Volume 9, Issue 43 (12-2021)
2021, __(43): 335-352 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Study the mediating role of emotional intelligence in the relationship between the empowering structure of schools and the performance of elementary teachers in Mamsani city. Journal title 2021; 9 (43) : 10
URL: http://erj.khu.ac.ir/article-1-1055-en.html
URL: http://erj.khu.ac.ir/article-1-1055-en.html
Abstract: (6738 Views)
The purpose of this article was to study the mediating role of emotional intelligence in the relationship between the empowering structure of schools and the performance of elementary teachers in Mamsani city. The current research was applied in terms of its purpose and in terms of its method, it was among survey researches. Also, in terms of time, it was cross-sectional and a descriptive research, which used the correlation method. The target statistical population in this study was elementary teachers of Mamsani city (650 people) and according to Morgan's table, 242 people were considered as samples. The sampling method was stratified random. Collecting statistical information from three standard questionnaires of teachers' job performance (Hersey and Goldsmith, 1981), emotional intelligence (Golman, 2001) and empowering structure of schools (Hoy and Sweetland, 2001) were used. The content validity of all three questionnaires has been confirmed by the experts, and its reliability was determined after testing among 30 people from the statistical population by calculating Cronbach's alpha for the three questionnaires, respectively 0.927, 0.791 and 0.750. Pearson's correlation coefficient test, independent t test and path analysis were used to test the research hypotheses. The results of Pearson's correlation test in this study showed that there is a positive and significant relationship between the empowering structure of schools, emotional intelligence and teachers' performance (P<0.01). There is a significant difference in the job performance of male and female teachers in Mamsani primary schools (P<0.05). Also, the results of the path analysis test showed that emotional intelligence plays a mediating role in the relationship between the empowering structure of schools and the performance of elementary teachers in Mamsani city (P<0.01). The more education and training in the development of schools' empowerment in various software and hardware areas, the more teachers will have more power in controlling and understanding their own and others' emotions (emotional intelligence) and as a result, they will carry out their tasks with greater satisfaction and calmness, and as a result, their job performance they improve.
Article number: 10
Type of Study: Research Paper |
Subject:
Educational Science
Received: 2021/09/18 | Revised: 2023/11/21 | Accepted: 2022/04/19 | ePublished: 2022/05/1
Received: 2021/09/18 | Revised: 2023/11/21 | Accepted: 2022/04/19 | ePublished: 2022/05/1
References
1. Balkar, B. (2015). Defining an empowering school culture (ESC): Teacher perceptions. Issues in Educational Research, 25(3), 205.
2. Chendler, P. (2010). Teaching disturbed and disturbing student. (2nd.ed). Austin, Texas. Pro.ed.
3. Dlouhá, J., & Pospíšilová, M. (2018). Education for Sustainable Development Goals in public debate: The importance of participatory research in reflecting and supporting the consultation process in developing a vision for Czech education. Journal of Cleaner Production, 172, 4314-4327. Doi: 10. 1016/j. jclepro. 06. 145 [DOI:10.1016/j.jclepro.2017.06.145]
4. Hashim, S.H & Khalil, M.S. (2018). Self-efficacy, emotional intelligence and quality of life amongst Saudi sample cancer patients. Journal of Psychology and Clinical Psychiatry, 9(5), 450-454. [DOI:10.15406/jpcpy.2018.09.00569]
5. Hoy, W., & Sweetland, S. (2001). Designing better schools: The meaning and measure of enabling school structures. Educational Administration Quarterly, 37)3(, 296-321. [DOI:10.1177/00131610121969334]
6. Irameet, Kaur,. Charu, Shri,. K. M. Mital (2019). The Role of Emotional Intelligence Competencies in Effective Teaching and Teacher's Performance in Higher Education. Higher Education for the Future. Volume: 6 issue: 2, page(s): 188-206 [DOI:10.1177/2347631119840542]
7. Muhammad, Asrar-ul,. Sadia, Anwar,. Misba, hHassan (2017). Impact of emotional intelligence on teacher׳s performance in higher education institutions of Pakistan. Future Business Journal. Volume 3, Issue 2, December 2017, Pages 87-97 [DOI:10.1016/j.fbj.2017.05.003]
8. Platis, C. Reklitis, P. Zimeras, S. (2015). Relation between job satisfaction and job performance in healthcare Services.International Conference on Strategic Innovative Marketing, IC-SIM 2014, September 1-4, 2014, Madrid, Spain. [DOI:10.1016/j.sbspro.2015.01.1226]
9. Ranjbar, H. Khademi, S.H & Areshtanab, H.N. (2017). The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis. Acta Facultatis Medicae Naissensis, 34(1), 65-76. [DOI:10.1515/afmnai-2017-0008]
10. Sinden, J. E., & Hoy, W. K. (2011). A quality analysis of enabling school structure: Theoretical, Empirical and Research considerations. Working paper. The Ohio State University. Retrieved 24/7.
11. Sobhani N, Sobhani N, Manochehri B, Hosseini T. investigating the effect of emotional intelligence on the job performance of elementary school teachers in Marivan city, 10th International Conference on Psychology and Social Sciences. 2016
12. Tsang, K.K.; Wang, G.; Bai, H (2022). Enabling School Bureaucracy, Psychological Empowerment, and Teacher Burnout: A Mediation Analysis. Sustainability 2022, 14, 2047. [DOI:10.3390/su14042047]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
