Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-10 |
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Research code: 01
Ethics code: IR.PNU.REC.1403.559
Clinical trials code: 01
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Salajegheh A. Determining the Relationship Between Organizational Health and Voice of Lower Secondary School Teachers in Manujan County. RJMS 2024; 31 (1) :1-10
URL: http://rjms.iums.ac.ir/article-1-9075-en.html
URL: http://rjms.iums.ac.ir/article-1-9075-en.html
Assistant Professor, Department of psychology and Educational Sciences, payame Noor University, Tehran, Iran , salajegheh@pnu.ac.ir
Abstract: (14 Views)
Background & Aims: In healthy organizations, employees are committed, conscientious, and productive, exhibiting high morale and performance. A healthy organization is one where individuals come to work with enthusiasm and take pride in their workplace. Organizational health encompasses physical, psychological, and security aspects, as well as meritocracy, valuing expertise, and fostering the growth of stakeholders' capabilities. It significantly influences the effectiveness of any system's behavior. A healthy organization is defined as one where employees feel they are contributing meaningfully and achieving personal growth. Organizational health is a relatively new concept that not only involves the ability to perform tasks effectively but also the capacity for growth and improvement. In such organizations, employees are committed, exhibit high morale, benefit from open communication channels, and achieve notable successes. Organizational health is a critical factor in organizational performance and a fundamental pillar of effectiveness in organizational processes. High morale and job satisfaction among employees are essential for achieving organizational productivity. Examining the relationship between organizational health and teacher voice is important for several reasons. First, understanding this relationship can lead to targeted organizational interventions that simultaneously improve the educational system's health and teacher participation. Organizational health fosters formal and informal mechanisms for teacher involvement in educational governance, gradually institutionalizing a culture of dialogue and constructive criticism. This process not only democratizes the school environment but also enhances teachers' sense of ownership and professional accountability. From the perspective of Conservation of Resources theory, organizational health provides teachers with the material and psychological resources they need, shifting them from a state of survival to professional flourishing. In the current context, where educational systems face complex challenges such as digitalization, diverse learner needs, and increasing societal expectations, strengthening teacher voice through improved organizational health can serve as a key strategy for enhancing school flexibility and resilience. Therefore, this study aimed to examine the relationship between organizational health and teacher voice among middle school teachers in Manoujan County.
Methods: This applied research employed a descriptive-correlational design. The statistical population included all middle school teachers in Manoujan County during the academic year 2021–2022, totaling 95 individuals. Using Krejcie and Morgan's table, a sample of 76 participants was selected through simple random sampling. Standardized questionnaires were used to measure organizational health (Hoy and Feldman, 1996) and organizational voice (Hams, 2012). Data analysis was performed using SPSS software.
Results: The findings revealed a statistically significant relationship between organizational health and teacher voice (Sig = 0.000, α = 0.05). The calculated correlation coefficient of 0.585 indicated a direct and significant relationship between the two variables with a 95% confidence level.
Conclusion: The results demonstrate a significant relationship between organizational health and teacher voice, aligning with previous research in this field. Data analysis showed that various dimensions of organizational health such as principal influence, institutional integrity, resource support, and teacher morale directly and indirectly affect teachers' willingness and ability to express organizational voice. Healthy organizations exhibit adaptability, goal achievement, and internal integration, which create the necessary conditions for participatory behaviors like organizational voice. In educational environments with strong organizational health, teachers perceive the system as capable of addressing their professional needs, increasing their willingness to actively participate in decision-making processes. Studies have shown that dimensions of organizational health, such as institutional integrity, principal influence, resource support, and teacher morale, positively correlate with organizational voice. From the perspective of Social Exchange Theory, when teachers perceive organizational support positively, they respond with increased organizational commitment and active participation. Conservation of Resources Theory further highlights that healthy organizations equip teachers with the material and psychological resources needed to engage in constructive activities like voicing opinions and participating in educational improvements, rather than combating organizational stressors. Research indicates that in workplaces with high organizational health, teachers experience less burnout and are more inclined to express constructive voice. It is suggested that educational administrators create a context for teachers to freely express their opinions by creating participatory structures, strengthening organizational trust, and improving the quality of communication. Also, paying attention to psychological factors such as teachers' self-efficacy and organizational commitment can be considered as a mediating mechanism in this relationship. Despite possible limitations, this study is an important step towards understanding the relationship between organizational health and teachers' voice and can provide a framework for future research in this area. It is suggested that future studies, by considering more mediating and moderating variables, examine this relationship in more depth. Finally, the results of this study emphasize the necessity of a systemic approach to improving the quality of educational environments and strengthening the active role of teachers in organizational processes.
Methods: This applied research employed a descriptive-correlational design. The statistical population included all middle school teachers in Manoujan County during the academic year 2021–2022, totaling 95 individuals. Using Krejcie and Morgan's table, a sample of 76 participants was selected through simple random sampling. Standardized questionnaires were used to measure organizational health (Hoy and Feldman, 1996) and organizational voice (Hams, 2012). Data analysis was performed using SPSS software.
Results: The findings revealed a statistically significant relationship between organizational health and teacher voice (Sig = 0.000, α = 0.05). The calculated correlation coefficient of 0.585 indicated a direct and significant relationship between the two variables with a 95% confidence level.
Conclusion: The results demonstrate a significant relationship between organizational health and teacher voice, aligning with previous research in this field. Data analysis showed that various dimensions of organizational health such as principal influence, institutional integrity, resource support, and teacher morale directly and indirectly affect teachers' willingness and ability to express organizational voice. Healthy organizations exhibit adaptability, goal achievement, and internal integration, which create the necessary conditions for participatory behaviors like organizational voice. In educational environments with strong organizational health, teachers perceive the system as capable of addressing their professional needs, increasing their willingness to actively participate in decision-making processes. Studies have shown that dimensions of organizational health, such as institutional integrity, principal influence, resource support, and teacher morale, positively correlate with organizational voice. From the perspective of Social Exchange Theory, when teachers perceive organizational support positively, they respond with increased organizational commitment and active participation. Conservation of Resources Theory further highlights that healthy organizations equip teachers with the material and psychological resources needed to engage in constructive activities like voicing opinions and participating in educational improvements, rather than combating organizational stressors. Research indicates that in workplaces with high organizational health, teachers experience less burnout and are more inclined to express constructive voice. It is suggested that educational administrators create a context for teachers to freely express their opinions by creating participatory structures, strengthening organizational trust, and improving the quality of communication. Also, paying attention to psychological factors such as teachers' self-efficacy and organizational commitment can be considered as a mediating mechanism in this relationship. Despite possible limitations, this study is an important step towards understanding the relationship between organizational health and teachers' voice and can provide a framework for future research in this area. It is suggested that future studies, by considering more mediating and moderating variables, examine this relationship in more depth. Finally, the results of this study emphasize the necessity of a systemic approach to improving the quality of educational environments and strengthening the active role of teachers in organizational processes.
Type of Study: Research |
Subject:
Clinical Psychiatry
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