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Predicting the Effectiveness of School Principals Based on Fiedler’s Leadership Model

100%
Musavinejad S. H., Nastiezaie N.
The New Educational Review
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2018
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vol. 51
184-191
EN
The purpose of this study was to predict the effectiveness of Zahedan elementary school principals based on the triple factors of position in the Fiedler leadership model. The presented study was a descriptive correlational study in which 356 elementary school teachers were studied with stratified randomized sampling through two questionnaires including determining the leadership situation and the effectiveness of school administrators. The correlation coefficient and simultaneous multiple regression were used for data analysis with the help of SPSS software. Based on results, there was a positive and significant relationship between the three factors of leadership position (authority, leader-member relationship, duty structure). The results of multiple regression analysis also showed that the three situational factors can predict the effectiveness of school principals. Therefore, it can be concluded that school administrators should benefit from good authority, have good interactions with teachers and emphasize the structure of tasks to increase their effectiveness.
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The Relationship between Distributed Leadership and Work Self-Efficacy with the Mediating Role of Academic Optimism of the Teacher

100%
Zare M., Nastiezaie N.
The New Educational Review
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2019
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vol. 58
169-178
EN
The purpose of this study was to investigate the relationship between distributed leadership and job self-efficacy with the mediating role of academic optimism of the teacher. This study is applied and correlation research based on structural equation modeling. 281 teachers of Zahedan city were selected using stratified random sampling. To collect information, three questionnaires were used: distributed leadership (Gholami, Sahranavard, & Azizi, 2014), job self-efficacy (Riggs & Knight, 1994) and teacher’s academic optimism (Beard, Hoy, & Woolfolk, 2010). For data analysis the Pearson correlation coefficient was calculated using SPSS and structural equation modeling was done using Lisrel software. Based on the results the direct effect of distributed leadership on job self-efficacy (β=0.33), the direct effect of distributed leadership on teacher’s academic optimism (β=0.76) and the direct effect of teacher’s academic optimism on job self-efficacy (β=0.42) was found to be significant. The indirect effect of distributed leadership on job self-efficacy was also found to be significant with the mediating role of organizational laziness (β=0.352). Therefore, it can be concluded that through applying a distributed leadership style in schools (with regard to trust-based leadership, a democratic climate, comprehensive support, and teachers’ professional development) the level of teachers’ academic optimism increases. With an increase in teachers’ academic optimism, their job performance can be expected to improve.
3
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The Relationship between Intellectual Capital and Organizational Agility through the Mediating of Organizational Learning

100%
Shami S., Nastiezaie N.
The New Educational Review
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2019
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vol. 56
184-194
EN
The main goal of this research is to identify a relationship between intellectual capital and organizational agility through the mediating of organizational learning. The presented study is an applied and correlational research method based on structural equation modeling. 218 teachers of Zahedan high schools were studied by the stratified random sampling method. To collect information, three questionnaires were used: intellectual capital (adapted from Bontis, 1998), organizational agility (Soleimani, 2013) and organizational learning (Chiva, 2007). For data analysis, the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel. Based on results, the amount of the correlation coefficient of intellectual capital with organizational agility (r=0.566, p<0.01), intellectual capital with organizational learning (r=0.378, p<0.01), organizational learning with organizational agility (r=0.424, p<0.01) was significant. The direct effect of intellectual capital on organizational agility (β=0.56, t=6.56), the direct effect of intellectual capital on organizational learning (β=0.39, t=5.12) and the direct effect of organizational learning on organizational agility (β=0.2, t=2.89) were significant. The indirect effect of intellectual capital on organizational agility was also significant with the mediator role of organizational learning (β=0.078). Therefore, intellectual capital can lead to organizational learning and organizational agility.
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The Relationship of Academic Burnout and Academic Stress with Academic Self-Efficacy among Graduate Students

81%
Safarzaie H., Nastiezaie N., Jenaabadi H.
The New Educational Review
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2017
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vol. 49
65-76
EN
This study aimed to examine the relationship of academic burnout and academic stress with academic self-efficacy among graduate students. 307 graduate students at the University of Sistan and Baluchestan (140 female and 167 male students) were selected as a sample using the stratified random sampling method. The subjects were evaluated by questionnaires on academic burnout, academic stress, and academic self-efficacy. Data was analyzed using one-sample t-test, Pearson’s correlation coefficient, and simultaneous regression analysis. Results revealed that academic burnout was significantly related to academic self-efficacy among the students, in the way that an increase in academic burnout among the students led to a decrease in their academic self-efficacy. Moreover, academic stress was significantly related to academic self-efficacy, in the way that an increase in academic stress among the students led to a decrease in their self-efficacy.
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