رویکردی بر عملکرد شغلی و سایش اجتماعی معلمان ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته کارشناسی ارشد آموزش ابتدایی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد ارومیه، ارومیه، ایران.

2 دکترای مدیریت آموزشی، گروه علوم تربیتی، دانشگاه آزاد اسلامی، ارومیه، ایران.

چکیده

هدف: پژوهش حاضر با هدف رویکردی بر عملکرد شغلی و سایش اجتماعی معلمان ابتدایی اجرا شده است.

روش کار: این پژوهش در زمره پژوهش های کتابخانه ای است که با استفاده از روش توصیفی- تحلیلی از نتایج پایان نامه استخراج شده است.

نتایج: نتایج این تحقیق نشان می دهد که با توجه به تحقیقات انجام شده در حوزه عملکرد شغلی و سایش اجتماعی معلمان ابتدایی، نتایج نشان می‌دهند که بین عملکرد شغلی و سایش اجتماعی معلمان ارتباط معکوس وجود دارد. به عبارت دیگر، هرچه سطح سایش اجتماعی معلمان بیشتر باشد، عملکرد شغلی آن‌ها کاهش می‌یابد. این نتیجه نشان می‌دهد که وجود سایش اجتماعی در محیط کار معلمان ابتدایی می‌تواند تأثیر منفی بر عملکرد شغلی آن‌ها داشته باشد.

نتیجه گیری: نتیجه گیری می‌شود که بین عملکرد شغلی و سایش اجتماعی معلمان ابتدایی ارتباط معکوس وجود دارد. این یعنی با افزایش سطح سایش اجتماعی، عملکرد شغلی معلمان کاهش می‌یابد. بنابراین، برای ارتقای عملکرد شغلی معلمان ابتدایی، لازم است محیط کاری با ایجاد فرهنگ سازمانی مثبت و کاهش سایش اجتماعی تقویت شود.

کلیدواژه‌ها


عنوان مقاله [English]

An Approach to Job Performance and Social Undermining  among Elementary School Teachers

 

 

نویسندگان [English]

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.

 

چکیده [English]

Detailed Abstract

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 discussionThe 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.

Aeiti, M., & Khoshdamon, S. (2012). Culture, curriculum, teaching styles, and learning styles. Curriculum Studies, 7(26), 149-172. ]in persian[.
Ahmadi, K. (2013). Presenting a model for expanding the conceptualization of social friction among bank branch employees. International Conference on Management: Challenges and Solutions, Islamic Azad University, Khorasgan Branch, Journal of Knowledge and Research in Psychology, 24(2), 19-48. ]in persian[.
Ansaripour, S., Fasih, S., & Malekpour Tehran, A. (2015). The role of job performance in job success and self-confidence. Conference on Postgraduate Students, SID.
Azarnooshan, M., Mashayekh, M., & Mohammadi Shirmahaleh, F. (2018). The relationship between organizational innovation, job performance, and job satisfaction among teachers. Initiative and Creativity in Humanities, 8(3), 75-94. ]in persian[.
Barati Ebrahimzadeh, F., & Khakbaz, A. S. (2022). Examining how primary school teachers confront a blended approach in social studies textbooks. Innovative Approaches in Education, 17(1), 19-36. ]in persian[.
Bhat, S. A., & Beri, A. (2016). Social adjustment and job performance of college teachers: An analytical study. Indian Journal of Positive Psychology, 7(2), 206.‏
Broomand, Z. (2014). Organizational behavior management. Payam Noor University Press. ]in persian[.
Cherabin, M. A. (2013). Comparative Study on Management and Performance in Private and Government Sectors.‏
Crossley. C. (2008). Emotional and behavioral reactions to social undermining: A closer look at perceived offender motives, Management Department Faculty Publications.
Daneshi Moghadam, M., Aghabali, A., & Shojai, S. (2016). Investigating the impact of job characteristics on motivation and performance of employees considering their attitude toward internal customers (Case study: Social Security Organization, Yazd). International Conference on Management Excellence. ]in persian[.
DarOng Lin, Tay Angeline. (2015). The Effects of co-workers' social undermining behaviour on employees' work behaviours, Istanbul International Academic Conference Proceedings, Istanbul, Turkey.
Dustar, M., & Kabini Moghadam, S. (2011). Comparative study of the performance of licensed and official teachers in the education system of Gilan province. Journal of Educational Psychology Skills, 2(3), 13-28. ]in persian[.
Eissa, G & Wyland, R. (2016). Keeping up with the Joneses: The role of envy, relationship conflict, and job performance in social undermining. Journal of Leadership & Organizational Studies, 23(1), 55-65.
Elnaga, A, Imran, A. (2013). The effect of training on employee performance, European Journal of Business and Management, 5(4): 137-147.
Floger R, cropanzano R. (1998). Organizational Justice and Human Resource Management, Foundations for, Organizational Science, a sage publications series.
Forrester*, G. (2005). All in a day's work: primary teachers ‘performing’and ‘caring’. Gender and Education, 17(3), 271-287.‏
 
Ghasemizad, A., & Farhadi, V. (2016). Predicting job performance and organizational creativity using internal and external organizational stress factors in employees of Shiraz Telecommunications Company. Journal of Applied Psychology, 17(4), 50-58. ]in persian[.
Golparvar, M., & Khaksevar, F. (2019). The relationship between emotional intelligence and job performance of employees in industrial factories of Isfahan city. Clinical Psychology and Personality (Behavioral Sciences), 17(40), 19-34. ]in persian[.
Hepburn C. Gail Enns Janelle R (2013). Social undermining and well-being: the role of communal orientation, Journal of Managerial Psychology, Vol. 28 Iss 4 pp. 354 – 366.
Imani, P. (2014). Investigating social friction in contemporary organizations. Second International Conference on Management: Challenges and Solutions. ]in persian[.
Jalalzadeh, M., & Nassirian, Z. (2020). Examining the relationship between job stress and job performance of elementary school teachers. Research in Educational Sciences and Counseling, 6(12), 115-132. ]in persian[.
Kamkar, M., Landaran, E., Saeed, S., & Ra'eesi, M. (2016). The relationship between factors affecting the performance of employees of Islamic Azad University, Mobarakeh Branch, and student satisfaction with employee performance. Journal of Knowledge and Research in Psychology, 24, 19-38. ]in persian[.
Katz, D. and Kahn, R. L. (1996). The Social Psychology of Organizations. New York, NY: Wiley.
Kotherja, O., & Hamzallari, B. (2022). The Influence of Socio-Demographic Variables on Teachers' Job Performance. Cypriot Journal of Educational Sciences, 17(7), 2511-2522.‏
Mohebby, M., Ghazizadeh, F., Sayed Ziaoddin, S., & Dadashi, A. (2016). Presenting a model for evaluating the performance of researchers in industrial research organizations. Human Resource Management Research, 3(6), 83-90. ]in persian[.
Mohtaram, M., & Zamani, S. (2020). Prediction of social friction based on teachers' perception of organizational cultures in schools. School Management (Journal of School Administration), 8(3), 127-148. SID. https://sid.ir/paper/958132/fa. ]in persian[.
Nasr Esfahani, M., Alameh, S. M., Shami, A., & Teimouri, H. (2016). Expanding the concept of social friction among employees in the studied organization: The Welfare Organization. Iranian Journal of Management Sciences, 11(41), 91-115. ]in persian[.
Nasr Esfahani, M., Alameh, S. M., Shami, A., & Teimouri, H. (2016). Expanding the concept of social friction and determining its relationship with organizational agility. Iranian Journal of Management Sciences, 11(41), 116-99. ]in persian[.
Novitasari, D., Asbari, M., Purwanto, A., Fahmalatif, F., Sudargini, Y., Hidayati, L. H., & Wiratama, J. (2021). The Influence of Social Support Factors on Performance: A Case Study of Elementary School Teachers. International Journal of Social and Management Studies2(1), 41-52.‏
Rowshan, H., Shahrekipoor, H., & Dookaneifard, F. (2022). A model for enhancing the job performance of teachers based on empowerment. Iranian Journal of Political Sociology, 5(5), 593-609. ]in persian[.
Sadati, A. (2013). Investigating and prioritizing the factors of work-life quality on the performance of Bank Melli employees in Kermanshah city (Master's thesis, Islamic Azad University, Central Tehran Branch). ]in persian[.
Safari, M. (2020). Reflection of emotional intelligence on the job performance of teachers in Tehran's District 15. Professional Development of Teachers, 5(1), 77-86. ]in persian[.
Sarmad, Z., Hajizadeh, E., & Abbasi Bazarghan, A. (2011). Research methods in behavioral sciences. Agah Publishing. ]in persian[.
Shahidi, N., Jafari, P., Ghorchian, N., & Bahboudian, J. (2013). The relationship between self-efficacy and organizational commitment with the teaching quality of faculty members in the first region of Islamic Azad University. New Approach in Educational Management, 4(3), 21-43. ]in persian[.
Smith M B Webster B D. (2017). A moderated medition model of Machiavellianism, social underm, ining, political skill and supervisor rated job performance. Personality and individuls differences. 104:453-459.
Soltani, M. R., & Aliyani, M. (2018). Comparative and analytical study of performance evaluation system and competency assessment system in organizations. Human Resource Management Research, 9(1), 157-182. ]in persian[.
Tahmasb Zadeh Sheikhlar, D., Azimpour, E., & Sheikhi, M. (2020). The model of the causal effect of self-assessment, job independence, and job rigidity on the job performance of teachers. Educational Measurement and Evaluation Studies, 9(25), 199-218. ]in persian[.