Document Type : Research Paper
Authors
1 Associate , Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
2 Ph.D. in Educational Management, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran.
Abstract
The present study aimed to structurally analyze the mediating role of teachers' job rotation in explaining their extra-role behaviors based on their emotionally aware leadership. The research method was a descriptive correlational type with the aim of modeling. The statistical population of the study included all first and second grade elementary school teachers in District 2 of Kermanshah, and a random cluster method was used for sampling, and 285 of them were selected. The research data collection tool consisted of three standard questionnaires: based on their emotionally aware leadership (2013), job rotation (2006), and extra-role behaviors (2011). The reliability of the tool was determined using the Cronbach's alpha technique, and the reliability values were reported as 0.78 for based on their emotionally aware leadership, 0.81 for job rotation, and 0.73 for extra-role behaviors, respectively. After collection, the research data were analyzed using LISREL10.30 and SSPS25 statistical tools. The results of data analysis indicated that: The relationship between leadership based on emotional awareness and job rotation and extra-role behaviors is positive and significant. The relationship between job rotation and extra-role behaviors was positive and significant. Also, the mediating role of job rotation in the relationship between leadership based on emotional awareness and extra-role behaviors is positive and meaningful. It seems that leadership based on emotional awareness and job rotation can be among the factors affecting teachers' extra-role behaviors.
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