University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
A Study of the Relationship Between Secure Base Leadership and Schools’ Staff Happiness: Mediating Role of Psychological Safety
1
21
EN
sadaf
khalijian
Ph.D. Student of Educational Management, University of Shahid Beheshti , Tehran- Iran
sadafkhalijian@gmail.com
Gholamreza
Shams
0009-0003-7607-7231
Associate Professor, Department of Education University of SHahid beheshti . Tehran-Iran
gh_shams@sbu.ac.ir
Mohammad Hassan
Pardakhtchi
Profesor Department of Education University of SHahid beheshti . Tehran-Iran
pardakhtchi@sub.ac.ir
Sayyid Mohammad
Mirkamali
Profesor Department of Education University of Tehran . Tehran-Iran
mkamali@ut.ac.ir
The present study aimed at investigating the relationship between secure base leadership and schools’ staff happiness with mediating role of psychological safety. The method was descriptive-correlational one. The population was all of the staff (teachers and administrative staff) in Tehran public schools consisted of 373 were selected by multistage cluster sampling technique. In order to collect data, Edmondson''s psychological safety questionnaire (1999) and 2 researcher-made questionnaires of secure base leadership developed according to documents analysis of the results and interviews and happiness on the basis of Oxford (1990) have been used. Reliability of the questionnaires has been approved and the validity calculated by Cronbach''s alpha that were 0.81, 0.98 and 0.88 respectively. The result showed that there is a positive relationship between secure base leadership and psychological safety and staff happiness. The obtained experimental pattern from data analysis was fairly congruous with the conceptual model of the research.
Secure base leadership,psychological safety,happiness,schools
https://jsa.uok.ac.ir/article_58000.html
https://jsa.uok.ac.ir/article_58000_5370a29ce2f81cf62afc89d30fc24670.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Factors Affecting’ Organizational Behavior
23
45
EN
jafar
torkzadeh
0000-0002-2303-7573
Associate Professor, Department of Education University of SHiraz . SHiraz -Iran
djt2891@gmail.com
elham
razi
Assistant Professor, Department of Education University of SHiraz. SHiraz-Iran
e.razi7069@gmail.com
zahra
najafi
master student of educational administration, shiraz university
z.najafi230@gmail.com
This study aimed to analyze comparatively dimensions and factors affecting Shiraz school teachers’ organizational behavior. The present study was a descriptive-survey. Research population included 632 elementary schools in the four districts of Shiraz that 59 schools were selected by multistage cluster sampling. The data were collected using Torkzadeh and Dehghan Harati’s scale (2016) which were distributed and collected 630 copies after calculating their reliability and validity. The results of this research showed that the dominant dimension of teachers’ organizational behavior is the individual dimension. On the other hand, although there was no dominant factor in the teachers’ organizational behavior, the results of Friedman test indicated that from the teachers’ perspective, the ability factor has the highest priority rank and the policy factor has the lowest priority rank. In addition, organizational behavior factors showed a significant difference only with the demographic characteristics of the gender and employment status. However, there was no significant difference between the dimensions of organizational behavior with any of the demographic characteristics and between organizational behavior factors with other demographic characteristics.
Organizational Behavior,teachers,School,Education
https://jsa.uok.ac.ir/article_57999.html
https://jsa.uok.ac.ir/article_57999_8a3eb1fb7790b7be11d6e94300a46fdc.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
The Role of Talent Management in the Organizational Health
47
61
EN
HOJJATOLLAH
DARAFSH
Assistant Professor, Department of Educational Sciences, Shahid Chamran University of Ahvaz. Khuzestan, Iran
h.drafsh@scu.ac.ir
Hamid
Farhadirad
0000-0002-2738-6957
Assistant Professor, Department of Educational Sciences, Shahid Chamran University of Ahvaz. Khuzestan, Iran
h.farhadirad@scu.ac.ir
Azita
Abhark
Masters student Educational Management, Shahid Chamran University of Ahvaz-Ahvaz-Iran
azita@yahoo.com
<sub>The aim of this study was the Role of Talent Management on High schools Organizational Health of Ahvaz Secondary Schools. The method of study was descriptive-correlation. Population was all principal, assistants and secondary school teachers from Ahvaz Educational Administrate district 2 (N=1283). Through simple random sampling selected sample that include 295 people from the mentioned schools of Ahvaz. The tools were questionnaires of Talent Management derived from Swim model (2009) and Organizational Health Inventory for Schools of Hoy and Feldman (1987). Data were analyzed using statistical tests of correlation coefficient and multiple regression analysis with stepwise method. The results showed that significant correlation was observed among Talent Management and its components with Organizational Health. Also multiple regression analysis with stepwise method showed that from the Talent Management components, only performance management of employee and reward & recognition of employee have predicted of Organizational Health, so that 0/17 of the total variance of Organizational Health was explained by these components.</sub>
talent management,organizational health,Educational Administrate,Secondary Schools
https://jsa.uok.ac.ir/article_58090.html
https://jsa.uok.ac.ir/article_58090_807ac878b1f114b1c20a0c24b194343b.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
03
11
Representation of Teachers' Experience From Inappropriate Interactions with School Principals
63
85
EN
Naser
Shirbagi
0000-0001-8770-4227
Associate Professor, Department of Education University Of Kurdistan . Sanandaj -Iran
nshirbagi@uok.ac.ir
Omid
Moradi
MA of Education. University of Kurdistan, Sanandaj, Iran
o.moradi1394@gmail.com
The present research aims in identifying inappropriate interactions of school principals with teachers to improve organizational behavior in educational settings. A descriptive phenomenology was applied. The research field includes high school in Sanandaj. Purposeful sampling method was used and participants were invited in a snowball manner. Data collection tool was a semi-structured interview protocol which was performed with 25 teachers. During a three stages coding process for the analysis of data, the major and minor categories of the process of formation of mistreatment of school principals with teachers were obtained. For data validation, two methods of review by participants and review by non-participant experts were used. Coding results demonstrated that different types of inappropriate interactions of school principals with teachers included verbal levels and non-verbal Factors affecting the inappropriate interactions of school principals include organizational factors (administrative), environmental factors, personal and psychological factors, and school factors. In order to cope with inappropriate interactions, teachers use two active and inactive strategies. The consequences of principals’ inappropriate interactions consist of destructive impact upon teachers’ emotional and psychological condition, disturbing teachers’ relationships, disturbing decision making and Classroom disruption
inappropriate interaction,principals,Organizational Behavior,Descriptive phenomenology
https://jsa.uok.ac.ir/article_57915.html
https://jsa.uok.ac.ir/article_57915_75f60b81679d606e908a4011b85513e1.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Investigating the Effect of Organizational Climate on Organizational Citizenship Behavior of Teachers with Role of Mediate Individual Accountability
87
107
EN
Alireza
Ghlaeei
Assistant Professor, Department of Education Urmia University, Urmia-Iran
a.ghaleei@urmia.ac.ir
Behnaz
Mohajeran
Associate Professor, Department of Education University of University of Uremia, Iran
behi217@yahoo.com
Afshin
Divband
0000-0002-5404-4792
Ph.D. Student of Educational Management, University of Urmia University, Urmia-Iran
afshin.divband@gmail.com
The research method was descriptive – correlation. The statistical population of this study consisted of all primary school teachers for public schools for girls area One is city of Urmia There were 340 people. By using simple random sampling 180 person Based on the Cochran formula were selected as statistical sample. The data were collected through three standard questionnaire; organizational climate Halpyn and Kraft (2000), individual accountability questionnaire Hachvartr (2005) & questionnaire Padsakf organizational citizenship behavior (1990) were used. To determine the validity of content and Cronbach's alpha coefficient was used to assess the reliability of that in order α= 0/84, α= 0/77, α= 0/89. The results showed that organizational climate on individual accountability of teachers & organizational citizenship behavior Them significant positive effect. Individual accountability has a direct effect on organizational citizenship behavior (0/36) is positive and significant. The results also reflect the indirect effects of climate on organizational citizenship behavior mediated by Individual accountability (0/18) is positive and significant. From practical research tips This point can be noted managers and educators By creating a positive and constructive Climate in schools that emphasizes teachers' accountability field for Outbreak Citizenship Behaviors & spontaneous By teachers provide
Organizational Climate,individual accountability,organizational citizenship behavior,Primary school teachers
https://jsa.uok.ac.ir/article_57966.html
https://jsa.uok.ac.ir/article_57966_6c709cfffc3d711a6702a3530c11cdd1.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Indicators of a successful educational leader;
Findings of a phenomenological study
109
128
EN
seyed mohamad
mard
Ph.D. Student of Educational Management in
The Kharazmi University.Tehran.Iran
abi589@yahoo.com
Hasan Reza
Zaynabadi
Education, Kharazmi University of Tehran
hzeinabadi@yahoo.com
Bijan
Abdollahi
0000-0002-1900-0356
Management, Faculty of Management, Kharazmi University, Tehran, Iran
biabdollahi@khu.ac.ir
HAMID REZA
ARASTEH
managemer
arastehhr@yahoo.com
JSA-1707-1182 (R3)
The purpose of is The present study aimed to identify the markers of a successful<br /> educational leader in the school and within the framework of the qualitative approach using the<br /> phenomenological strategy. The statistical population of the study consists of professors of<br /> educational management of faculties of educational sciences of public universities and high<br /> school teachers in Tehran during the academic year of were selected through targeted 2011-2012<br /> . Of these, 30 sampling to achieve theoretical saturation. Data were collected using semi<br /> structured interviews. In order to analyze the data from the interview, a temporal analysis was<br /> used. The findings of this study showed that the successful educational leader for secondary<br /> schools in Tehran has 36 indicators in five categories: direction, cultural management and<br /> organizational climate, educational monitoring and evaluation, management on learning process<br /> - learning in school, and professional growth and development.
https://jsa.uok.ac.ir/article_57952.html
https://jsa.uok.ac.ir/article_57952_93fc2ec6f8cd627e6190f0fe78f27cda.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Identifying and Measuring the Components of High School Teachers Development (Case Study: Tehran Province)
129
150
EN
mehri
ghanizadeh
Ph.D. Student of Educational Management, Islamic Azad University, Research Branch, Tehran, Iran.
mg.ghanizade@gmail.com
Parivash
jafari
Associate Professor, Faculty of Management, Islamic Azad University, Science and Research Branch, Tehran
pjaafari@yahoo.com
Nadergholi
Ghourchian
Professor of Educational Management, Faculty of Management and Economics, Islamic Azad University, Science and Research Branch, Tehran, Iran
n.ghourchian@srbiau.ac.ir
The present study was conducted to identify and measure the components of development of high school teachers in Tehran province. The method of the study is applied- descriptive survey in terms of the purpose. In terms of time, it is among cross-sectional studies which used mixed method. According to purposive sampling method and saturation principle, the population in qualitative section includes 14 academic and educational experts who have executive record in decision making. In qualitative section, data were collected by interview and to ensure the tools’ validity, the views of educational experts were used. In quantitative section, the researcher-based questionnaire was used and face validity, content and construct validity (convergent and divergent validity) were measured. To determine the reliability of the questionnaire, Cronbach's alpha coefficient and combined reliability were also used. The results show the study tools were reliable. Data analysis in qualitative section, was done by content analysis and in quantitative section, it was done in two sections, descriptive (Mean, frequency,…) and inferential (Structural Equation Modeling) using SPSS. The results of the study indicated that the teachers’ development include 8 dimensions and 74 components involve pedagogical and subject knowledge, self-maturity, basic competencies, social-emotional competencies, moral-spiritual competencies and professional identity
teacher,development,Competency,professional development
https://jsa.uok.ac.ir/article_57167.html
https://jsa.uok.ac.ir/article_57167_f29d8e1c0ad07d3ae00e0905f29cfc18.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Identifying the dimensions and behavioral indicators of school principals in the context of quantum paradigm: qualitative research
173
191
EN
Bita
Abdolhoseini
0000-0001-9035-7780
Farhangian University, Tehran; Iran
babdolhoseini@gmail.com
bijan
abdollahi
0000-0002-1900-0356
Management, Faculty of Management, Kharazmi University, Tehran, Iran
biabdollahi@khu.ac.ir
Hasan Reza
Zaynabadi
Education, Kharazmi University of Tehran
hzeinabadi@yahoo.com
saeed
zarghami
Philosophy of Education, Faculty of Educational Sciences, Kharazmi University, Tehran, Iran
zarghamii2005@yahoo.com
School students as customer and product of educational system make the management of schools different and more complex than other organizations. The purpose of this study is to identify the dimensions and behavioral indicators of school principals in quantum context. In this research, content analysis is done with a qualitative approach. The number of documents studied was 41, which was selected from valid scientific databases and between 2000 and 2017. A total of 8 teachers and administrators of the schools and professors of the university were selected through targeted sampling and interviewed in a semi-structured way. In order to investigate the validity of the findings, the methods of aligning data resources and researcher Self review is used for determining the reliability of the agreement between the two encoders. Content analysis and open and axial coding were used for data analysis. The findings showed that the behavioral characteristics of managers included 8 dimensions of vision, thinking, feeling, knowing, trusting, acting, communication and learning, which were obtained from 29 domains and 95 indicators. Then, it distinguishes learning from school management from management in other environments. This research can lead to the development of a questionnaire, to examine the status of school administrators at the present time.
Behavioral dimensions,behavioral characteristics,School administrators,the paradigm of quantum
https://jsa.uok.ac.ir/article_58073.html
https://jsa.uok.ac.ir/article_58073_056ba070e7046e9a75d8f97f91cb5e17.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
A meta-analysis on researchs on effective factors on the performance of school principals
193
215
EN
bijan
rezaee
Associate Professor of Educational Management, Razi University, Kermanshah, Iran
rezaee61@yahoo.com
hamdola
tarin
Master of Educational Management, Kermanshah, Iran
paryab_2020@yahoo.com
Factors affecting the performance of school principals and determine how important they can be used in strategic decision making and Increase the efficiency and effectiveness of the education system. This study aimed to combine the quantitative results of research in the factors affecting the performance of school principals in Iran. was usedIn order to collect the required data from a coded form and to analyze data analysis and comprehensive meta-analysis (CMA2). were identified Among the works carried out and in the relevant scientific research bases, 19 study and 43 hypothesis and 34 variables.Meta-analysis results showed that there is a significant difference between the effect sizes obtained and variables job satisfaction effect size 0/71, stability management with effect sizes 0/62, management experience effect size 0/56, and creativity with effect size 0/52,To have the highest impact Respectively, have the highest impact on the performance issue principals Iran.
effect size,the performance of school principals,Meta-Analysis
https://jsa.uok.ac.ir/article_57953.html
https://jsa.uok.ac.ir/article_57953_c34f8735d9fca8cedeaaa5f281fc263a.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Teacher leadership and The Scale of its Measurement in Schools
217
236
EN
reza
hoveida
Associate Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan
r.hoveida@edu.ui.ac.ir
seyed hedayatollah
davarpanah
PHD student of Higher Education Management, University of Isfahan
h.davarpanah1991@gmail.com
hamed
rezaeian
Master of Educational Management, University of Isfahan
h.rezaei11@yahoo.com
The purpose of this study was to study teacher leadership, construct and validate the scale of its measurement in schools. Research method was descriptive and statistical population included all High School Teachers in Yasuj City, 740 persons in academic year 2016- 2017. We used theoretical and empirical basis of research for designing a scale of 43 items to measure teacher leadership in dimensions of "knowledge and ability", "developmental vision", "ethics", "accountability", "influence", "participation", "Creating a positive environment " and " appreciation ". Content validity of the questionnaire was confirmed by experts. The sample size was selected totaled 252 persons based on Krejcie and Morgan(1970) table and researcher-made questionnaire was distributed among them. After obtaining content validity and being Significant of the Bartlett test (P≤ 0.05), divergent validity was investigated using exploratory analysis and findings showed that 8 factors totally explain 60 percent of variance test, and all items except items 6, 7, 32 and 38 had acceptable factor loading according to their own factors, and finally 39 items Confirmed. The Construct validity of questionnaire was investigated through first and second order confirmatory factor analysis and The results showed that all dimensions of the questionnaire have significant correlation coefficients (t≥ 1.96), also, The results showed that all factors have a significant loading factor with the teacher leadership. Furthermore, the results indicated that the Cronbach's alpha coefficient of the total teacher leadership scale and all its dimensions were more than 0.70, indicating the desirability of the reliability of the designed questionnaire.
teacher,Leadership
https://jsa.uok.ac.ir/article_58077.html
https://jsa.uok.ac.ir/article_58077_8147e1e10ca0db4c4d2d8bcd3b25b129.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
The improving of teachers’ organizational performance based on virtuous leadership model with the mediation of organizational learning
237
254
EN
Ashghar
Eskandari
Bualisina University
as.eskandari2020@yahoo.com
Siros
GHanbari
0000-0002-2541-693x
Associate Professor, University of Bu Ali Sina, Hamedan. Iran
siroosghanbari@yahoo.com
The purpose of this research is to identify the effect of virtuous leadership on teachers’ organizational performance and with the mediation of organizational learning. The research method was descriptive - correlation and based on structural equations model. Statistical population included all elementary schools teachers at the Hamadan province of the number 8567 people and sample size of 368 subjects was determined based on the Cochran formula. For collecting data was used from the three questionnaires with items: virtuous leadership, organizational learning and organizational performance. 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, 0/85, and 0/91 respectively. After collecting the data analyzed by SPSS and LISREL. Results showed that: virtuous leadership has an effect positive and significant on teachers’ organizational performance and organizational learning. In addition, the indirect effect virtuous leadership on teachers’ organizational performance with intermediary of organizational learning is positive and significant. Accordingly, for enhancing of teachers’ organizational performance, schools leaders and administrators can focus on components of virtuous leadership and for facilitate this process utilize of the organizational learning.
Virtuous Leadership,Performance,learning,Elementary School
https://jsa.uok.ac.ir/article_57996.html
https://jsa.uok.ac.ir/article_57996_dfa46c0d0a2a9669fd7d5f79050805f0.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Effect of Spiritual Leadership of Principals on Spirituality at Work: Mediating Role of Organizational Justice
255
276
EN
jamal
barkhoda
0000-0002-0695-7255
Ph.D. Student of Educational Management, Kurdistan University, Sanandaj, Iran
barkhoda.jamal@yahoo.com
mohammad
asadi
Ph.D. Student of Educational Management, Kurdistan University, Sanandaj, Iran
asadi.mohammad@yahoo.com
Mohamad Amjad
Zabardast
Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran.
mazabardast@yahoo.com
1JSA-1705-1148(R1)
This research was conducted to determine the effects of structural factors of spiritual leadership on spirituality at work regarding mediating role of organizational justice among high school teachers in Sanandaj City. The research based on the purpose, is a applied one, and based on nature and method of conducting the research, is a descriptive-correlational study. The population of this research was all of high school teachers in Sanandaj city, consisted of a sample of 384 people selected through simple random sampling. Meanwhile, 342 people of them submitted questionnaires filled completely. To gather the data, data of 3 standard questionnares of spiritual leadership, organizational justice and spirituality wrer used. so that the measure for the spiritual leadership questionnare was. /89, organizational justice was. /85 and spirituality at work was. /90. To analyze the data, Pearson correlation coefficient, multiple regression, structural equation test (to confirm the fit of conceptual model of the study) was used. The results showed that the direct regression effect of spiritual leadership on spirituality at work was. /67, indirect regression effect was. /13 and general regression effect of spiritual leadership on spirituality at work was. /80. Accordingly, it can be said that effect of structural factors of spiritual leadership and organizational justice on spirituality at work among high school teachers is significant and organizational justice conveys a meditating role between structural factors of spiritual leadership and spirituality at work among high school teachers
spiritual leadership,Organizational Justice,spirituality at work,Structural equation
https://jsa.uok.ac.ir/article_48139.html
https://jsa.uok.ac.ir/article_48139_2fecbab507e436fbbb515e4f027f15b1.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Investigate Application of Aspect of Social Capital inTehran Schools, Qualitative Study
277
297
EN
Marzieh
Dehghani
Assistant Professor, Faculty of Psychology and Education University of Tehran, Tehran, Iran
dehghani_m3@yahoo.com
mohaddeseh
faraji
student
mhf.1371@gmail.com
Today, in addition to economic capital, cultural and symbolic capital, social capital is another name. This concept refer to links and relationship between members of a network as a valuable resource and by making norms and mutual trust that helps to reach goals members. Social capital is useful at school for school effectiveness that is why it is essential to maintain and achieve social capital for school. The aim of this study was to investigate of application of the aspects of social capital in schools in Tehran. The research population is the school administrators. A phenomenological qualitative research method is used. 15 persons of research population, Nodal targeted were selected for in-depth interviews. To analyze the data, Strauss and Corbin coding method was used and by open and axial coding 10 main categories were obtained that include: recruitment decisions worthy and desirable human resource, professional training for teachers and administrators and coaches, maintenance human resource, strengthen professional ethics of teachers and administrators, administrative and fiscal autonomy of schools, educational facilities management, strengthening organizational culture of school, strengthen and encourage students' group activities, pay attention to the students' needs and their individual differences and review practices evaluation and teaching. Also, these main categories, has 39sub-categories.
social capital,Aspect of Social Capital,High schools,Schools administrator
https://jsa.uok.ac.ir/article_58083.html
https://jsa.uok.ac.ir/article_58083_cbc75dbdc0ade413e3f2c59af8b8c2aa.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Moderating role of teacheing experience sharing in the effect of perceived innovative culture of schools on teachers’ psychological and cognitive reactions
299
318
EN
Ali
Yasini
Assistance prof, Ilam University
a.yasini@ilam.ac.ir
Current study aims to investigate the moderating role of teaching experience sharing in the impact of innovative culture on teachers' psychological and cognitive reactions (job satisfaction, organizational dynamism, perceived organizational performance). Research method was descriptive – correlation and structural equation modeling was used especially. All of elementary schools teacher of Ilam city were made population of the study that from them 250 individual teachers were selected via stratifying sampling method and Kerjeci and Morgan's (1997) table. In order to data collection five standard, validate and reliable questionnaire were used. Structural Equation Modeling used to test the model and findings first show that perceived innovative culture significantly and positively affects employees’ job satisfaction and perceptions of organizational dynamism and organizational performance. Moreover, organizational dynamism perception plays an important mediating role among three employee-level outcomes by converting job satisfaction into organizational performance perception. We also find support for the direct, positive effect of a perceived teaching experience sharing process on job satisfaction but not on perceptions of organizational dynamism and organizational performance. Most importantly, findings on the significant moderating role of a teaching experience sharing contribute to innovation theory by emphasizing the importance of the innovation/schooling interface: bundling teaching experience sharing and innovative culture together enhances employees’ positive attitudes and perceptions. This result also suggests that the teaching experience sharing process shows only a weak effect on job satisfaction and no effect on perceptions of organizational dynamism or school performance.
organizational information sharing,perceived innovative culture,teachers’ psychological reactions,teachers’ cognitive reactions
https://jsa.uok.ac.ir/article_58084.html
https://jsa.uok.ac.ir/article_58084_a1eb03d158023cd809839911bff83f20.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
5
2
2018
02
20
Interactive justice in school ,human relationships and morality
319
338
EN
Ali
Zakavati Ghozlou
Associate Professor
Kharazmi University
jamalbarkhoda22@gmail.com
The lack of interactive justice in the school leads to extend autocratic and dictatorial relationships and consequentially” curriculum development” to be disrupted and its social necessities to be forgotten. <br />The analytical method is critical for descriptive study. It has been written as a method of prescribing and evaluating: the evaluation and evaluation of the strategy and the practical efficiency of the balance and the development of this criterion. The dominant cause of the dilemma is due to the blockage of communication between stakeholders and actors, which can shake up all levels of participation and quality in the school, evaluating and fault finding of relationships of triangle of knowledge, power, ethics/ morally would be difficult . This blockage /obstruction will lead to the formation of a "hard core" of management and even a dark social capital. It can be said that its nature is a” hard core " , closed closet, which sometimes direct bureaucracy-in the positive sense- to their own interests and bring formal law to their service. The school as an organization can also suffer from a dark social capital, and the transparency of the evaluation and the decision-making process is also disrupted. Interactive justice is one of the guides to action. Interactive justice is both an area of motivation and the womb of gestating the ability to create and to deepen social consensus and the processes related to a vast understanding on educational practice.
Interactive justice in school,Human relationships,Morality,decision making
https://jsa.uok.ac.ir/article_58424.html
https://jsa.uok.ac.ir/article_58424_94c8608bc50a239378bd20fc4ba31d5a.pdf