal of Management, 25, 110-120.

Derakhshan, A. (2003). The Study of the Indices of Educational Collapse and Its Effective Factors in the University of Science and Technology 2003 (Medical Sciences, Mashhad, Iran). Summary of the Articles of the First International Conference on Reform and Change in Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, December. [Persian]

Devi, S. (2016). Impact of spirituality and emotional intelligence on employee engagement. International Journal of Applied Research, 4(2), 321-325.

Dollard, M. F., & Bakker, A. B. (2010). Psychosocial safety climate as a precursor to conducive work environments, psychological health problems, and employee engagement. Journal of Occupational and Organizational Psychology, 83, 579-599.

Gorgonio, J. P. R. (2017).School Climate Determinants: Perception and Implications, Asia Pacific Journal of Education, Arts and Sciences, 4(2), 31-37.

Halpin, A. W., & Croft, D. B. (1963). Organizational climate of schools. Chicago: Midwest Administration Center, University of Chicago.

Heidari, Z., Askarian, M.& Davayi, M.(2010). Relationship between Organizational Climate and Conflict Management from Teachers’ Viewpoints. Journal of Modern Industrial/Organization Psychology, 1(3), 65-74. [Persian]

Hermans, H. J. M. (1970). A Questionnaire Measure of Achievement. Journal of Applied Psychology, 54, 353-363.

Hwang, F. F. (2007). The Relationship between Emotional Intelligence and Teaching Effectiveness. Submitted to the College of Graduate Studies Texas A &M University-Kingsville and Texas A &M University-Corpus Christi in partial Fulfillment of the Requirements for the Degree of Doctor of Education.

Issah, E., Abubakari, A., & Wuptiga, J. (2016). State of academic facilities and its influence on teachers’ job stress in Tamale polytechnic. African Journal of Business Management, 10(2), 24-31.

Krejcie, R. V., & Morgan, D. W. (1970) Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-61.

Kuo, Y. F. (2006). Influences on Employee Career Strategy Adoption in the Information Service Industry, Superior Leadership Style or Employee Achievement Motivation, International Journal of Management, 23, 125-132.

Mauno, S., Kinnunen, U., & Ruokolainen, M. (2007). Job demands and resources as antecedent of work engagement: A longitudinal study. Journal of Behavior, 70, 149-171.

Picard, K., & Kutsyuruba, B. (2017). Teachers’ Engagement in Professional Development: A Collective Case Study.Educational Policies and Current Practices, 2(2), 89-100.

Pierra, N. (2015). Investigating the relationship between job satisfaction, job engagement and job adjustment among elementary school teachers in Hashtroud city in academic year of 94-93, Master's degree in Educational Psychology, University of Mohaghegh Ardabili, Ardebil. [Persian]

Preacher, K. J., & Hayes, A. F. (2008). Contemporary approaches to assessing mediation in communication research. In A. F. Hayes, M. D. Slater, & L. B. Snyder (Eds.), The Sage sourcebook of advanced data analysis methods for communication research (13–54).

Raman, A., Ling, C. C., & Khalid, R. (2015). Relationship between School Climate and Teachers’ Commitment in an Excellent School of Kubang Pasu District, Kedah, Malaysia. Mediterranean Journal of Social Sciences, 6(3), 163-173.

Resaoner, R. W. (2004). Review of self-esteem research. International council for self- esteem, port Ludlow, W.A.

Robbins, S. (2005). Organizational behavior, 9th ed. Prenticehall, Inc 2005.

Rogers, G. S. (2005). A study of the relationship of principal emotional intelligence comptencies to middel school organizational climate and health in the state of Washington. Journal of Management, 25, 152-142.

Sarafidou, J., & Chatziioannidis, G. (2013). Teacher participation in decision making and its impact on school and teachers. International Journal of Educational Management, 27(2), 170-183.

Samari, A., & Tahmasebi, M. (2001). The Relationship between Emotional Intelligence & Academic Achievement. Journal of Mental Health, 9(35), 121-128. [Persian]

Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources and their relationship with burnout and engagement: A multisample study. Journal of Organizational Behavior, 25, 293-315.

Schaubroeck, J. (1990). Investigating reciprocal causation in organizational behavior research. Journal of Organizational Behavior, 11, 17-28.

Schoufeli, W. B., Bakker, A. B., & Salanova, M. (2002). The measurement of work engagement with a short questionnaire. A cross-national study, Educational and Psychological Measurement, 66, 701-716.

Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J.T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167–177.

Tek-ong, E. (2008). The effect of smart schooling on student attitude toward science, erusia. Journal of Mathematic Science Educational Technology, 5(1), 35-45.

Journal of Educational Sciences

The casual relationship between school climate and educational facilities with job engagement directly and with the mediator of emotional intelligence and achieved motivation of teachers in the city of Ramshir

References

References

Volume 26, Issue 2
December 2019
Pages 89-108

The casual relationship between school climate and educational facilities with job engagement directly and with the mediator of emotional intelligence and achieved motivation of teachers in the city of Ramshir

References

References

Volume 26, Issue 2December 2019Pages 89-108

Volume 26, Issue 2
December 2019
Pages 89-108