Presenting a model for reforming an organization for improving and making its healthy

Document Type : Research Paper

Authors

1 Faculty of Accounting Management, Edalat University, Tehran, Iran

2 Faculty of Accounting Management, Allameh Tabatabai University, Tehran, Iran

10.22075/ijnaa.2023.31629.4689

Abstract

In this research, under the title "Presentation of the structural model of the interaction of managers and the organization in the direction of empowerment", an attempt is made to examine the current situation of the organization and to design an appropriate structural model by using the indicators of organizational empowerment and its establishment in order to improve the organizational conditions. The current research is quantitative and descriptive-analytical. The statistical population of the research includes experts and managers of Tehran municipality, whose number is equal to 58 thousand people. To determine the minimum required sample size, Morgan's table was used for the limited population, and finally, 257 completed questionnaires were returned, which became the basis of the analysis. The data collection tool is a researcher-made questionnaire whose validity was confirmed by experts and its reliability was confirmed by Cronbach's alpha coefficient. Data analysis with the help of structural equations and with SPSS20 and Lisre18 software. 8 and SmartpLus have been investigated and the results show the significance of the relationships and components of the presented model.

Keywords

[1] M. Abraczinskas and N. Zarrett, Youth participatory action research for health equity: Increasing youth empowerment and decreasing physical activity access inequities in under-resourced programs and schools, Amer. J. Commun. Psycho. 66 (2020), no. 3–4, 232–243.
[2] N. Ahmed and B. Malik, Impact of psychological empowerment on job performance of teachers: Mediating role of psychological well-being, Rev. Econ. Dev. Stud. 5 (2019), no. 3, 451–460.
[3] M.A. Alromaihi, Z.A. Alshomaly, and D.S. George, Job satisfaction and employee performance: A theoretical review of the relationship between the two variables, Int. J. Adv. Res. Manage. Soc. Sci. 6 (2017), no. 1, 1–20.
[4] M. Asrar-ul-Haq, S. Anwar, and M. Hassan, Impact of emotional intelligence on teacher’s performance in higher education institutions of Pakistan, Future Bus. J. 3 (2017), 87–97.
[5] B. Balkar, Defining an empowering school culture (ESC): Teacher perceptions, Issues Educ. Res. 25 (2019), no. 3, 205.
[6] M. Capurso, J.L. Dennis, L.P. Salmi, C. Parrino and C. Mazzeschi, Empowering children through school re-entry activities after the COVID-19 pandemic, Contin. Educ. 1 (2020), no. 1.
[7] M.S. Farooq and Y.T. Kai, A review of Pakistan school system, J. Educ. Practice 8 (2017), no. 4, 97–101.
[8] Y. Jiang, P. Li, J. Wang, and H. Li, Relationships between kindergarten teachers’ empowerment, job satisfaction, and organizational climate: a Chinese model, J. Res. Childhood Educ. 33 (2019), no. 2, 257–270.
[9] M. Khaleghi, N. Naderi, B. Rezaei, and H. Jafari, Investigating the relationship between schools’ organizational culture and teachers’ career motivation with regard to the mediating role of psychological empowerment (Case study: Public schools of the primary level of education in West Islamabad), Sci. Quart. Res. School Virtual Learn. 10 (2022), no. 2, 33–48.
[10] H. Khomri, N. Fariborzi, and N.S. Naseri, Designing an empowerment model with the professional development approach of primary school teachers in Zabul city, Politic. Social. Iran 5 (2023), no. 11, 3410–3433.
[11] O. Ozu, S. Zepeda, A. Ilgan, A.M. Jimnez, A. Ata, and M. Akram, Teachers’ psychological well-being: a comparison among teachers in the U.S.A., Turkey and Pakistan, Int. J. Mental Health Promot. 19 (2017), no. 3, 144–158.
[12] S.A. Shah, 1.8m children still out of school in Balochistan, DAWN, https://www.dawn.com/news/1283056, 2016.
[13] D.J. Tindowen, Influence of empowerment on teachers’ organizational behaviors, Eur. J. Educ. Res. 8 (2019), no. 2, 617–631.
[14] A. Zahed-Babelan, G. Koulaei, M. Moeinikia, and A.R. Sharif, Instructional leadership effects on teachers’ work engagement: Roles of school culture, empowerment, and job characteristics, CEPS J. 9 (2019), no. 3, 137–156.
[15] P. Zionts, Teaching disturbed and disturbing students: An integrative approach, Pro-Ed, 8700 Shoal Creek Blvd., Austin, TX 78757-6897, 1996.

Articles in Press, Corrected Proof
Available Online from 29 February 2024
  • Receive Date: 29 August 2023
  • Accept Date: 07 October 2023