جستجوی مقالات مرتبط با کلیدواژه « استقلال شغلی » در نشریات گروه « علوم تربیتی »

the aim of the research is to investigate the relationship between teachers' perception of synergistic leadership style and innovative performance with the mediating role of job self-efficacy and job independence. The type of research was descriptive-correlational, and the statistical population consisted of 3327 teachers in Kashan city that by using Morgan's table and stratified random sampling method 337 people were selected as a sample. The research tool included four questionnaires of synergistic leadership (Yousof Boroujerdi et al, 2021), innovative performance (Scott & Bruce, 1994), job independence (Zare Ahmadabadi et al, 2018) and job self-efficacy (Wilk & Moynihan, 2005). The reliability of the questionnaires was estimated through Cronbach's alpha coefficient of 0.99 for synergistic leadership, 0.89 for innovative performance, 0.96 for job independence, and 0.88 for job self-efficacy. In order to analyze the data, statistical software such as SPSS and Smart Pls were used at the descriptive & inferential levels. The results showed that the mean of all four variables of synergistic leadership, innovative performance, job independence and job self-efficacy was above average. Path coefficients showed synergistic leadership with (Beta=0.14, P=0.003), job independence with (Beta=0.575, P=0.001) and job self-efficacy with (Beta= 0.28, P= 0.001) has a positive and significant effect on teachers' innovative performance. Therefore, it can be concluded that if teachers have a positive perception of synergistic leadership, they will have more job independence and self-efficacy. The synergistic leadership by increasing job independence and self-efficacy can help to increase and improve the innovative behavior of teachers.

The growth and development of any country depends on its education and teachers are an important factor affecting this progress.. This research was an applied research in terms of the aim and regarding data collection was correlation. The data analysis method is path analysis type.The statistical population were all senior high-school teachers in Urmia city that between them 306 teachers were selected as research sample by utilizing Morgan table and proportionate stratified random sampling technique. Tools of this research included researcher-made questionnaire for appraisal the performance of teachers)Pourheydar&etal,1398), job enthusiasm (Schaufeli&Baker,2003), organizational trust (Skut & Rader,2003) and learning enjoyment (pekran,2005), job autonomy(Fridman,1999). The content validity, confirmatory and exploratory factor analysis for validity of instrument were tested, and confirmed. Reliability of instruments were confirmed by Cronbach’s alpha test. According to findings tested model is fitness. Mediating role of teachers performance appraisal in relationship between learning enjoyment, job enthusiasm with job autonomy and organizationa l trust was confirmed. In order to creat e learning enjoyment in students and job enthusiasm in teachers we can develop teachers job autonomy and creat e a climate of trust in the school while accurately appraisal their performance.

The aim of this study was to investigate the effect of telework (TW) on job satisfaction (JS) with the mediating role of perceived independence and conflict between work and family. The statistical population of this study was 2280 people from the staff of government offices in Quds city. Cochran sampling formula showed that 328 people were identified as sufficient for sampling. However, researchers considered 501 participants to reduce sampling error. The sampling method was simple random sampling. In order to measure TW, JS, Work-Family Conflict (WFC) and in order to Measure job independence (JI), standard questionnaires were used. Hypotheses were analyzed using confirmatory factor analysis and structural equations using SPSS and SMARTPLS software. Findings showed that teleworking has a significant effect on job satisfaction, perceived independence and the conflict between work and family. In addition, the findings showed that work-family conflict between telecommuting and job satisfaction has a mediating and significant role. Perceived job independence also plays a mediating role between telecommuting and job satisfaction. Based on findings, the mediating roles of work-family conflict and perceived independence were confirmed.

The aim of this study was to investigate the impact of occupational stress on job autonomy and job performance of physical education teachers in elementary schools in Fars province.

The descriptive-correlational method was used in this research. The study population included all physical education teachers in Fars province, and convenience sampling was used for data collection. A total of 337 individuals completed the questionnaires. The occupational stress questionnaire of Andam and Asadi (2015) was used to collect data on occupational stress, and its reliability and validity were reported as acceptable. The job autonomy questionnaire of T.I.S with 18 questions was used to collect data on job autonomy, and its reliability and validity were also reported as acceptable. The job performance questionnaire of Patterson (1990) was used to collect data on job performance.

The results showed a significant and inverse relationship between perceived occupational stress of physical education teachers and their job autonomy and job performance in elementary schools in Fars province, with the correlation coefficient being -0.719 and -0.770 respectively. Occupational stress had a significant effect on both job autonomy and job performance, with the beta coefficient of occupational stress having the greatest impact on job performance with a value of -0.535. Occupational stress also had a significant impact on general autonomy and curriculum autonomy, with the beta coefficient of occupational stress having the greatest impact on curriculum autonomy with a value of -0.668 However, occupational stress also had a significant impact on general autonomy with a beta coefficient of 0.117, which was less than the impact on curriculum autonomy.

It is necessary to consider that in order to improve performance and job independence, one should focus on reducing the level of job stress

Nowadays the role of human resources and attitudes of personnel are very essential in gaining achievements and competitive advantage. In this regard, paying attention to the morale and perceptions of employess plays a vital role. promoting organizational justice perception and job enthusiasm are the challenges for managers to achieve the goals of organization, so the purpose of this research was study the mediating role of performance evaluation in relationships between organizational structure and job autonomy with organizational justice perception and job enthusiasm.This research was an applied research in terms of the aim and it was descriptive correlational research in terms of method. The statistical population of this study consists of all the senior high-school teachers in urmia city in academic year 2018-19 which were about 831 individuals (137 teacher from educational district 1 and 169 teacher from educational district 2) . 306 individuals were selected by morgan table and stratified random sampling method. Data collection tools were researcher-made questionnaire for evaluating the performance of teachers(its dimensions included teacher prerequisites, professional responsibility, planning and preparation, organization and classroom management, teacher’s personal characteristics, education or teaching. and standard questionnaire for organizational structure (Rabins, Ivanowich,1989, its’ dimensions included centralization, complexity,officialism), justice perception questionnaire (kolcoit,2001, its dimensions included distribution justice,procedural justice, informational justice, interpersonal justice.), job enthusiasm questionnaire (salanova, Schaufeli,2003, its’ dimensions included: power, commitment, absorption.), teacher autonomy questionnaire (Fridman,1999, its’ dimensions included: creating school identity, teaching and achievement evaluation , parent participation ). Validity of the questionnaire were confirmed through using experts opinions, confirmatory and exploratory factor analysis . Reliability of the questionnaires were obtained by using Cronbach’s alpha test. The values of Alpha coefficients for the questionnaires equaled: teacher performance evaluation= 0/86 , organizational structure= 0/77, organizational justice perception= 0/81,job enthusiasm= 0/89 , teacher autonomy= 0/79 therefore all of the values were approved.Based on skewness and kurtosis obtained from descriptive, statistics distributions of variables were normal.The conceptual model’s of research proposed had desired fitness. (AGFI=0/92 ,X2/df=1/78, RMSEA=0/06, CFI=0/97, GFI=0/9).The results of the correlation matrix of the research variables cleared that path analysis can be applied to study and test the conceptual model. SPSS and LISREL were two statistical soft-wares to serve the purpose of data analysis. Findings illustrated that the mediating role of performance evaluation in relationships of organizational structure and job autonomy with organizational justice perception and job enthusiasm were confirmed. (There were significant relationship between job autonomy and teacher performance evaluation(β=0/29)., between organizational structure and teacher performance evaluation(β=0/31, between teacher performance evaluation and job enthusiasm (β=0/26), between teacher performance evaluation and organizational justice perception(β=0/19). There was significant direct relationship between job autonomy and job enthusiasm.(β=0/27). Also, significant direct relationship between organizational structure and organizational justice perception was confirmed(β=0/46). Therefore job autonomy and organizational structure were indirect predictors of job enthusiasm and organizational justice perception, .job autonomy and teacher performance evaluation were predicted a total of 18% of job enthusiasm variance. organizational structure and teacher performance evaluation predicted a total of 31% of organizational justice perception variance. organizational structure and job autonomy explained a total of 20% of teacher performance evaluation variance. To promote job enthusiasm and organizational justice perception, managers should promote job autonomy and reduce centralization and complexity of organizational structure and pay more attention to performance evaluation. Creating enthusiasm and motivation in employees can be done by a proper performance appraisal and reward system. Managers need to pay attention to the self-control and self –monitoring aspects of employees and reduce strict control through rules and regulations. The participatory , supportive and supervisory role of the association of parents and teachers should be strengthened as a non-profit,non-governmental civic organization, and its results should be used to improve the performance of teachers. principals can use teachers participation (self- evaluation) in order to enhance the evaluation quality and creat. organizational justice perception.Also , it is recommended to apply various approaches in teacher performance evaluation including evaluation by principles, colleagues, students and parents.This might be very effective in designing a service compensation system.Decreasing the hierarchical orders and generating informal and effective communications among teachers and principal causes teachers feel more commitment and attachment to school and their instructional tasks and also makes the external boundaries of school more permeable to responsiveness. The relation among school and the community should be prioritized through various actions such as school- home relations. Managers should look for the pros and cons of evaluation and help teachers be the best in their careers, rather than focusing on mistakes, .This way , they exploit evaluation as an incitant and take advantage of its supportive supervision role. Due to students’ differences in the abilities ,needs, interests, intelligence and skills , teachers can benefit from job autonomy as a vital factor in their instructional tasks. Principals can deligate teachers and with through this way promote job satisfaction, professional competence, increase self- confidence and enthusiasm in teachers .Courses for principals on how to evaluate performance leads to a accurate and logical evaluation approaches which will in turn lead to justice perception enhancement in teachers. This research faced limitations such as the large number of data collection tools, non-longitudinal research, use one type of tool(questionnaire) limitations on generalization of results. It is suggested that officials should consider more job autonomy for teachers in setting guidelines. it is also recommended that principals avoid strict regulations in their schools. Teachers performance evaluation and the service compensation system should be applied properly too.

The purpose of this study was to investigate the impact of causal effect of core self-evaluation, job autonomy and occupational hardiness on teachers' job performance. A causal correlational design was used in this research. The statistical population of this study consisted of all teachers working in Education Administration of Chaipareh City (West Azarbaijan) in the Academic Year 2017-2018 (N=306), among whom a total of 306 individuals were selected using random cluster sampling. The research tools used in the present study included Occupational Hardiness Questionnaire (Moreno-Jiménez, Rodríguez-Muñoz, Hernández and Blanco, 2014), Job Performance Questionnaire (Patterson, 1990), Core Self-evaluation Scale (Judge, Erez, Bono and Thoresen, 2003) and Job Autonomy Scale (Ganster, 1989).
The content validity of the questionnaires was confirmed by experts. Besides, internal reliability of the forenamed tools was examined through Cronbach's Alpha Test (0.79 for Hardiness, 0.84 for Job Performance, 0.79 for Core Self-evaluation and 0.85 for Job Autonomy). Data analysis was performed using Pearson Correlation Test and Path Analysis method to evaluate the causal model using SPSS and AMOS software. The results showed a positive, direct and significant relationship between job performance and occupational hardiness, job autonomy and core self-evaluation (P<0.001). In addition, the research data fitted with conceptual model of research and the structural equation model showed that it was possible to explain the teachers’ job performance through occupational hardiness and job autonomy.

The purpose of this study was to identify the impact of virtuous leadership on teachers’ organizational learning with the mediation of job autonomy in the academic year 1395-96. The research method was descriptive - correlation and based on structural equations model. Statistical population included all elementary school teachers at the Hamadan province and population size was 8567 people and sample size was 368 subjects and determined based on the Cochran formula. Three questionnaires were used in order to collect data with two items including:virtuous leadership, job autonomy and organizational learning. For appointment of the questionnaires validity used of the Confirmatory Factor Analysis, and to assess the reliability used by Cronbach's Alpha coefficient, was estimated 0/93, 0/84, and 0/85 respectively. After collecting the data analyzed by SPSS and LISREL.The findings showed that: Direct effect virtuous leadership on job autonomy and organizational learning is positive and significant. In addition, the indirect effect virtuous leadership on teachers’ organizational learning and with intermediary job autonomy is positive and significant. It is inferred from the results that school administrators' applying virtuous leadership style, and giving job autonomy lead to promotion of organizational learning of the teachers.

The aim of the present study was to determine the factors influencing the work alienation among teachers in technical colleges and professional schools in an attempt to help to reduce the gap. The study was of structural equation type. Because of the lack of a comprehensive understanding of alienation، centralization and formalization، attributes of work autonomy، job variety، challenge and creative environment، meaningful work، self-expression، the quality of work relationships، and understanding of justice were explored as explanatory factors through structural equation modeling. The research instrument was a questionnaire. It was administered on a sample of 436 respondents randomly sampled from a population (n=492) of teachers at colleges and vocational school in Guilan province. The results revealed that there was alienation in the sample with an index smaller than the expected mean. The most important and most effective predictors of alienation، in order، were lack of understanding of work، and then inability for self-expression، unsuitability of challenging and creative atmosphere، low quality work relationships، and a focus on the structural features of the organization.