Educational Leadership Research

Abstract In educational environments, each employee who plays a role in learning is considered an educational leader and must be able to create a favorable environment by assisting those who play a role in education to achieve the goals of these institutions. The development of organizations, especially educational institutions, happens in environments with no discouraging and toxic factors. The present descriptive-normative study was conducted to examine the psychometric properties of the Toxic Educational Environment Questionnaire (Rasoul et al., 2021). The statistical population of this study was 1556 educational-cultural employees from Education Organization in Sarab, Iran. Based on the Krejcie and Morgan’s table and corresponding to the size of the community, data were collected from 351 available individuals. The relative size of gender and city were considered in the sample. Given that educational experts agreed on the criteria of comprehensiveness, transparency, and appropriateness, the content validity of the questionnaire was confirmed. In addition, exploratory factor analysis, confirmatory factor analysis, reliability calculation, and correlation of subscales with each other and with the entire questionnaire were used to analyze the data. The findings from exploratory factor analysis indicated that the questionnaire was saturated with three factors. Confirmatory factor analysis also indicated a favorable fit of the three-factor structure with the data. Cronbach's alpha coefficient values for the entire questionnaire and the bullying, harassment, and ostracism subscales indicated that the instrument was reliable. Overall, the results of the study indicate the desirability of the stability and validity of the Toxic Educational Environment Questionnaire and its applicability as a valid instrument.

Abstract The present study sought to identify the predictability of knowledge sharing based on the dimensions of toxic organizational climate among employees of educational institutions in Sarab using correlational design. The statistical population of this study was 1648 people and the corresponding sample size was 313 people. The sampling method of this study was stratified. After deleting Perth data using Mahalanobis index, the number of samples reached 286 and analyzes were performed on this number. To collect data, standard questionnaires of rural organizational toxic atmosphere and Dixon knowledge sharing were used. Data analysis using Pearson correlation test showed that toxic physical structure, toxic service reward and compensation system, toxic interpersonal relationships and toxic leadership have a significant relationship with knowledge sharing. Findings from stepwise regression analysis showed that the system of reward and compensation for toxic service and poisonous leadership can predict knowledge sharing. Due to the lack of significant effect of toxic physical structure dimensions and toxic interpersonal relationships on knowledge sharing, these dimensions were removed from the model by software. Findings showed that knowledge sharing in educational institutions can be predicted by some dimensions of toxic organizational climate; therefore, it is necessary to adopt and implement appropriate strategies to prevent the manifestation of toxic organizational climate dimensions and eliminate them.