Investigate the Role of Schools Empowering Structure and Psychological Climate at Work on the Job Optimism of Teachers

Document Type : Original Research

Authors

1 Associate Professor in Educational Administration, Department of Education, Azarbaijan Shahid Madani University, Tabriz, Iran, Tel: +98 912 2883324, Email:ghasemzadee@yahoo.com, Adress: Kilometere 35, Tabriz/Azarshahr Road Tabriz,

2 Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

The purpose of this research was to investigate the role of Powerful structure of schools and psychological climate at work on the Job optimism of teachers. The method of this research was descriptive and correlational. The research population consists of all teachers of Kohdasht city. The sample consisted of 185 teachers (99 male teachers and 86 female teachers) using the Cochran formula. They were selected by stratified random sampling method. The questionnaires that were used for the present research included, Job Optimism questionnaire by Rotinghus et al (2005), The Hwi and Swatland (2000) Powerful structure of schools' questionnaire, and Quiz and Decotez (1991) Psychological climate at work questionnaire. Reliability was assessed through Cronbach's alpha. The reliability of the questionnaire for job optimism and empowered school structure was 0.86 and 0.89, respectively. Validity was also confirmed by the form of content validity through expert opinions. For data analysis, Pearson correlation coefficient and multiple regression step by step method in using spss.23 software were used. The results of the research showed that there is a positive and significant relationship between the Structure empowering schools and the psychological climate of the work environment with the teachers' job optimism (p <0.01). Also, the results of stepwise regression showed that the Structure enabling schools and the psychological climate of the work had a significant effect on teachers' job optimism and their standard effect coefficients were equal to (β = 0.71) and (β =0.12) And significant at P <0.05 level.

Keywords

The Journal of Theory and Practice in Teachers Education
Volume 5, Issue 7 - Serial Number 7
Fifth Year, No. 7, Spring
November 2019
Pages 61-74

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History

  • Receive Date: 29 July 2019
  • Revise Date: 11 November 2019
  • Accept Date: 16 March 2020

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