جستجوی مقالات مرتبط با کلیدواژه « توان پاسخگویی به محیط » در نشریات گروه « علوم انسانی »

This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process.

Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools