Amir Soleimani; Hamdullah Habibi; Aysan Pashaei fakhri
Abstract
This study aimed to investigate the mediating role of organizational learning in the relationship between knowledge sharing and teachers' job motivation. The research employed a descriptive-correlational design using structural equation modeling (SEM). The population consisted of all secondary school ...
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This study aimed to investigate the mediating role of organizational learning in the relationship between knowledge sharing and teachers' job motivation. The research employed a descriptive-correlational design using structural equation modeling (SEM). The population consisted of all secondary school teachers in Tabriz. A sample of 330 teachers was selected through multi-stage cluster sampling based on Morgan's table. Data were collected using standardized questionnaires, including Neefe's (2001) Organizational Learning, Van den Hooff and Van Weenen's (2004) Knowledge Sharing, and Lodahl and Kejner's (2004) Job Motivation scales. Data analysis was conducted using Pearson's correlation coefficient, one-sample T-tests, and SEM through SPSS 26 and AMOS software. The correlation matrix indicated a direct and significant relationship between knowledge sharing, organizational learning, and teachers' job motivation. Confirmatory factor analysis demonstrated an acceptable fit for the measurement models. Standardized path coefficients revealed significant direct effects of organizational learning on job motivation (β = 0.37), knowledge sharing on organizational learning (β = 0.59), and knowledge sharing on job motivation (β = 0.16). Furthermore, knowledge sharing, mediated by organizational learning, positively influenced teachers' job motivation. The findings highlight the critical role of knowledge sharing in enhancing teachers' motivation and underscore the importance of fostering a culture of organizational learning within schools. It is recommended to implement initiatives that encourage knowledge sharing and emphasize professional development to improve both organizational learning and teachers' motivation.
Fereidoon Yazdani
Abstract
This research was conducted with the aim of determining the role of perception of managers' moral leadership style in teachers' motivation and job satisfaction. The research method was of correlational type & its statistical population included all secondary school teachers of Nahavand city in number ...
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This research was conducted with the aim of determining the role of perception of managers' moral leadership style in teachers' motivation and job satisfaction. The research method was of correlational type & its statistical population included all secondary school teachers of Nahavand city in number of 366, using stratified random sampling method, 188 people were selected and participated in the study. Data collection tools included scales of: Kalshoven et al.'s (2011) Ethical Leadership Style, Blais' (1994) Self-determination Career motivation, and Minnesota Job Satisfaction (Weiss et al., 1967). To validate them, Lawshe's Content Validity Index was used. So, the validity of the scales was calculated as: 0.66, 0.58, and 0.49 respectively, which shows that the scales have validity. Cronbach's alpha was also used to measure the reliability of them. So, the reliability of each scale was estimated as: 0.81, 0.77, and 0.70 respectively, which shows that the tools have reliability. SPSS version 26 software & correlation and regression tests were used for data analysis. The results showed that there is a positive relationship between moral leadership and motivation & job satisfaction (p>0.05). It was also found that among the components of ethical leadership, the dimensions: "power sharing", "fairness" and "integrity" respectively play the most important role in predicting teachers' job motivation, and the dimensions: "people orientation", "fairness" & "role clarification" also respectively, they play the biggest role in predicting teachers' job satisfaction. so, it is suggested to teach ethical leadership methods to managers and encourage them to follow these methods.
siroos ghanbari; liela nemati; Rasool Rostami Mal Khalifa; soheil sarshar
Abstract
The method is descriptive-correlation of structural equations in terms of practical purpose and in terms of data collection method. The statistical population includes all education staff in Hamadan. The sample size was randomly selected based on the relative class method (between the two classes of ...
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The method is descriptive-correlation of structural equations in terms of practical purpose and in terms of data collection method. The statistical population includes all education staff in Hamadan. The sample size was randomly selected based on the relative class method (between the two classes of education one and two) and based on Kerjcie and Morgan table 210. Research tools include researcher-made questionnaires of Kant's ethical conscientious view, organizational violations and standard questionnaires of ethical strategies of Nemati et al. (2020) and Hackman and Oldham (1980) job motivation. The validity of the questionnaire was confirmed by three management experts. The reliability of the tools through Cronbach's alpha test for Kant's ethical conscientious view was 0.89, ethical strategies 0.84, job motivation 0.90 and administrative violations 0.82, respectively. Two levels of descriptive statistics (percentage, frequency, mean and standard deviation) and inferential statistics (Pearson correlation coefficient test of structural equation type) were used to analyze the research data. The results showed that Kant's conscientious view has a direct effect on job motivation and reduction of organizational violations. Ethical strategy also has a direct effect on job motivation and reduction of organizational violations. Job motivation has an effect on the reduction of organizational violations. Thus, Kant's ethical conscientious view and ethical strategies are effective in reducing organizational violations by mediating the role of job motivation.
