Mediating role of performance evaluation in relationships between organizational structure and job autonomy with organizational justice perception and job enthusiasm
Publisher: name: The University Of Kurdistan
Year: 2021

description: Nowadays the role of human resources and attitudes of personnel are very\nessential in gaining achievements and competitive advantage. In this regard,\npaying attention to the morale and perceptions of employess plays a vital\nrole. promoting organizational justice perception and job enthusiasm are the\nchallenges for managers to achieve the goals of organization, so the purpose\nof this research was study the mediating role of performance evaluation in\nrelationships between organizational structure and job autonomy with\norganizational justice perception and job enthusiasm.This research was an\napplied research in terms of the aim and it was descriptive correlational\nresearch in terms of method. The statistical population of this study consists\nof all the senior high-school teachers in urmia city in academic year 2018-\n19 which were about 831 individuals (137 teacher from educational district\n1 and 169 teacher from educational district 2) . 306 individuals were selected\nby morgan table and stratified random sampling method. Data collection tools\nwere researcher-made questionnaire for evaluating the performance of\nteachers(its dimensions included teacher prerequisites, professional\nresponsibility, planning and preparation, organization and classroom\nmanagement, teacher’s personal characteristics, education or teaching. and \nstandard questionnaire for organizational structure (Rabins, Ivanowich,1989,\nits’ dimensions included centralization, complexity,officialism), justice\nperception questionnaire (kolcoit,2001, its dimensions included distribution\njustice,procedural justice, informational justice, interpersonal justice.), job\nenthusiasm questionnaire (salanova, Schaufeli,2003, its’ dimensions included:\npower, commitment, absorption.), teacher autonomy questionnaire\n(Fridman,1999, its’ dimensions included: creating school identity, teaching\nand achievement evaluation , parent participation ). Validity of the\nquestionnaire were confirmed through using experts opinions, confirmatory\nand exploratory factor analysis. Reliability of the questionnaires were\nobtained by using Cronbach’s alpha test.\nThe values of Alpha coefficients for the questionnaires equaled: teacher\nperformance evaluation= 0/86 , organizational structure= 0/77, organizational\njustice perception= 0/81,job enthusiasm= 0/89 , teacher autonomy= 0/79\ntherefore all of the values were approved.Based on skewness and kurtosis\nobtained from descriptive, statistics distributions of variables were\nnormal.The conceptual model’s of research proposed had desired fitness.\n(AGFI=0/92 ,X2\n/df=1/78, RMSEA=0/06, CFI=0/97, GFI=0/9).The results of\nthe correlation matrix of the research variables cleared that path analysis\ncan be applied to study and test the conceptual model. SPSS and LISREL\nwere two statistical soft-wares to serve the purpose of data analysis. Findings\nillustrated that the mediating role of performance evaluation in relationships of\norganizational structure and job autonomy with organizational justice\nperception and job enthusiasm were confirmed. (There were significant\nrelationship between job autonomy and teacher performance evaluation\n(β=0/29)., between organizational structure and teacher performance\nevaluation(β=0/31, between teacher performance evaluation and job\nenthusiasm (β=0/26), between teacher performance evaluation and\norganizational justice perception(β=0/19). There was significant direct\nrelationship between job autonomy and job enthusiasm.(β=0/27). Also,\nsignificant direct relationship between organizational structure and\norganizational justice perception was confirmed (β=0/46). Therefore job\nautonomy and organizational structure were indirect predictors of job\nenthusiasm and organizational justice perception, .job autonomy and teacher\nperformance evaluation were predicted a total of 18% of job enthusiasm\nvariance.organizational structure and teacher performance evaluation\npredicted a total of 31% of organizational justice perception variance.\norganizational structure and job autonomy explained a total of 20% of\nteacher performance evaluation variance. To promote job enthusiasm and\norganizational justice perception, managers should promote job autonomy and\nreduce centralization and complexity of organizational structure and pay\nmore attention to performance evaluation. Creating enthusiasm and  motivation in employees can be done by a proper performance appraisal\nand reward system. Managers need to pay attention to the self-control and\nself –monitoring aspects of employees and reduce strict control through\nrules and regulations. The participatory , supportive and supervisory role of\nthe association of parents and teachers should be strengthened as a nonprofit,non-governmental civic organization, and its results should be used to\nimprove the performance of teachers.\nprincipals can use teachers participation (self- evaluation) in order to enhance\nthe evaluation quality and creat. organizational justice perception.Also , it is\nrecommended to apply various approaches in teacher performance evaluation\nincluding evaluation by principles, colleagues, students and parents.This\nmight be very effective in designing a service compensation\nsystem.Decreasing the hierarchical orders and generating informal and\neffective communications among teachers and principal causes teachers feel\nmore commitment and attachment to school and their instructional tasks\nand also makes the external boundaries of school more permeable to\nresponsiveness. The relation among school and the community should be\nprioritized through various actions such as school- home relations.\nManagers should look for the pros and cons of evaluation and help teachers\nbe the best in their careers, rather than focusing on mistakes, .This way ,\nthey exploit evaluation as an incitant and take advantage of its supportive\nsupervision role. Due to students’ differences in the Abilities ,needs, interests,\nintelligence and skills , teachers can benefit from job autonomy as a vital\nfactor in their instructional tasks. Principals can deligate teachers and with\nthrough this way promote job satisfaction, professional competence, increase\nself- confidence and enthusiasm in teachers .Courses for principals on how\nto evaluate performance leads to a accurate and logical evaluation\napproaches which will in turn lead to justice perception enhancement in\nteachers. This research faced limitations such as the large number of data\ncollection tools, non-longitudinal research, use one type of\ntool(questionnaire) limitations on generalization of results. It is suggested that\nofficials should consider more job autonomy for teachers in setting\nguidelines. It is also recommended that principals avoid strict regulations in\ntheir schools. Teachers performance evaluation and the service compensation\nsystem should be applied properly too.\n