JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION
Year:2015 | Volume:6 | Issue:3 (23)|Papers Count:10

This research was conducted to investigate relations between Islamic work ethics, comparative equity and love of money with job and payment satisfaction among teachers. The statistical sample was 617 teachers from five city including Yazd, Shahrekord, Lordegan, Isfahan and Kerman. The participants were selected using multi stage sampling to answer the research instruments. Research questionnaires used for assessment of variables were: Islamic work ethics (Ali & Al-Kazemi, 2007), love for money and comparative equity (Luna-Arocas & Li-Ping Tang, 2004), pay satisfaction and job satisfaction (Kim & Leung, 2007). Data were analyzed using Pearson’s correlation coefficient and moderated hierarchical regression. The obtained results revealed that after control for age, tenure, education, gender and marital status, from love of money dimensions, Islamic work ethics and comparative equity, budget (a dimension of love to money with b=0.19) and Islamic work ethics (b=0.119) have predictive power for job satisfaction. But for pay satisfaction after control for demographics variables, budget and evil (with b=-0.088 and 0.09 respectively) and comparative equity (b=0.567) have predictive power.

The main objective of this research is to investigate the factors which affect empowering the staff of education departments in Mazandaran and provide a suitable model. 336 employees were selected in Mazanderan province as the sample of the study. The research method applied is descriptive - survey. The data instrument which was used is a questionnaire, the reliability of which was estimated through Cronbach's alpha. The results of the study suggest that access to information, training, reward systems, job enrichment, participation and leadership styles are positively and significantly correlated with psychological empowerment. The results of the Friedman test indicated that the variables of leadership, access to information, participation, training, job enrichment, bonuses, respectively, are ranked first to sixth. Also, the checking of status variable indicates that, with the exception of two variables, self-determination, and to be effective, all other variables are perceived as favorable situation in the education staff of Mazandaran province. Finally, based on the research findings, a model is proposed to promote empowerment.

The aim of this research was to determine the role of personality traits in predicting staffs, job satisfaction and organization commitment in Kurdistan province education general office in 2011. The research method was descriptive and correlational in nature. 132 out of 200 staffs were selected through simple random sampling method. The instruments used were short form Five Factor Personality Inventory (NEO-FFI 60 items) with reliability of a= 0.83, Smith, Kendal and Hollin short form Job Satisfaction Questionnaire with reliability of a= 0.87 and Mowday, Porter and Sterss Organizational Commitment Questionnaire with reliability of a=0.92. Forward regression analysis was employed to analyze the data. Results showed variables of neuroticism (t=-3.17, b=-0.28) and extraversion (t=2.02, b=0.18) had significant relationship with job satisfaction (p<0.05). Traits of agreeableness (t=2.65, b=0.24) and conscientiousness (t=2.14, b=0.20) had significant relationship with organizational commitment (p<0.05).

The present study was carried out in order to investigate the relationship between organizational intelligence with happiness and job satisfaction among personnel of Islamic Azad University Marvdasht Branch. The research method was descriptive - correlative in nature. 151 (78 women and 73 men) out of 230 people were selected randomly on the basis of Morgan table as the sample of the study. The research instruments of the study were: Albrecht Organizational Intelligence, Oxford Happiness, and Smith Job Satisfaction. Data was analyzed through Pearson Correlation Coefficient and Multiple Regression. The results demonstrated that there is a significant relationship between organizational intelligence and happiness and job satisfaction. Moreover, among the aspects of organizational intelligence, shared fate and mood are capable of predicting happiness, and strategic vision, mood and appetite for change are capable of predicting job satisfaction. Nonetheless, according to the obtained results, mood is the strongest predicator among the aspects of organizational intelligence for happiness and job satisfaction.

This research is intended to investigate the relationship between job satisfaction, organizational commitment and burnout of high school teachers in the city of Khatam, Iran. The study was an applied research and took a descriptive approach for data collection. 115 out of 160 primary and secondary high school teachers in Khatam who had been serving during the 92-93 academic years were randomly selected based on Morgan Sample size table. The research instruments were standardized tests of Smith, Kendall and Hulin’s job satisfaction questionnaire, Meyer and Allen’s Organizational Commitment Questionnaire and Burnout Questionnaire (MBI). These questionnaires are standard scales that previous research has proven time and again their validity. The questionnaire were distributed among a number of experts and their validity were reconfirmed. The reliability coefficients for job satisfaction scale was 0.94, for Organizational Commitment was 0.86 And for components of burnout including emotional exhaustion, Depersonalization and Feelings of Adequacy were 0.86, 0.73 and 0.90 respectively. The data were analyzed using descriptive statistics and multivariate analysis of variance and multiple regressions. The results showed that among the components of burnout, there was only a significant difference between male and female teachers’ Feelings of Adequacy. Separation between the components of burnout with level of education and age was not significantly different. Job satisfaction and organizational commitment contributed to predicting emotional exhaustion and feelings of adequacy. In predicting depersonalization only organizational commitment was the contributor variable.

Organizational health (OH) is the ability of an organization to carry out its mission successfully. In the health school, teachers are committed to teaching and learning. They consider high but achievable goals for their students, and learning environment is orderly and serious. The purpose of this study is to compare the OH of boy public schools in educational districts 3 and 12 in Tehran. The survey research method was used to answer the research questions. One samples T- test, independent samples T- test, and analysis of variance (one way ANOVA) were used to analyze the data. The data were collected through a questionnaire of school health based on Miles model. The sample were 281 teachers selected according to relative randomly sample (108 person from district 2 and 173 person from district 12). The results of the study indicated that, in according to teachers, the degree of OH of both districts was significantly above the mean and therefore satisfactory. The degrees of district 12 were greater than those of district 3. Primary schools, compared with guidance and high schools, enjoyed a greater degree of OH.

The main purpose of this study was to examine the relationship between cultural intelligence with social capital and intellectual capital in faculty members of Islamic Azad University, Abadeh branch. Research type was descriptive- correlative. The sample of the study consisted of 48 faculty members of Islamic Azad University, Abadeh branch in 2013- 2014 academic year. To collect research data, three questionnaires were used: questionnaire of cultural intelligence that was compiled based on Early and (2003) with 20 items, consisting of 3 components (metacognitive, cognitive, motivational and behavioral), intellectual capital questionnaire according to theory of Bontis and et al (2000) with 39 items, consisting of 3 components (human capital, structural capital, and communicational capital), and Social capital according to theory of Nahapiet and Ghoshal (1998) with 13 items consisting of 3 components (cognitive, structural and communicational capital). Content validity of the questionnaires were approved by educational sciences and management experts. The reliability of questionnaires was determined through calculation of cronbach alpha coefficients that resulted in 0.85, 0.87 and 0.88 respectively. In the present study, the Pearson correlation coefficient was used to decide on the significance of relationships. Research finding revealed that there isn't any significant relationship between cultural intelligence with social capital and intellectual capital and theirs components. Also, there is a significant relationship between social capital with intellectual capital (r=0.75) and theirs components.

Educational technology Use plays a very effective role in educational development. The purpose of this study was to determine the problems and obstacles of modern media use from the perspectives of Ghaemiye Education organization staffs and teachers in charge. The research method was descriptive. 188 out of 455 teachers and educational Staffs were randomly selected through simple random sampling. The required data were collected by the researcher-made questionnaire. Validity and reliability of the questionnaire were established by expert judgment and Cronbach’s Alpha respectively. Planning content, Hardware, infrastructure, Expertise and training, Financial Issues, anxiety management technology, Compression time student, Traditional belief, and Motivation were the components which were extracted from the instrument through exploratory factor analysis. According to the Friedman test, it can be said that the value of the priority component is (X2, 1073; df, 7; P<. 01). Therefore, planning and Motivation hat the highest and lowest priorities from the participants’ perspectives.

During recent decades, organizational patterns of higher education have been increased more than before. The diversity and increase of structures represent social orientation in policies, approaches, processes and techniques of higher education. During this process, new educational and scientific communities have been formed. Development of the communities and educational and scientific networks have challenged the monopolization of modern university in representing the higher education. Integration and interdisciplinary activities are considered as one of the main variables which have changed the organizational structures of higher education in the recent decades. In this regard, universities and colleges increasingly offer interdisciplinary programs as a capacity index for preparing a generation of intellectuals and professionals with characteristics such as: critical thinking, partnership, participatory leadership and interdisciplinary research (La Toca, Widget and Faith, 2004). In the process of formation and development of this phenomenon, knowledge foundations of education and the way of communication and interaction among educational subsystems have been encountered more changes due to their nature and internal characteristics. Acceptance of behavioral patterns of interdisciplinary trainings, educational, research, Shadow, cross and invisible within the organized structures of knowledge (disciplines) is an example of this proposition.

The aim of this study was to investigate the requirements of instructional supervision and guidance based on teachers’ perceptions in Shiraz high schools. To do so, a sample of 352, were chosen from teachers currently working in the four districts of Shiraz in the educational year of 2009-2010. Data was collected through the administration of a questionnaire constructed based on Olivia and Powel’s Educational Model which encompasses three areas; leadership in educational improvement, leadership in curriculum improvement and leadership in personnel improvement. Descriptive statistics, independent samples t-test, one-sample t-test and one-way ANOVA were used to analyze the data. The results showed that current condition of instructional supervision services in Shiraz high schools was in minimum acceptable level (Q2), and teachers demand to receive supervisory services more than desirable level (Q3) in favorable condition. The findings also showed that male teachers significantly require more monitoring services and guidance categories compared to their female counterparts. But, there existed no significant difference among teachers with various years of experience concerning these items.There were also significant differences between the two educational groups of humanities and mathematics regarding their need for classroom management, but no significant difference was found among other groups.