Explaining teachers' self-management and self-efficacy based on transformational leadership with the mediating role of learning organization in Mashhad schools
Publisher: name: The University Of Kurdistan
Year: 2021

description: The purpose of this study was to explain teachers' self-leadership and selfefficacy based on transformational leadership with Mediating role of the\nlearning organization.Today's world is constantly changing and it is\nnecessary for schools to cope with these changes to succeed. One factor that\ncan help the education system, especially schools, is human resources. In the\neducation department of Mashhad, the principals have realized this and have\ncome to believe that in order to achieve success, they need to adapt to the\nchanges in today's world. Also, since the Education Organization's\nresponsible for the serious educational issues of the community; It is\nnecessary for this organization to always be aware of the changes in today's\nworld and to maintain its level of knowledge in order to be able to provide\nappropriate services to society. Therefore, in the education department of\nMashhad city, managers are trying to develop and improve the situation of\ntheir human resources and have seen the need for this in terms of proper\nleadership. Management and leadership has always been considered as one of\nthe basic human factors in the success and failure of organizations, especially\neducational institutions and schools as a knowledge-based organization and\nhas always been studied and researched in various dimensions. Accordingly,\nthe aim of this study was to investigate the effect of transformational\nleadership on self-leadership and self-efficacy with the mediating role of the\nlearning organization. The present study is based on scientific research as a\nquantitative paradigm, based on the purpose of applied research, based on\ndata collection and information of descriptive research (structural equationmodeling), to study the theoretical foundations and research background of\nthe library method and to collect the necessary data. In order to test the\nresearch hypotheses, the field method with a questionnaire was used, which\nare: Transformational leadership (Bass & Avolio (2002) which consists of 20\nitems and 4 components of individual considerations (1-5), mental motivation\n(6-10), inspirational motivation (15-15) and ideal influence (16-20). Learner\n(Senge (1990, which consists of 22 items that have five components of\nindividual mastery (questions 1 to 4), team learning (questions 5 to 10),\ncommon goal (questions 11 to 14), systemic thinking (questions 15 to 18)\nMeasures mental models (questions 19 to 22) Rahimi (2013) self-direction\nwhich consists of 26 items and seven components of personal goal setting\n(questions 1 to 5), self-motivation (questions 6 to 8), self-punishment\n(questions 9 to 12) Personal care (questions 13 to 16), markup (questions 17\nto 18), implicit job incentives (questions 19 to 23) and visualization of\nsuccessful performance (questions 24 to 26) Teacher self-efficacy Tschannen,\nMoran, & Woolfolk (2001) It consists of 24 items and 3 components of\ninclusive involvement (1-7), teaching methods (16-18) and classroom\nmanagement (17-24).\nThe validity of the instruments was confirmed by the construct validity and their\nreliability by Cronbach's alpha and combined reliability. Data analysis was\nperformed using SPSS23 and SMART PLS2 software using correlation and\nstructural equation modeling. The statistical population includes all primary\nand secondary teachers (first and second) in Mashhad with 18,750 people and\nfrom this number, based on Cochran's formula, a sample of 384 people was\nselected by stratified random sampling method from among the seven\neducation districts of Mashhad. According to the results, it was found that\nmale teachers were 205 (53.4%) and female teachers were 179 (46.4%) of the\ntotal sample. Teachers 20-20 years old 88 people (22.9%), 40-31 years old\n150 people (39.1%), 50-41 years old 112 people (29.2%) and teachers 51\nyears old and older 34 people (9.9 8%) were. There were 46 teachers (12%)\nwith a master's degree, 200 with a bachelor's degree (52.1%), 100 with a\nmaster's degree (26%) and 38 with a doctorate (9.9%). Teachers with a\nhistory of 5 years under 102 (26.6%), 5-10 years 119 (31%), 11-15 years 71\n(18.5%) and 16 years and over 92 (24%) in The samples were examined. The\nresults of research hypotheses also showed that the learning organization\nvariable is a mediating variable between transformational leadership\nvariables with self-leadership and self-efficacy. Transformational leadership\nhas a positive and direct effect on the learning organization, self-leadership\nand self-efficacy, as well as the learning organization on self-leadership, but\ntransformational leadership has not been able to affect self-efficacy. The\nvalidity of the measurement model was confirmed by cv.com test and the\nstructural model by cv.red test. Also, the quality of the final research model according to the GOF index, which is 0.305, showed that the model has a\nstrong fit and finally the coefficient of determination R2 For the learning\norganization, it was 0.320, self-directed 0.285 and self-efficacy 0.033.\nFinally, according to the results of hypotheses, it can be said that school\nleaders and principals can apply transformational leadership components and\nfocus on new teacher educational ideas, emphasizing the creation and sharing\nof knowledge in schools, paying attention to knowledge interactions between\nteachers and emphasizing Improving teaching principles and new teaching\nmethods will facilitate the conditions required for teachers' self-leadership\nand self-efficacy. The present study also had some limitations for researchers,\nsuch as the measurement tool, which was a questionnaire. This tool has\nspecial limitations such as measuring the answers in the form of a multi-point\nLikert scale and... . Also, research data has been collected from teachers in\nMashhad. Therefore, caution should be exercised in generalizing the results\nto other organizations and schools in the country. Causal relationships\nbetween variables should also be used with caution because structural\nequation modeling does not have strong explanations for expressing causal\nrelationships between variables. Finally, according to the research results, to\nimprove the level of self-efficacy and self-leadership of teachers, it is\nsuggested that school principals and education officials pay special attention\nto the management style and use of transformational leadership components\nand by removing obstacles, Provide the necessary platforms to\ninstitutionalize learning schools and motivate teachers to be as effective as\npossible. Managers also provide the right environment for participation and\ncooperation and competition of the year between teachers and other\nmembers, to institutionalize the culture of achieving double success through\ncollective decision-making, thus enabling the creation and establishment of a\nlearning organization platform.