INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION)
Year:2013 | Volume:8 | Issue:2 (30)|Papers Count:9

The purpose of this paper is to investigate the relationship between organizational socialization and role outputs of novice teachers. 293 teachers in Tehran who had 0 to 5 years teaching experience were all selected as sample in 1390. To collect data, Jone's questionnaire of organizational socialization and role outputs questionnaires were used. To obtain the validity of the questionnaire, the experts' views were asked and the reliability was calculated as 0.73, using Cronbach alpha. To describe the data, the researchers used descriptive statistics (median, mean, Percentage, etc.) and to analyze it, they applied inferential statistics (Pearson correlation coefficient). The SPSS software was also used for data analysis. The results showed that there were: (a) a significant relationship between role outputs of teachers and organizational socialization, (b) a positive relationship between organizational socialization and role orientation, and (c) a negative relationship between role conflict and role ambiguity and organizational socialization. These results indicated the importance of socialization in educational centers. The necessity of this process is more felt when it will lead to the ultimate goal of an educational system that is students learning.

The purpose of this study is to investigate the social effect of crisis management on decision-making of managers in IAU, region 8. It is believed that this way can provide managers with better strategies to improve both the quality of their work and their decision-making in social crisis. The method of this research is descriptive surveying. 110 out of all 146 managers in region 8 of IAU were randomly selected, and a researcher-made questionnaire with two sections was used for the purpose of data collection. The first section included general information about managers, such as their gender, marital status, educational degree, job background, and management experience. The second section included 33 researcher-made questions. The results of data analysis revealed that there was a significant relationship between identifying (and controlling) social crises and decision-making by managers. Also, there is a meaningful relationship between decision-making and preventing crisis. Accordingly, it has been suggested that managers can be prepared to cope with social crisis through following ways: increasing their social information, raising their management awareness, attending scientific seminars about crisis management, using instructional technology appropriately, employing experienced managers with certificates in the fields of identifying and managing crises, using the social experience of well-experienced managers, and improving the social conditions.

The goal of this study is to study the relationship between organizational justice and organizational commitment and job satisfaction among teachers of schools for the disabled. The population in this study includes all 479 teachers employed in schools for the disabled in Hormozgan province in 2010-2011. To determine the sample for this study, 214 out of 479 were selected through random sampling. The method of this research is descriptive and correlational, and the following questionnaires were used for data collection: Organizational Justice (Moorman & Niehoff, 1993), Organizational Commitment (Allen & Meyer, 1990), and Job Satisfaction (Spector, 1985). Data analysis was done through Pearson's coefficient correlation and polygamist coefficient regressions, and the results were as follows:  organizational justice variable is not able to predict organizational commitment. There is a significant relation between organizational justice and job satisfaction. On the other hand, there are significant relationships between job satisfaction and organizational justice dimensions out of which only procedural justice can predict job satisfaction.

This study aimed at investigating the effect of teacher-centered supervision on improving learning Chemistry II. To achieve this aim, a sample of 80 male high school students (at level 2) in Qom who had chemistry course besides their Chemistry teachers participated in this study. They were selected through cluster sampling and were divided equally to 4 groups (2 as control and 2 others as experimental groups). To test the effect of 3-step circulatory process of teacher-centered supervision on the experimental group, compared with the control group, the quasi-experimental method (pretest-posttest) was used. At the end of experiment (after 2 months) the researcher-made posttest was given to subjects of each group and then the data was collected. The collected data underwent SPSS analysis and the results showed significant differences between control and experimental groups at 0.05 level of significance. That is, the circulatory process of teacher-centered supervision used by Chemistry teachers had such a significant effect on the students learning that can be recommended for improving the quality of both teacher training and students learning.

The purpose of this study is to examine the relationship between Organizational justice,  Organizational Trust, and Organizational Behaviour Citizenship. The research method is descriptive (surveying). The population consists of 315 heads of different departments of Islamic Azad University (region one) in 2010-11 out of whom118 were selected through simple random sampling. Three questionnaires of Organizational justice, Organizational Trust, and Organizational Citizenship Behavior were used as the study instruments. Their reliability was estimated as 0.831, 0.828, and 0.884 respectively. For data analysis, SPSS, and the statistical methods of correlation coefficient matrix, simple and multiple regressions and path analysis were used. The findings showed (a) there is a positive significant relationship between the components of Organizational Justice, Organizational Trust and Organizational Behavior Citizenship; (b) There is a positive relationship between Organizational Justice, Organizational Trust, and Organizational Citizenship Behavior; (c) There is a positive relationship between the Trust of friendship and respect, duty, virtue, and generocity of the civic dimensions of organizational behavior, and (d) there is a positive relationship between the competence, reliability, and benevolence of the dimensions of organizational trust and organizational justice.

The purpose of the current research was to investigate the relationship between leadership styles and conflict management strategies of high school principals. This was a descriptive research and a correlational one. 102 high school principals participated in this study. They were selected out of 141 through simple random sampling. Two questionnaires were used for the purpose of data collection: (a) Bass & Avolio’s Leadership Style (2000) and (b) Putnam and Wilson's Conflict Management (1994). Content validity of questionnaires was confirmed by experts and their reliability was calculated through Cronbach’s alpha coefficient accounting as 0.84 and 0.85 respectively. Pearson's Correlation, step by step Regression, and Independent T were used for data analysis. The results of research showed a meaningful correlation coefficient between transformational and transactional leadership styles and solution- oriented strategy, and also between laissez-faire leadership style with control and non-intervention strategy. But no meaningful relationship was observed between transformational and transactional leadership styles and control and non-intervention strategy, and also between laissez-faire leadership style with solution-oriented strategy. The best anticipation for non-intervention is strategy laissez-faire leadership style, solution oriented strategy transformational leadership style and control strategy in first step and laissez-faire leadership style and transactional leadership style in the second step.

The aim of this study was to predict the job involvement of IAU faculty members, Roudehen Branch, based on their philosophical mind-set. The main issue of this study is to answer the question whether philosophical mind-set has any role in determining job involvement. The research method used in this study was based on the assumptions of correlation studies. Two questionnaires of philosophical mind-set and job involvement (5-degree Likert Scale) were used for the purpose of data-collection. 130 faculty members, selected based on a stratified random sampling, proportional to population size (study group) participated in this study. The results showed that 19 percent of the variance in job involvement could be explained by the philosophical mind-set. To write formulas, the standardized coefficients and non-standardized coefficients were both used and the result is as follows:Philosophical mindset × .0224+ 394.8= stuck in Job (not standard coefficients)Philosophical mindset × 0.435 J= stuck in ob standard coefficients).