Modeling the Structural Relationship between Leadership Worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity

As social entities, schools should use their internal ability to adapt to environmental changes if they want to compete and achieve success, and this can lead to the effective fulfillment of their responsibilities. In fact, using response improvement systems is one of the most fundamental activities in organizations (such as schools) to positively align with the changes that can help to achieve the constructive aims of that organization. The response is defined as the amount of adherence of the organization to the ultimate promise to fulfill some of the activities and services. In fact, a response is an aim for every organization and usually contains an external orientation. In a systemic view, response to environmental conditions consists of conceptual, structural, and functional aspects. These aspects are the basis of response ability in any organization and their quality directly affects response. To fulfill their aims and fundamental desirability, organizations should adopt appropriate mechanisms. By choosing a suitable worldview, leaders can adjust the conditions in a way that all parts of the organization coherently respond to interior and exterior needs. Worldviews consist of cognitive and affective hypotheses which are based on a definition of truths and on which people base their lives. Wexler (2006) argues that worldviews can be classified as entrepreneurial, regulatory, communitarian, and network, and believes that worldviews are created based on what we feel about the environment surrounding us. One of the most important effects of effective leadership is its role in the integrity and solidarity of the organization, which can have positive outcomes that can lead to effectiveness and hence response. In other words, should organizations work fast and fully flexible and respond to environmental conditions, they need to have solidarity in their business processes. Solidarity means alliance or agreement between feelings and action, especially among people with similar interests. As a whole, organizational solidarity consists of two aspects: social-emotional solidarity and instrumental solidarity, one of the most important benefits of which is enhancing the ability of the organization to respond to environmental needs. . In a sense, creating solidarity in an organization, lead to share common ideas, values, attitudes and interests. Performance of the members improve continuously and the system try to response environment. Hence, researchers believe that the degree of solidarity determines the degree of success in group activities in various economic, social, cultural and organizational aspects According to what was mentioned above and the responsibility of schools as entities that benefit all aspects of society directly or indirectly, and also considering the important role of the school environment in securing the organizational existence and their effectiveness, we need to identify the environmental requirements and dynamically respond to interior and exterior requirements of this social entity. Therefore, this study aimed to model the instrumental relationships of leadership worldview and the ability to respond to the environment through organizational solidarity. Doing this research will help educational authorities to find out the appropriate way to select and educate managers and choose leaders and managers for schools who have a more efficient worldview according to the model. In this way, these managers can provide the required condition to enhance and improve solidarity and hence, response. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. According to the findings of the result and considering the undeniable effect of managers' leadership worldviews on organizational solidarity and schools' responses, it is suggested that educational managers and planners try to develop and apply the leadership worldviews which align with environmental requirements so that they can enhance the ability of schools to respond to the environment. To achieve this, an appropriate and common conceptual framework should be developed about leadership worldview and its aspects in school leaders. Also, the needed instrumental mechanisms should be provided so that a clear framework is provided to form an effective leadership worldview at schools. To achieve this, a system consisting of conceptual, structural, and functional aspects should be developed about the topic (leadership worldview). In order to develop cultural and then structural and functional aspects to develop and realize leadership worldview, cultural conditions should be provided. Also, by increasing organizational solidarity, school managers and leaders can significantly improve response to the environment. Some strategies can be helpful in this regard. Teachers should participate in the important decisions of schools; the needs of school staff and teachers should be considered when setting organizational goals; teachers should feel that fulfillment of their goals is as important as that of school goals; common interests of members should be emphasized and attempts should be made to fulfill their interests; school strategies should be in accordance with the interactive environment as it can lead to a situation that teachers and school staff can share their ideas and members will be unified to achieve their common goal. These can help to improve the effectiveness of response at schools.