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Modeling Structural Relationships of Teachers' Educational Performance Based on Organizational Citizenship Behavior and Mediating Job Desire | ||
| School Administration | ||
| مقاله 4، دوره 7، شماره 4، اسفند 2019، صفحه 99-82 اصل مقاله (1.2 M) | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.1398.506 | ||
| نویسندگان | ||
| Bahman Kord* 1؛ Hiva Mahmodi2 | ||
| 1Assistant Professor, Department of Psychology, Mahabad Branch, Islamic Azad University, Mahabad, Iran. | ||
| 2Assistant Professor, Department of Sociology, Faculty of Humanities, Golestan University, Gorgan. Iran. | ||
| چکیده | ||
| Introduction: Today, human resources are the most important and valuable organizational assets that affect the success and growth of organizations. The educational performance of teachers, due to their role and importance in the education process, can play an important role in improving the activities of the educational system and can lead to the formation of an effective, consistent and quality education system. The quality of an efficient and capable human resources training can lead to significant improvements for organizations, but in addition to the professional and professional duties and activities of teachers, individual characteristics and capabilities can also contribute to enhancing their efficiency and performance. One of the important and worthy competencies of teachers is organizational citizenship behavior that can have a significant impact on organizational development and improvement. Therefore, organizational citizenship behavior in the teaching profession, like other professions, leads to useful efforts to teach and learn effectively and to pursue eager educational activities. According to this definition, it is believed that through organizational citizenship behavior, one is expected to serve the goals of the organization beyond the requirements of his or her role and beyond formal duties. In other words, organizational citizenship behavior seeks to identify, manage, and evaluate the behaviors of employees who work in the organization and improve organizational effectiveness as a result of their behaviors. Organizational citizenship behavior can promote employee productivity and efficient operation of organizational groups, for example: Involving new employees in auxiliary or dedication behaviors will help them gain the knowledge they need to improve service quality, so that new employees may quickly perceive new components of service delivery. Therefore, organizational citizenship behavior enhances the speed of service delivery and improves performance quality. On the other hand, civic engagement leads to improved and enhanced interactions between managers and employees and can be resolved quickly if the problem arises. High levels of attentiveness, respect, and kindness reinforce group spirit among colleagues and may spend more time on organizational or group productivity goals rather than arguing with colleagues and managers. Organizational citizenship behavior is categorized into five dimensions: altruism, conscientiousness, chastity, courtesy, and social customs. The passion makes the teacher not only adapt to the hard work, but it is also a process for how individuals perform best. The consequences of job passion are mutual. When employers value employees, employees feel valued and more willing to stay in the organization and strive for success. Therefore, the present study aimed to develop a model of teachers' educational performance based on organizational citizenship behavior and job mediation mediation. Method: This study is a descriptive-correlational study with regard to purpose, and applied data collection. The statistical population of the study consisted of teachers in Kurdistan province in the academic year of 2019-2020 which included 11040 people. A sample of 358 individuals was selected through cluster random sampling. First, the northern cities of the province (Bijar and Saqez) were later divided into central cities (Sanandaj and Marivan) where Sanandaj was divided into two educational districts, then selected for the southern cities (Qorveh and Dehgolan). Then, three girls 'schools and three boys' schools were randomly selected from each city. Then, 400 male and female teachers were selected from education in the selected cities. Data were collected using questionnaires of Adult Educational Performance, Organizational Citizenship Behavior of Podsakov and Job Satisfaction of Salvana et al. Using SPSS and LISREL software, structural equation modeling analysis was used for data analysis. Results: The results of this study showed that organizational citizenship behavior has a direct effect on teachers' educational performance; job aspiration has a direct effect on educational performance. If people have an understanding of their own behaviors, professional roles, teaching management, cultural competence, quality of feedback, and good management will provide a good classroom and human educational communication that will lead to better educational performance. Conclusion: In other words, teachers' organizational citizenship behaviors directly affect their professional performance and performance, and lead to their positive performance. Organizational citizenship behavior has an indirect effect (through job aspiration) on teachers' educational performance. Therefore, organizational citizenship behavior and the mediating role of teachers 'career aspirations play a constructive and effective role in enhancing the quality of teachers' educational performance. In general, because of the passion, attention is paid to the motivational characteristics of individuals and usually has the positive side of this construct, and by focusing on this feature, one can enhance the professional performance of teachers. The passion makes the teacher not only adapt to the hard work, but it is also a process for how individuals perform best. The consequences of job passion are mutual. When employers value employees, employees feel valued and more willing to stay in the organization and strive for success. Therefore, attention to the dimensions of organizational citizenship behavior and teachers' career aspirations is essential for the quality of their educational performance. Therefore, based on the findings of the present study, it is suggested that due to the role of job passion in educational performance, it is necessary for educational authorities and persons concerned to adopt measures to organize and train teachers' passion courses. Also, considering the role of organizational citizenship behaviors in educational performance, it is desirable to hold useful and effective workshops on understanding their nature. | ||
| کلیدواژه‌ها | ||
| Educational Performance؛ Organizational Behavior؛ Career؛ Teachers | ||
| مراجع | ||
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