نوع مقاله : مقاله پژوهشی (کمی)
نویسندگان
1 دانشجوی دکتری مدیریت منابع انسانی، دانشکده حکمرانی اسلامی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
2 استادیار، دانشکده حکمرانی اسلامی ، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
3 استادیار، گروه مدیریت، دانشگاه کربلا، کربلا، عراق.
4 دانشیار، دانشکده حکمرانی اسلامی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
چکیده
هدف: رفتار شهروندی سازمانی نقش مهمی در بهبود کیفیت خدمات سازمان‌ها از جمله سازمان آموزش‌وپرورش دارد. بنابراین، هدف این مطالعه ارزیابی رابطه بین مقوله‌های مدل شهروندی سازمانی در آموزش‌وپرورش بود.
روش: این مطالعه از نظر هدف کاربردی و از نظر شیوه اجرا توصیفی از نوع همبستگی بود. جامعه پژوهش مدیران و کارکنان آموزش‌وپرورش استان بابل در کشور عراق بودند و طبق فرمول کوکران حجم نمونه 385 نفر تعیین که این تعداد با روش نمونه‌گیری در دسترس انتخاب شدند. ابزار پژوهش پرسشنامه محقق‌ساخته شهروندی سازمانی در آموزش‌وپرورش با 61 گویه بود که داده‌های آن با روش‌های تحلیل عاملی اکتشافی و حداقل مربعات جزئی در نرم‌افزارهای SPSS-22و Smart-PLS-4 تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که پدیده محوری شهروندی سازمانی در آموزش‌وپرورش دارای 10 مولفه در 5 مقوله شرایط علّی، شرایط زمینه‌ای، شرایطه مداخله‌گر، راهبردها و پیامدها (هر کدام دو مولفه) بود که همه مولفه‌ها بار عاملی بالاتر از 50/0 و همه آنها پایایی کرونباخ و ترکیبی بالاتر از 70/0 داشتند. همچنین، ضرایب همبستگی مقوله‌های شرایط علّی، شرایط زمینه‌ای، شرایطه مداخله‌گر، پدیده محوری، راهبردها و پیامدها کمتر از 45/0 و حاکی از عدم همپوشانی آنها بود. علاوه بر آن، با توجه به شاخص‌های اشتراک و افزونگی، مدل شهروندی سازمانی در آموزش‌وپرورش برازش مناسبی داشت و اثر شرایط علّی، شرایط زمینه‌ای و شرایطه مداخله‌گر بر پدیده محوری، اثر پدیده محوری بر راهبردها و اثر راهبردها بر پیامدها معنادار بود (05/0P<).
نتیجه‌گیری: مدل طراحی‌شده شهروندی سازمانی در آموزش‌وپرورش می‌تواند به مدیران، مسئولان و برنامه‌ریزان آموزش‌وپرورش در طراحی برنامه‌هایی جهت بهبود شهروندی سازمانی در این سازمان کمک نماید.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
Evaluate the Relationship between the Categories of Organizational Citizenship Model in the Education of Babol Province in Iraq Country
نویسندگان [English]
- Mohammed Hamzah Mansoor Altalebi 1
- Mehrdad Sadeghi 2
- Riyaz Hossein Abais AlMurshidi 3
- Saeed Sharifi 4
1 PhD student in Human Resource Management, Faculty of Islamic Governance, Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran.
2 Assistant Professor, Faculty of Islamic Governance, Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran.
3 Assistant Professor, Department of Management, Karbala University, Karbala, Iraq.
4 Associate Professor, Faculty of Islamic Governance, Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran.
چکیده [English]
Purpose: Organizational citizenship behavior plays an important role in improving the service quality of organizations, including education organization. Therefore, the aim of this study was to evaluate the relationship between the categories of organizational citizenship model in the education.
Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was the education managers and workers of Babol province in Iraq country, and according to Cochran's formula the sample size was determined to be 385 people which this number was selected by available sampling method. The research tool was a researcher-made questionnaire of organizational citizenship in the education with 61 items, which its data were analyzed by exploratory factor analysis and partial least squares in SPSS-22 and Smart-PLS-4 software.
Findings: The findings showed that the central phenomenon of organizational citizenship in education had 10 components in 5 categories of causal conditions, contextual conditions, intervening conditions, strategies and consequences (each one two components), which all of components had a factor loading of higher than 0.50 and all of them had Cronbach and combined reliability of higher than 0.70. Also, the correlation coefficients of the categories of causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences were less than 0.45 and were indicated their non-overlapping. In addition, according to the indicators of commonality and redundancy, the organizational citizenship model in the education had a good fit and the effect of causal conditions, contextual conditions and intervening conditions on the central phenomenon, the effect of central phenomenon on the strategies and the effect of strategies on the consequences were significant (P<0.05).
Conclusion: The designed organizational citizenship model in the education can help to education managers, officials and planners in designing programs to improve the organizational citizenship in this organization.
کلیدواژه‌ها [English]
- Organizational Citizenship
- Organization
- Education
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