Modeling the Structural Relationship between Leadership Worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity
Publisher: name: The University Of kurdistan
Year: 2021

description: As social entities, schools should use their internal ability to adapt to\nenvironmental changes if they want to compete and achieve success, and this\ncan lead to the effective fulfillment of their responsibilities. In fact, using\nresponse improvement systems is one of the most fundamental activities in\norganizations (such as schools) to positively align with the changes that can\nhelp to achieve the constructive aims of that organization.\nThe response is defined as the amount of adherence of the organization to the\nultimate promise to fulfill some of the activities and services. In fact, a\nresponse is an aim for every organization and usually contains an external\norientation. In a systemic view, response to environmental conditions\nconsists of conceptual, structural, and functional aspects. These aspects are\nthe basis of response ability in any organization and their quality directly\naffects response. To fulfill their aims and fundamental desirability,\norganizations should adopt appropriate mechanisms. By choosing a suitable\nworldview, leaders can adjust the conditions in a way that all parts of the\norganization coherently respond to interior and exterior needs. Worldviews\nconsist of cognitive and affective hypotheses which are based on a definition\nof truths and on which people base their lives. Wexler (2006) argues that\nworldviews can be classified as entrepreneurial, regulatory, communitarian,\nand network, and believes that worldviews are created based on what we feel\nabout the environment surrounding us.\nOne of the most important effects of effective leadership is its role in the\nintegrity and solidarity of the organization, which can have positive outcomes that can lead to effectiveness and hence response. In other words, should\norganizations work fast and fully flexible and respond to environmental\nconditions, they need to have solidarity in their business processes. Solidarity\nmeans alliance or agreement between feelings and action, especially among\npeople with similar interests. As a whole, organizational solidarity consists of\ntwo aspects: social-emotional solidarity and instrumental solidarity, one of\nthe most important benefits of which is enhancing the ability of the\norganization to respond to environmental needs. . In a sense, creating\nsolidarity in an organization, lead to share common ideas, values, attitudes\nand interests. Performance of the members improve continuously and the\nsystem try to response environment. Hence, researchers believe that the\ndegree of solidarity determines the degree of success in group activities in\nvarious economic, social, cultural and organizational aspects\nAccording to what was mentioned above and the responsibility of schools as\nentities that benefit all aspects of society directly or indirectly, and also\nconsidering the important role of the school environment in securing the\norganizational existence and their effectiveness, we need to identify the\nenvironmental requirements and dynamically respond to interior and exterior\nrequirements of this social entity. Therefore, this study aimed to model the\ninstrumental relationships of leadership worldview and the ability to respond\nto the environment through organizational solidarity. Doing this research will\nhelp educational authorities to find out the appropriate way to select and\neducate managers and choose leaders and managers for schools who have a\nmore efficient worldview according to the model. In this way, these managers\ncan provide the required condition to enhance and improve solidarity and\nhence, response.\nThis study aimed to model the structural relationships of leadership worldview\nand Power of Response to Environment with the Mediating Role of\nOrganizational Solidarity. The research method was descriptive -\ncorrelational. The study statistical population included all primary and\nsecondary public school teachers of Shiraz which 369 people were selected\nby random-stratified sampling method and based on Cochran's formula.\nResearch instrument included a short-form of the leadership worldview scale,\na short-form of the organizational solidarity scale, and a short-form of the\npower of response to environment scale which were distributed and collected\nbetween research sample after calculating their reliability and validity. To\nanalyze the research data, AMOS software and structural equation model test\nwere used. The research findings showed that the schools power of response\nto environment is directly predicted by a variety of leadership worldviews\nentrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also\na variety of leadership worldviews entrepreneurial (β=0.27), communitarianthe power of schools to respond to environment through organizational\nsolidarity. Therefore, school administrators and leaders can focus on\nleadership worldviews to improve the power of response to environment and\nutilize the organizational solidarity to facilitate this process.\nAccording to the findings of the result and considering the undeniable effect of\nmanagers' leadership worldviews on organizational solidarity and schools'\nresponses, it is suggested that educational managers and planners try to\ndevelop and apply the leadership worldviews which align with environmental\nrequirements so that they can enhance the ability of schools to respond to the\nenvironment. To achieve this, an appropriate and common conceptual\nframework should be developed about leadership worldview and its aspects\nin school leaders. Also, the needed instrumental mechanisms should be\nprovided so that a clear framework is provided to form an effective\nleadership worldview at schools. To achieve this, a system consisting of\nconceptual, structural, and functional aspects should be developed about the\ntopic (leadership worldview). In order to develop cultural and then structural\nand functional aspects to develop and realize leadership worldview, cultural\nconditions should be provided.\nAlso, by increasing organizational solidarity, school managers and leaders can\nsignificantly improve response to the environment. Some strategies can be\nhelpful in this regard. Teachers should participate in the important decisions\nof schools; the needs of school staff and teachers should be considered when\nsetting organizational goals; teachers should feel that fulfillment of their\ngoals is as important as that of school goals; common interests of members\nshould be emphasized and attempts should be made to fulfill their interests;\nschool strategies should be in accordance with the interactive environment as\nit can lead to a situation that teachers and school staff can share their ideas\nand members will be unified to achieve their common goal. These can help to\nimprove the effectiveness of response at schools.\n(β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted