عنوان مقاله [English]
An Approach to Job Performance and Social Undermining among Elementary School Teachers
Marziyeh Rezaei Shirmard: Graduate of Master's degree in Elementary Education, Faculty of Humanities, Islamic Azad University, Urmia Branch, Urmia, Iran.
Rahimeh Pourheydar *: PhD in Educational Management, Department of Educational Sciences, Islamic Azad University, Urmia, Iran.
Introduction: The present study was conducted with the aim of examining the relationship between job performance and Social Undermining among elementary school teachers.
Materials and methods: This research falls within the category of library studies and utilizes a descriptive-analytical approach based on the findings extracted from theses.
Results and discussion: The results of this study indicate that based on the research conducted in the field of job performance and Social Undermining among elementary school teachers, there is an inverse relationship between job performance and Social Undermining . In other words, as the level of Social Undermining among teachers increases, their job performance decreases. This finding suggests that the presence of Social Undermining in the work environment of elementary school teachers can have a negative impact on their job performance. In conclusion, the findings of this study demonstrate a significant inverse relationship between job performance and Social Undermining among elementary school teachers. The research indicates that as the level of Social Undermining increases, there is a corresponding decrease in job performance. This highlights the detrimental effect that the presence of Social Undermining in the work environment can have on the job performance of elementary school teachers. It emphasizes the need for strategies and interventions aimed at mitigating Social Undermining and fostering a positive work environment that promotes higher levels of job performance among teachers.
Conclusion: Therefore, it can be concluded that there is an inverse relationship between job performance and Social Undermining among elementary school teachers. This means that with an increase in Social Undermining , the job performance of teachers decreases. Hence, in order to enhance the job performance of elementary school teachers, it is necessary to strengthen the work environment by creating a positive organizational culture and reducing Social Undermining . Certainly, social undermining refers to behaviors or actions in a social context that are intended to hinder or undermine the performance, well-being, or reputation of others. In the context of elementary school teachers, social undermining can manifest in many ways, such as negative gossip by colleagues, withholding important information, or engaging in disrespectful or demeaning behaviors. The negative effect of social weakening on the job performance of primary school teachers can be significant (Gudi Ricardo et al., 2006). When teachers experience social undermining, it can lead to increased stress, decreased job satisfaction, and decreased motivation. These factors can ultimately affect their ability to effectively carry out educational responsibilities and have a detrimental effect on the overall quality of education provided to students (Begdali and Nasiri, 2012).
Creating a positive work environment is very important to counter social disadvantage and promote higher job performance among primary school teachers. This requires fostering a culture of respect, cooperation and support among colleagues. Building strong relationships, encouraging open communication, and providing opportunities for professional development and growth can help reduce social stigma and increase job satisfaction and performance. Principals and school leaders also play a vital role in addressing social disadvantage. They can implement policies and procedures that promote a positive and supportive work environment (Nasr Esfahani et al., 2015), provide resources for conflict resolution, and provide opportunities for teachers to Express their concerns or seek help when faced with socially debilitating behaviors. In general, recognizing and addressing the issue of social vulnerability is necessary to create a healthy and productive work environment for primary school teachers. By fostering a positive culture and effectively addressing social undermining, schools can support teachers in achieving higher levels of job performance, job satisfaction, and ultimately better educational outcomes for their students. A study comparing job performance between public and private school teachers in India showed that private school teachers scored significantly higher in job performance (Shrabin, 2013). In addition, research has shown that factors such as organizational performance, resources, and motivation affect job performance (Batt and Barry, 2016). Overall, these studies provide insights into factors influencing job performance and social adjustment among elementary teachers.
As a result, the findings of this research show a significant inverse relationship between job performance and social impairment in primary school teachers. This research shows that as the level of social impairment increases, there is a corresponding decrease in job performance. This highlights the detrimental effect that the presence of social undermining in the workplace can have on the job performance of primary school teachers. This article emphasizes the need for strategies and interventions aimed at reducing social vulnerability and creating a positive work environment that promotes higher levels of job performance among teachers.
Keywords: Emotional Intelligence, Metacognition, Problem Solving Skills.