كليدواژه :
جهان بيني رهبري , انسجام سازماني , توان پاسخگويي به محيط , مدرسه
چكيده فارسي :
اين پژوهش به منظور مدلسازي روابط ساختاري جهان بيني رهبري و توان پاسخگويي به محيط با نقش واسطه گري انسجام سازماني انجام گرفته است. روش تحقيق توصيفي از نوع همبستگي بوده است. جامعه آماري پژوهش شامل كليه معلمان مدارس ابتدايي و متوسطه دولتي شيراز بود كه با روش نمونه گيري تصادفي- طبقه اي (بر حسب دوره تحصيلي) و براساس فرمول كوكران تعداد 369 نفر انتخاب گرديدند. ابزار پژوهش شامل فرم خلاصه شده مقياس جهان بيني رهبري، فرم خلاصه شده مقياس انسجام سازماني و مقياس توان پاسخگويي به محيط بود كه پس از محاسبه روايي و پايايي بين نمونه توزيع و جمع آوري گرديد. به منظور تحليل داده هاي پژوهش از نرم افزار AMOS و آزمون مدل معادلات ساختاري استفاده شد. يافته هاي پژوهش نشان داد كه توان پاسخگويي مدارس به محيط به وسيله انواع جهان بيني رهبري كارآفريني (18/0 =β) شبكه اي (25/0 =β)، تنظيمي (19/0 =β) به صورت مستقيم پيش بيني شده است. همچنين انواع جهان بيني رهبري كارآفريني (27/0 =β)، اجتماعي (33/0 =β)، شبكه اي (30/0 =β) و تنظيمي (30/0 =β) از طريق انسجام سازماني به صورت غير مستقيم، توان پاسخگويي مدارس به محيط را پيش بيني نموده اند. بنابراين مديران و رهبران مدارس مي توانند جهت بهبود توان پاسخگويي به محيط بر جهان بيني رهبري تمركز نمايند و براي تسهيل اين فرايند از انسجام سازماني بهره گيرند.
چكيده لاتين :
This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process.
