The Effect of Sustainable Educational Leadership on Employees Productivity with the Mediating Role of Psychological Empowerment

Document Type : Quantitative Research Paper

Authors

1 Assistant Professor, Management Department, Faculty of Management and Accounting, Farabi Campus, University of Tehran, Qom, Iran

2 Assistant Professor, Management Department, Faculty of Management, Payam Noor University, Tehran, Iran.

3 Educational Management (MA), College of Farabi, University of Tehran, Qom, Iran.

4 Ph.D., Educational Management, College of Farabi, University of Tehran, Qom, Iran.

10.22034/jsa.2023.62564

Abstract

The aim of this study was to investigate the effect of sustainable educational leadership on teacher productivity with the mediating role of psychological empowerment of primary school teachers in Qom province. This research is applied in terms of purpose and descriptive-correlational in terms of method. The study population in this study were all primary school teachers in Qom. Multi-stage cluster random sampling method was used to select the sample. At each stage, a school was randomly selected from the list of schools and by referring to that school, the teachers were surveyed; this process was repeated until the sample size was completed and finally 317 people were studied. The collecting tools include questionnaires of sustainable educational leadership, questionnaire of factors affecting human productivity and the standard questionnaire of Spreitzer psychological empowerment. The content validity of the questionnaires has been approved by 8 professors and experts in leadership and educational management. The reliability of the instruments was also confirmed by Cronbach's alpha method. In this study, confirmatory factor analysis, Pearson correlation coefficient and structural equation analysis were used to analyze the data. The results showed that sustainable educational leadership style with a mediating role of psychological empowerment has a positive and significant effect on teacher productivity, there is a positive and significant relationship between sustainable educational leadership style and psychological empowerment and with increasing sustainable educational leadership style, teachers' psychological empowerment increases; The results also showed that there is a significant relationship between psychological empowerment and teacher productivity and this relationship is direct and positive

Keywords


Agasisti, T., Falzetti, P., & Soncin, M. (2020). School principals’ managerial behaviours and students’ achievement: An empirical analysis of Italian middle schools. International Journal of Educational Management, 34 (5), 937-951.
Ahmadi, S. A. A., & Eskandarimakvand, M. (2015). The Effect of Leadership Styles on Productivity of Organizational Units Case Study: Operations and Production Unit of Iranian Offshore Oil Company, 5th National and 3rd International Conference on Accounting and Management. Tehran: Top Services Company.
Bickmore, D. L., Gonzales, M. M., & Roberts, M. B. (2021). Exploring School Leaders Communities of Practice and School Improvement. NASSP Bulletin 1-19.
Burks, K. (2020). International school leaders: finding success through distributed leadership practices. Kappa Delta Pi Record, 56 (2), 52-54.
Bush, T. (2018). Prescribing distributed leadership: Is this a contradiction? Educational Management Administration & Leadership, 46 (4): 535–537.
Chaudhry,M, J., Binti Ahmed, J., & Noureen, S. (2020). Impact of Sustainable Leadership on employee's performance with the moderating effect of organizational culture. Arabian Journal of Business and
Management Review
, 9(1): 32-37.
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new “ancient” story of educational leadership. Canadian Journal of Education, 35(1), 56-68. ‏
Chitpin, S. (2020). Decision making, distributed leadership and the objective knowledge growth framework. International Journal of Educational Management, 34 (2), 217-231.
 Clioud, J. (2016). Education for a Sustainable Future: Benchmarks for Individual and Social Learning‖. Journal of Sustainability Education, 18 (2), 43-68.
Crawford, M. (2012). Solo and Distributed Leadership: Definitions and Dilemmas. Educational Management Administration & Leadership, 40 (5) 610–620.
Ebrahimi, S. (2019). Designing a model of competencies of education managers for use in evaluation centers. Doctoral dissertation on Educational Management, University of Tehran.
Filho, W., Brandli, L. L., Kuznetsova, O., & Paço, A. M. F. D. (2015). Integrative Approaches to Sustainable Development at University Level, World Sustainability Series, 1 (15), 19-25.
Hamidi, F., & Saadati, R. (2013). The Effect of Managers' Leadership Functions on Teachers' Empowerment. Quarterly Journal of Educational Innovations, 54 (14), 1-18.
Hashemi, M. (2020). The effect of sustainable educational leadership on teachers' productivity with the mediating role of psychological empowerment of teachers in girls' primary schools in Qom province. Master's Thesis in Educational Management, University of Tehran.
Heikka, J., Pitkäniemi, H., Kettukangas, T., & Hyttinen, T. (2021). Distributed pedagogical leadership and teacher leadership in early childhood education contexts. International journal of leadership in education, 24 (3), 333–348.
Homayeni Demirchi, A., Mirkamali, S.M., & Ezzati, M. (2015). Investigating the Relationship between Distributed Leadership and Scientific Optimism of Elementary Teachers in Public Boys' Schools in Tehran. Journal of Educational Leadership and Administration, 9 (4): 127-148.
Khanifar, H., Naderi Beni, N., Ebrahimi, S., Fayazi, M., & Rahmati, M. H. (2019). Identify the competency of school managers for use in the assessment center. Journal of Management of school, 7(1): 105-125.
Lambert, L. (2006). Lasting leadership: A study of high leadership capacity schools. The Educational Forum, 70 (3): 238-254.
Liu, P. (2020). Motivating teachers’ commitment to change through distributed leadership in Chinese urban primary schools. International Journal of Educational Management, 34 (7), 1171-1183.
Lozano, R. K., Ceulemans, M., Alonso-Almeida, D., Huisingh, F.J., Lozano, T., Waas & Hugé, J. (2015). A Review of Commitment and Implementation of Sustainable Development in Higher Education: Results from a Worldwide Survey. Journal of Cleaner Production, 108: 1-18.
Malekinia, E., Bazargan, A., Vaezi, M., & Ahmadian, M. (2014). Identifying and prioritizing the components of sustainable university. Quarterly Journal of Research and Planning in Higher Education, 20 (3), 1-26.
Mard, S. M., Zeinabadi, H. R, Abdollahi, B., & Arasteh, H. (2017). Indicators of a successful educational leader: the findings of a phenomenological study. School Management, 5(2), 109-128. doi: JSA-1707-1182 (R3)
Mehrabian, F., Nasiripour, K., & Mohammadian, A. A. (2011). The importance of identified components of human resources productivity from the viewpoints of staff and faculty members of guilan university of medical sciences. Scientific Journal of Zanjan University of Medical Sciences, 19 (75), 106-94.
Mirhosseini, A., Mohammadi, E., Shiri, A., & Nasrollahi, A. (2015). The relationship between transformational and exchangeable leadership styles with empowerment of hospital staff in Ilam. Scientific Journal of Ilam University of Medical Sciences, 23(3), 1-7.
Mirkamali, S. M., & Gholamzadeh, H. (2012). Investigating the Relationship between Organizational Commitment and Willingness to Leave School Teachers. Journal of Educational Leadership and Management, 6(1): 127-143.
Nastizai, N., Kashanian, M., & Ghaeninejad, Z. (2018). The relationship between distributive leadership style and teachers' job performance and academic optimism. Journal of Career and Organization Counseling, 9 (31), 107-123.
Nemati, S., Shirbagi, N., Azizi, N., & Ibrahim, A. (2020). Representation of educational management degree identity in Iran with emphasis on articles published in specialized journals. Management and Planning in Educational Systems, 13 (1), 225-262.
Oliveira, P., & Cunha, M. P. E. (2021). Centralized Decentralization, or Distributed Leadership as Paradox: The Case of the Patient Innovation’s Cvid-19 Portal. Journal of Change Management: Reframing Leadership and organizational practice, 21 (2), 203–221.
Rasouli, S., Nikpay, I., & Farahbakhsh, S. (2018).The Effect of Principals’ Distributed Leadership on Organizational Commitment of Teachers with Mediating Role of Organizational-based Self-esteem in Khorramabad Elementary Schools. Journal of Management and planning in educational systems, 10 (1), 103-132.
Salimi, J., & Abdi, A. (2017). The study of the relationship between psychological empowerment and job satisfaction of teachers: investigating the mediating role of organizational citizenship behavior. School Psychology, 6 (4), 70-98.
Sammut, R., Briffa, B., & Curtis, E. A. (2021). Distributed leadership and nurses’ job satisfaction: a survey. Leadership in Health Services, 34 (1), 37-51.
Soheilianaraki, R. (2016). The Effect of Leadership Style on Human Resource Productivity in Organizations, 5th International Conference on Accounting and Management with New Research Sciences Approach, Tehran: Erteba Arghavan Iranian Company.
Soleimani, N., Zahmatkash, M., & Fayed, A. (2011). The relationship between Employees empowerment and organizational learning in education departments. Quarterly Journal of Educational Sciences. 6 (1), 37-51.
Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of management Journal, 38(5), 1442-1465. ‏
Sun, A., & Xia, J. (2018). Teacher-perceived distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of Educational Research, 9 (2), 87-97.