عنوان مقاله [English]
The performance of school principals plays a decisive role in ensuring school effectiveness. School principals are leading schools to deliver better quality services and educational justice, and are committed to promoting school performance. It is important to improve school performance in many Western and European countries. Accordingly, school evaluation is increasingly being considered as a potential lever and is one of the ways to determine the extent to which school goals are being met. Because it is managers who guide and direct the activities of the organization and the individuals through the achievement of the desired goals through coordination and proper use of human and material resources. At present, the management of corporate culture, teamwork and managerial collaboration with others is of great importance. Performance is the result of activities in terms of performing assigned tasks. The most important activities of school principals are including those related to education, student affairs, staffing, finance, resources and equipment, school and community relations. Evaluating school principals' performance can provide a good basis for improving performance as well as controlling complex changing situations, and school principals as school service providers have a special place in promoting school performance, and no educational system can have without competent principals.
The present study is an applied research and a descriptive-correlational research. The main reason for choosing the descriptive-correlational approach is to find out the variations of managers' performance variables based on the predictor variables. The statistical population of the study consisted of all the principals of public and non-governmental secondary schools for girls in Tabriz's educational districts with 180 school principals in the academic year 2018-2019. The sampling method used was stratified random sampling in terms of district and type of public and non-public schools. The sample size is 123 persons based on Krejci and Morgan table.
Alkazimi (2007) questionnaire was used to measure organizational loyalty on a 5-degree Likert scale. The minimum possible score is 7 and the maximum is 35. Al-Kazimi (2007) assessed the content validity of the questionnaire with a reliability of 0.81. Nadi and Golparvar (1390) estimated its reliability in one study and its reliability by 0.87 and 0.63 in another, respectively. To measure managers' organizational self-esteem, the standard questionnaire of Pierce Gardner and et al (1989) was used in 10 questions that expresses the individual's overall feelings and values or personal acceptance on a scale of 1 to 5. The reliability of this questionnaire was 0.91 by Pierce et al. And 0.75 was reported in retest. The reliability of this questionnaire by Sadeghian, Abedi and Baghban (2009), 0.89 and by Assar et al. (2015), respectively. 0 and reported by Hosseini Kookamari, Mashalahi and Baqaei (2014) 0.8. Milman et al. (2003) questionnaire of organizational spirituality was designed to measure organizational spirituality with 18 questions and 3 components including: meaningful work (items 1 to 5), feeling of solidarity (items 6 to 11), values alignment. (Items 12 to 18). Abdollahi et al. Have estimated the reliability of this questionnaire in 2014 as 0.95, cultural, Fatahi and Waqiq (2006) 0.87, and Goodarzi and Karimi (2012) as 0.91. Complete Delaware et al (2017) questionnaire and Taheri et al (2018) health questionnaire were used to evaluate school principals' performance. In both studies, content validity and construct validity were evaluated and validated. The scale of the 5-degree performance questionnaire was from 1 to 5.
In order to determine the validity of the questionnaires, face validity and Cronbach's alpha coefficient were used to assess the reliability of the questionnaires. Work environment is 0.92. In this study, structural equation modeling with PLS software was used for data analysis.
Based on the results of descriptive statistics, the average performance of the study managers is above average. Managers' organizational self-esteem is above average. Organizational loyalty status of managers is above average. The average spirituality in the workplace is higher than the average of the managers studied.
The results show that the performance of school principals based on organizational loyalty, spirituality in the workplace mediated by their organizational self-esteem in girls' secondary schools in Tabriz with predictive coefficient of 0.76. The relationship between spirituality in the workplace and organizational loyalty with managers 'organizational self-esteem as well as spirituality in the workplace with performance were significant at 95% confidence level, and the relationships of organizational loyalty and organizational self-esteem with managers' performance were insignificant. Also, the indirect relationship between spirituality in the workplace and organizational loyalty with managers' performance mediated by organizational self-esteem is not significant. The standardized coefficient of the path among the variables indicates that the variables of organizational loyalty and organizational self-esteem do not explain the variations of managers' performance variables. This coefficient is in relation to spirituality with performance of 0.8, in relation to organizational loyalty with performance of 0.13 and in relation to self-esteem with performance of 0.06. Also, adjusted coefficient of performance based on spirituality in the workplace, organizational loyalty mediated by organizational self-esteem was 0.76 and above average. The significance level of the coefficients for the relationship between spirituality in the workplace and organizational loyalty with managers' organizational self-esteem as well as spirituality in the workplace with performance were less than 0.05 which was significant at 95% confidence level and structural model fit. It also shows that the significance level of coefficients of relationship between organizational loyalty and organizational self-esteem of managers with their performance higher than 0.05 indicates that these paths are not significant.
In explaining this finding, it can be stated that performance is a function of individual and social characteristics of school principals. Accordingly, variables such as principals being held accountable, conforming to values, and paying attention to the fundamental norms and values of their organization and profession. Be it. On the other hand, how subordinates are led and paid attention to the ethical aspects of subordinate affairs in their managed organization are key determinants of performance. Successful managers therefore bring a sense of solidarity, caring, value alignment, and overall spirituality to the workplace, sharing power, leadership in a collaborative and collaborative way, with an interactive attitude between managers and employees to enhance collaboration and use. The capabilities and talents in the organization are emphasized.