Javad Laleh; Afsaneh Saber Garakani; Alauddin Etemad Ahari
Abstract
Purpose: The main purpose of the research is to model the structural equations of the relationship between psychological capital and the professional competence of educational managers with the mediation of organizational culture in Damavand schools.Methodology: This research was applied in terms of ...
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Purpose: The main purpose of the research is to model the structural equations of the relationship between psychological capital and the professional competence of educational managers with the mediation of organizational culture in Damavand schools.Methodology: This research was applied in terms of purpose and structural equation modeling in terms of descriptive method. The statistical population was all the educational managers of schools in Damavand city in the academic year 2019-2020, and 240 people were selected by stratified random sampling as the sample size with the method suggested by Schumacher and Lomax (2004). The research tools of Loutans (2007) 24-question psychological capital questionnaire, Denison's (2000) 60-question organizational culture questionnaire, and Melainejad's 39-question professional qualifications questionnaire (2013) were used and their validity and reliability were retested, and Cronbach's alpha coefficients were all The components were close to or higher than 0.7. The data were analyzed with correlation coefficients, mean, standard deviation, Pearson correlation test and structural equation modeling method in SPSS-25 and AMOS-24 software.Findings: The findings showed that the direct paths of psychological capital to professional competence in educational managers and the indirect path of psychological capital to professional competence with the mediation of organizational culture were significant. Regarding the mediation of organizational culture components, organizational culture participation factor 54%, organizational culture integrity 49%, organizational culture compatibility 48%, and organizational culture mission factor, psychological capital and social capital explain a total of 46% of the variance of professional competence in educational managers. Conclusion: The findings of this research emphasize the importance of the mediating role of organizational culture in the relationship between psychological capital and the professional competence of educational managers.
Samira Ashkbous; Mehri Darayi; Ebrahim Pourhosseini
Abstract
purpose: this study aimed to design and validate the organizational culture model in Lorestan university of medical sciences.Methodology: the exploratory mixed (qualitative-quantitative) method was used in this applied study. In the qualitative part, the Delphi panel technique was used, where 15 experts ...
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purpose: this study aimed to design and validate the organizational culture model in Lorestan university of medical sciences.Methodology: the exploratory mixed (qualitative-quantitative) method was used in this applied study. In the qualitative part, the Delphi panel technique was used, where 15 experts participated in three rounds in completing the questionnaire and determining the components and indicators of organizational culture. In the quantitative part, the statistical population consisted of managers and a variety of employees of Lorestan University of Medical Sciences (8023 people) in 2020, among whom 367 people were selected as the sample size by simple random sampling and based on Cochran's formula. The research tool was a questionnaire obtained by the experts in the Delphi panel, the reliability of which was obtained 0.82 using the Cronbach's alpha test. The data were analyzed through descriptive statistics (mean, frequency and percentage) in Spss24 software and inferential statistics of structural equations in Smart plsV3.2.8.Findings: The findings of the Delphi technique showed that organizational culture had 8 components and 54 indicators. The results of structural equations also showed that the factor loads of organizational culture components were as follows Respectively: result orientation (0.81), teamwork orientation (0.61), governance and leadership (0.58), optimal communication pattern (0.47), emphasis on details (0.49), idea generation and joint responsibility (0.41) and adaptability (0.38).Conclusion: It can be concluded that organizational culture has several components according to which planners and university administrators can take effective steps to promote organizational culture in medical universities by giving importance to each of these components.
Afsaneh Peermoghan; Rezvan Hosseingholizadeh; Mohsen Noghani Dokht Bahmani
Abstract
Purpose: The purpose of this study was to study the ethnographic organizational culture of the two primary schools in Mashhad based on Schein's model.Methodology: This study was applied in terms of purpose and ethnography with a qualitative approach. The study sample consisted of 15 principals, deputies, ...
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Purpose: The purpose of this study was to study the ethnographic organizational culture of the two primary schools in Mashhad based on Schein's model.Methodology: This study was applied in terms of purpose and ethnography with a qualitative approach. The study sample consisted of 15 principals, deputies, teachers and students in two primary schools for girls and boys in the city of Mashhad in the academic year 2019-20 who were selected in a purposeful manner and according to the principle of saturation. Sample volume adequacy was determined based on theoretical saturation. In order to collect data, semi-participatory observation and semi-structured interviews were used and for data analysis, coding technique was used in three stages of open, axial and selective coding. The validity of the results was provided by the members of the research team based on the four criteria of Goba and Lincoln, with the assurance of the "authenticity" of the data, as well as the coding and review.Findings: The results showed the identification and extraction of 37 selective categories at three levels of behavioral patterns (18 selective codes), values and norms (12 selective codes), and fundamental assumptions and beliefs (7 selective codes) based on Schein's view. Out of 436 open codes, 227 open codes at the level of behavioral patterns, 121 open codes at the level of values and beliefs, and 88 open codes at the level of basic assumptions were identified. Out of a total of 88 central codes, 42 codes were extracted at the level of behavioral patterns, 29 codes at the level of values and norms, and 17 codes at the level of basic assumptions of organizational culture. Important features of organizational culture at the level of behavioral patterns can be poor social interaction between school members and inappropriate behavior of school staff with students and at the level of values and norms to cooperation, social empathy with parents and student motivation, and at the level of assumptions to cooperation. He mentioned the cooperation of parents and students in school affairs, students' discipline, school identity, monitoring and management of staff disciplinary behavior, and staff accountability.Conclusion: Given the dominance of bureaucratic, formal and controlling organizational culture characteristics in the studied schools and the dichotomy between bureaucracy and participation in the three levels of organizational culture, it is necessary to pay special attention to the soft and multi-layered category of school organizational culture. Especially in the field of teaching and learning, in the educational policy-making and decision-making process at the local and national levels by educational policy makers, especially school principals.
Sakine Rezaie Siroos; Mohammad Naghi Imani; Asghar Sharifi
Abstract
Purpose: The present study aimed to provide a model for predicting return on investment in training and improvement of human resources based on the components of organizational culture and professional competence. Methodology: The research method was applied in terms of purpose and (quantitative) in ...
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Purpose: The present study aimed to provide a model for predicting return on investment in training and improvement of human resources based on the components of organizational culture and professional competence. Methodology: The research method was applied in terms of purpose and (quantitative) in terms of data type. The statistical population included the mayors of Tehran, who were selected using Cochran’s formula and stratified random sampling, 315 people. Data collection was done by two methods: documentary and field (standard and researcher-made questionnaire). In the present study, in order to determine the validity of the questionnaire, apparent, content and structural validity were used, and to determine the reliability, Cronbach’s alpha and combined reliability were used, which were all confirmed. To analyze the data, structural equation modeling tests using SMAR PLS software and one-group t-test were used. Result: According to the findings of organizational culture, research and professional competence for return on investment in education and human resource creation of Tehran Municipality is effective. Conclusion: The results showed that the components of organizational culture, professional competence, as predictors of return on investment in education and improvement
