Symptoms of Teacher Silence at the School: The A Qualitative Study

Document Type : Qualitative Research Paper

Authors

1 student   Khwarizmi University of Tehran_Iran

2 Associate Professor Department of Educational Administration Kharazmi University of Tehran_Iran

3 Professor in the Department of Educational Administration kharazmi of University_Iran

4 Associate Professor Department of Educational Administration University of Kharazmi_Iran

Abstract

The main objective of this study is to identify the main dimensions and indicators of teachers` organizational silence behavior. For this purpose, descriptive phenomenology was applied as a qualitative research method. To deeply investigate the issue, documentary research method, literature review as well as semi-structured interviews were applied. Participants in this study include 21 teachers having more than 15 years of experience and expert heads of educational departments, school managers and supervisors in the field of education, that were selected using purposive and snowball sampling methods to reach to theoretical saturation. To verify the findings, members` survey and review method was used. Reliability method of agreement between two encoders (intersubjective agreement) is also applied. The analyze data, inductive content analysis method was applied using encoding in three levels: open, axial and elected. the findings show that the teachers` organizational silence behavior was identified including 18 indicators in five main dimensions of Acquiescence Silence, Defensive Silence, Relational Silence, Tradesman-  Silence and Silent Voice. This Research can be a useful base for making an indigenous questionnaire for measuring teachers` organizational silence for the researchers and students of related fields.

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مقدمه

پیشرفت سریع علم و تکنولوژی نشان‌دهندۀ این است که محیط پیرامونی دائماً در حال تغییر است. تخصص‌ها چندگانه شده‌اند و با پیچیده‌تر شدن محیط، مسائل و مشکلاتی که احساس می‌شوند نیز متنوع شده‌اند. حل این مسائل، افراد خلاق با انگیزه و ایده‌های متنوع و جدید را طلب می‌کند و همچنین امکان بیان آن در محیطی که ارتباط مثبت به‌راحتی جریان می‌یابد و مدرسه نیز با توجه به رسالت مهمی که دارد، از این امر مستثنا نیست. مدارس امروز علاوه‌بر جذب نیروی انسانی جدید، نیازمند ایجاد و تداوم انگیزه در معلمان بااستعداد نیز هستند. با توجه به تأثیرات منفی سکوت سازمانی بر افراد، مدیران به ایجاد جوی آزاد برای گفت‌وگو، به‌منظور بهبود مستمر نیاز دارند. در نتیجه، زمانی‌که مدیران بخواهند جو سازمانی خود را از لحاظ سلامت سازمانی بررسی کنند، سکوت سازمانی می‌تواند مانعی مهم در نظر گرفته شود؛ پس باید شرایطی ایجاد شود که در آن، شنیدن حقیقت به‌عنوان عامل مهمی برای ایجاد تغییرات مؤثر و همچنین عاملی برای بهبود وضع موجود مدارس، موردتوجه مدیران قرار گیرد.

 

 

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School Administration
Volume 4, Issue 2
March 2016
Pages 69-85

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History

  • Receive Date: 12 May 2016
  • Revise Date: 30 June 2016
  • Accept Date: 21 August 2016

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