Abstract:
هدف از اجرای پژوهش حاضر، بررسی رابطه میان سبک رهبری خدمتگزار و رفتار شهروند سازمانی با در نظر گرفتن متغیر میانجی جوسازمانی در دبیرستان‌های شهر سنندج در سال تحصیلی1396- 1395 بود. روش انجام پژوهش توصیفی از نوع همبستگی هست. جامعه آماری این پژوهش شامل 651 نفر از دبیران مدارس متوسطه دوره دوم شهر سنندج بود که به شیوه نمونه‌گیری تصادفی خوشه‌ای و طبقه‌ای (انتخاب تصادفی مدرسه و انتخاب تصادفی معلم در مدرسه) تعداد 238 نفر به‌عنوان نمونه پژوهش انتخاب شدند. جهت گردآوری اطلاعات از سه پرسشنامه سبک رهبری خدمتگزار، پرسشنامه جوسازمانی مدارس متوسطه دوم و پرسشنامه رفتار شهروند سازمانی استفاده شد. برای تجزیه‌وتحلیل داده‌ها از آزمون رگرسیون و تحلیل معادلات ساختاری استفاده شد. نتایج حاصل از پژوهش نشان داد که رابطه معناداری بین متغیر مستقل رهبری خدمتگزار و متغیر وابسته رفتار شهروند سازمانی دبیران و جوسازمانی وجود دارد. رهبری خدمتگزار پیش‌بین کننده معناداری برای رفتار شهروندی سازمانی است و عامل فروتنی از مجموع عوامل رهبری خدمتگزار بیشترین تأثیر را بر جوسازمانی دارند. همچنین رهبری خدمتگزار به‌صورت غیرمستقیم با میانجیگری جوسازمانی بر رفتار شهروند سازمانی اثرگذاری مثبت دارد.
Principals and teachers are among the main determining factors of the quality of education (Hallinger and Heck, 1996; Sisman, 2004). As teachers spend most of their time engaged in educational activities in class and working closely with students, they are key to developing students' organizational climate behavior (OCB) quality. Also, principals, who are involved in management-related activities such as dealing with teachers, staff, students ,and parents, can establish and underpin teachers and staff' OCB quality. Therefor, this study aims to explore the mediating role of organizational climate on servant leadership style and organizational citizenship behavior (OCB). Research Method: The present study was conducted among Sanandaj senior high schools' teachers in two urban districts in Kurdistan, Iran, which included all public schools under the supervision of the Kurdistan Ministry of education. According to district 1 and 2 education of Sanandaj statistics in the academic year 2016-2017, the total number of teachers in the two districts was 651, of which 345 (53%) were in district 1 and 306 (47%) in district 2 high schools. Bentlerand Chou (1987) suggested that the ratio of 5 people per each observed variable is sufficient. A more accepted rule is the ratio of 10 people per each observed variable. The model tested in this study has 14 observed variables (4 factors for servant leadership, 5 factors for OCB, and 5 factors for organizational climate). Therefore, taking into account 10 people per variable, the minimum sample size would be 140 people. To obtain a statistically significant number, we initially applied cluster sampling, a sampling technique used when “natural” groupings are evident (in this case two urban districts). Then, within each district, we used stratified sampling (since each district includes two strata: female and male teachers). Combining both cluster sampling and stratified sampling methods often improve the representativeness of the sample by reducing sampling error (Saifuddin, 2009). These sampling methods yielded 238 teachers including 119 male teachers and 119 female teachers. We used three different questionnaires to collect data in this study. First, the servant leadership Questionnaire prepared by Gholipour and Hazrati in Iran in 2009 based on the Patterson Model. This questionnaire consisted of 24 items measuring four components of service, humility, trusty, and altruism. Respondents were asked to indicate the extent to which they agreed with the statement using a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The second questionnaire is Organizational climate scale (OCDQ) which new editions have been formulated for elementary, secondary, and high school grades. In this study, the high school version (OCDQ-rs, Hoy et al., 1990) was used. It has 32 items which assess principal - teacher behavior in two dimensions of supportive principal behavior and directive principal behavior and teacher – teacher behavior in three dimensions of engaged teacher behavior, frustrated teacher behavior and intimate teacher behavior. The responses vary along a four-point scale defined by the categories "rarely occurs", "sometimes occurs", "often occurs", and "very frequently occurs." (1 through 4, respectively). Finally, to determine whether teachers believe that they exhibit citizenship behaviors, we used Podsakoff et al.’s (1990) OCB 23-item scale consisted of components of conscientiousness, altruism, courtesy, sportsmanship. Findings:Data analysis based on regression analysis showed that there is a significant relationship between the servant leadership and the OCB of teachers and organizational climate. Regression analysis showed that servant leadership significantly predicts OCB (R = 0.410; R2 = 168; F (1,236) = 47.597; P Research Implication: Correlations indicate that the use of servant leadership style, which has special attention to the relationship between leader and followers, can contribute to an internal ethical norm in the teachers by the creation of a positive environment and a healthy workplace and finally lead to the formation of OCB in them. Improving organizational behavior in educational centers through leadership and open and engaged climate can create conditions that teachers will act more than the role of teaching duties and their assigned duties to act in the pursuit of other goals of the school. In this study, the importance of servant leadership in promoting the climate of schools and OCB of teachers was considered effective. In this regard, it is recommended that some programs should be developed and implemented to develop leadership skills among school principals. Organizations may look for opportunities to recruit individuals who possess servant leadership characteristics. Leadership development opportunities exist to enhance managers' servant leadership skills. Future studies should further examine this subject including all variables in the same educational level in other educational districts or repeat this at other educational levels. In addition, future studies should focus more on intimacy dimension of teacher climate in schools.
Machine summary:
نتايج حاصل از پژوهش نشان داد که رابطه معناداري بين متغير مستقل رهبري خدمتگزار و متغير وابسته رفتار شهروند سازماني دبيران و جوسازماني وجود دارد.
رهبري خدمتگزار پيش بين کننده معناداري براي رفتار شهروندي سازماني است و عامل فروتني از مجموع عوامل رهبري خدمتگزار بيشترين تأثير را بر جوسازماني دارند.
مطالعه حاضر در گروه اخير قرار ميگيرد که در اين دسته تحقيقات عواملي از قبيل رضايت شغلي، تعهد سازماني، هويت سازماني، عدالت سازماني، اعتماد، انواع رهبري، رابطه رهبر و پيروان به عنوان عامل ايجادکننده ي رفتار شهروند سازماني مطرح ميشوند ,Podsakoff, Mackenzie) (٢٠٠٠ ,Bachrach &Paine .
ازاين رو اين مطالعه بر بررسي رابطه رهبري خدمتگزار و رفتار شهروندي سازماني از طريق متغير ميانجي جوسازماني متمرکز است .
رهبري خدمتگزار يک ساختار چندبعدي است که در سطح فردي سهم فراتر در توضيح رفتار شهروندي جامعه ، بهبود عملکرد، توانمندسازي و توسعه ، کيفيت زندگي کاري کارکنان ، اعتماد سازماني و تعهد سازماني ميتواند داشته باشد ,Amiri &Ghalavandi, Soltan zadeh ) (٢٠١١.
مدل مورد آزمون در اين تحقيق داراي ١٤ متغير مشاهده شده است (٤ عامل رهبري خدمتگزار، ٥ عامل رفتار شهروندي سازماني، و ٥ عامل جوسازماني )، بنابراين با در نظر گرفتن ١٠ نفر درازاي هر متغير حداقل حجم نمونه موردنياز ١٤٠ نفر خواهد بود.
همچنين نتايج پژوهش حاضر حاکي از آن بود که نوع دوستي از مؤلفه هاي رهبري خدمتگزار عامل پيش بيني کننده قوي براي رفتار شهروندي معلمان است .
Relationship between servant leadership and organizational citizenship behaviors: review of literature and future research directions.
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