كليدواژه :
مديريت مدرسه محور , موفقيت شغلي , سازگاري شغلي , معلمان دوره اول متوسطه , شهر همدان
چكيده لاتين :
This study investigated the relationship between school-based management style with career success and the first Secondary Schools Teachers job adaptability in Hamedan city academic year 1396-1397. The method of research was descriptive and correlation type. The statistical population consisted of all Teachers with a volume of 966 people who were selected using stratified random sampling method and 278 people were selected based on Krejcie and Morgan table. For collecting the research data, three questionnaires were used: questionnaire of school - based management, that Dadipour et al (2008) questionnaire was used to measure school-centered management it has three components and 33 items. Career success: to measure this variable, we used the Golparvar and the gazavi (2010) which has 2 dimensions and 12 sentences. and job compatibility questionnaire that the questionnaire is from Shahrabi Farahani (2012), which has36 questions and aims to measure job compatibility and its factors. Questionnaires justifiability was calculated based on their content justifiability and also their ending were calculated according to Cronbach's alpha90/, 0/89 and 0/86 respectively. Data were analyzed by SPSS software. Descriptive statistics and inferential statistics such as Pearson correlation coefficient and simultaneous multivariate regression analysis were used to analyze the data. The results showed: There is a positive and significant relationship between school-based management with career success and the first Secondary Schools Teachers job adaptability at the level of 0.01. Among the dimensions of school -based management, the only dimension of the mission was the ability to predict the career success of teachers. In addition, the dimension of mission and commitment has affected teachers' job compatibility and has predictive power.
Keywords: school-based management, career success, job compatibility, first Secondary Schools Teachers, Hamedan city
Introduction
School-centered management means providing a transfer of decision-making power to the school level (Chan & Tee,2008). Nenvid believes that many factors contribute to the creation of school-based management, the most important ones are: Changing the structure of decision-making, assigning responsibility for school operations to decision-makers, participating schools, involving local and regional authorities in the administration of school affairs, Applying the results of numerous studies on decentralization, The allocation of resources according to the needs of learners, Establishment of inclusive quality management, School independence for decision making(Nenvid, 2001). According to Davis and Lafkvayst (1991) job adjustment, including compliance with environmental factors associated with the individual character; therefore, job compromise is a combination of a set of psychological and non-psychological factors that make a person feel satisfied with his or her job (Kristension, Nordhagen, Wergeland& Bjerkedal,2007). Generally, job success often involves promoting the hierarchy of the organization, raising wages, power increasing, widespread responsibility, and job satisfaction (hemmati & et.al, 2019). The results of research on the relationship between organizational health and the establishment of school-based management shows that there is a relationship between all aspects of organizational health with the establishment of school-centered management(Shayan Jahromi & et.al,2011). The research concluded that there is a relationship between job transparency and job transparency and Job satisfaction makes job satisfaction and willingness (Hajian&et.al,2012). Also, the results of the research indicate that there is a positive and significant relationship between organizational culture and job managers (Azizinejad& Qalizadeh Kalhor,2019).
Research hypotheses:
10There is a relationship between the school-based management style and the teachers' job success of the first-grade secondary schools in Hamadan.
2. There is a relationship between the school-based management style and the teachers' job-compatibility of the first-grade secondary schools in Hamadan.
3. The dimensions of school-based management are the power to predict the job success and job-compatibility of teachers of the first-grade secondary schools in Hamadan.
Findings:
Hypothesis (1) the results showed that there is a positive and significant relationship between the school-based management style and the teachers' job success (p = 0.0001 and r = 0.5699); Also, there is a positive and significant relationship between the school-based management style and all its components with job success and all its components.
Hypothesis (2) The results of Pearson correlation test showed that there is a positive and significant correlation between school management style and teachers' job satisfaction at the level of 0.01.
Hypothesis (3) According to the results, only the mission component has the ability to predict job success. The effect of the mission component is positive and as high as 521. As well as the components of mission and commitment, they have the most impact on teachers' job satisfaction.
Discussion and conclusion
The first hypothesis of the research was to investigate the relationship between the school-based management style and the job success of teachers in the first-grade secondary schools and its findings showed that there is a positive and significant relationship between the school-based management style of teachers and the job success of teachers at the level of 0.01. This finding confirms the results of the past and is in line with the research results (Elmelegy, 2014) and Mirkamali & Alami, 2009 and Meyer & Conner, 2008. From all of these results, it can be concluded that school-based management is one of the key factors affecting the career success of teachers.
The results of Pearson correlation test showed that there is a positive and significant correlation between school management style and teachers' job satisfaction at the level of 0.01.
The results of the second hypothesis showed that there is a positive and significant relationship between the school-based management style and the job adjustment of teachers in the first-grade schools. By increasing the use of managers in the school-based management style, the level of all components of teachers' job adjustment increases. This finding also confirmed the results of the past and is consistent with the results of Hajian et al., 2012 and Garibi 2003 findings. The next results indicated that among the dimensions of school-based management, the only component of the mission was the ability to predict the teacher's career success. As well as the components of mission and commitment to job adjustment and its predictive power.
