Investigating the role of individual self-efficacy, knowledge transfer and quality of work life in empowering primary school teachers

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, P.O. BOX 14665-889, Tehran, Iran

2 باهنرDepartment of Educational Management, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran / Iran

3 . Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Farhangian University, Tehran, Iran.

4 Bachelor student, Department of Elementary Education, Farhangian University, Ardabil, Iran

10.22098/ael.2023.11482.1155

Abstract

The purpose of this research was to investigate the role of individual self-efficacy, knowledge transfer and quality of working life in empowering elementary school teachers. The current research was applied in terms of purpose, descriptive-correlative in terms of nature, and field and library in terms of data collection method. The statistical population of the present study included all primary teachers (452 women and 251 men) of Marand city. From this population, a sample of 248 people (160 female teachers and 88 male teachers) were selected according to Morgan's table using proportional stratified sampling method. In the current research, the questionnaire of professional qualifications of teachers of Melainejad (2013) (Teacher Empowerment Questionnaire), the quality of work life questionnaire of Ilgan et al; Then, Data analysis was done using simple linear regression and multiple regression tests and SPSS software. Multiple regression analysis showed that among the three variables, the individual self-efficacy variable with a beta of 1.037 plays a role in empowering elementary school teachers. Also, simple linear regression analysis showed that individual self-efficacy with a beta of 0.514; Knowledge transfer with a beta of 0.502 and quality of work life with a beta of 0.226 play a role in improving the empowerment of teachers. It can be considered that individual self-efficacy is the basis for empowerment; Because if there is self-efficacy, other components such as knowledge transfer and quality of work life will be effective on empowering teachers.

Keywords

Main Subjects

References

  1. Abdi, A., & Rostami, N. (2021). The Causal Model of work innovation Based on the level of awareness of the dimensions of electronic citizen with the role of creative self-efficacy and computers in secondary school teachers. Journal of Innovation and Creativity in Human Science, 11(2), 181-206. [in persian].
  2. Ābediniyā, A., Zāhed Babelān, A., Taqavi Qarabulāgh, H., & Ghorbānzāde, P. (2022). Modeling the impact of transformational leadership on teacher's self- efficacy mediated by school culture. Educational Innovations, 21(2), 49-66. [in persian].
  3. Ardalan, M. R., Majooni, H., Ghanbari, S., & Afzali, A. (2021). Investigating the Relationship between Level Five Leadership and Structural Empowerment with School Organizational Excellence through the Mediating Role of Teachers' Psychological Empowerment. Journal of Applied Sociology, 32(4), 97-118. [in persian].
  4. Asadi, M., & shakory, Z. (2021). The relationship between dimensions of Quality of Work Life and Organizational Climate with Organizational Citizenship Behavior in teachers. Journal of Pouyesh in Education and Consultation, 1399(13), 19-36. [in persian].
  5. Asgharneghad, N., & haghdoust, S. (2022). Investigating the relationship between digital literacy and knowledge management with empowerment of teachers in Dehdasht. Management and Educational Perspective, 3(4), 19-36. [in persian].
  6. Bagherpour, M., & Iri, S. (2020). The Effect of Spiritual Problem-Solving Training on the Quality of Teachers’ Work Life and Social Self-Efficacy. Scientific Journal of Islamic Education, 28(48), 125-145. [in persian].
  7. Bakhtyari Renani, A,. & Sadrarhami, N. (2022). Explaining the Mediating Effect of the Role of Educational Leaders in the Relationship between Social Responsibility and the Performance of Teachers in Semiram City. Islamic Life Style, 6(1), 276-284. [in persian].
  8. Barimani, A., & Bagheri, M. (2022). Organizational Support and Research Self-efficacy: The Moderating Role of Development of Teachers’ Capability of Futurology. Quarterly Journal of Family and Research, 18(4), 97-112. [in persian].
  9. Garira, E. (2020). Needs assessment for the development of educational interventions to improve quality of education: A case of Zimbabwean primary schools. Social Sciences & Humanities Open, 2(1): 10-20.
  10. Hamidifar, F., Jafari, M., & Shirzad Kubria, B. (2022). The Relationship between Ethical Leadership and Teachers' Performance and Job Self-Efficacy (Case Study: Teachers of the First Year of High School in Tehran 9th District Education Office). The Journal of Modern Thoughts in Education, 17(2), 17-29. [in persian].
  11. Heydari, M. (2022). The mediating role of teacher self-efficacy between principals 'educational leadership with teachers' commitment in North Fars province. Educational researches, 17(71), 21-45. [in persian].
  12. Ilgan, A., Ata, A., Zepeda, S.J., & Ozu cengiz, O. .(2014).Validity and reliability study of Quality of School Work Life (QSWL) scale; International Journal of Human Sciences, 11(2), 114-137.
  13. King, K. A., & Vaiman, V. (2019). Enabling effective talent management through a macro – contingent approach: A framework for research and practice. BRQ Business Research Quarterly.
  14. Kramer, M., & Engestrom, R. (2019). Teachers’ beliefs as a component of motivational force of professional Learning, Culture and Social Interaction, 21(8), 214-222.
  15. Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2021). Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education. Learning and Instruction, 73, 101435.
  16. Mollaeenezhad, A. (2012). The desired professional qualifications of primary school trainee teachers. Educational Innovations, 11(4), 33-62. [in persian].
  17. Mashhadi, H., Mohammadzadeh Bani Tarfi, M., & Mohammadzadeh, Q. (2021). A Survey of the Effect of Spirituality on the Professional Empowerment of Teachers. Research in Islamic Education and Training, 1(3), 81-96. [in persian].
  18. Najafi, H. (2021). Teachers Empowerment Modeling With the Psychological Capital, Knowledge Management And the Mediator Role of Quality of Working Life. A bi-Quarterly journal of New Strategies For Teacher Education, 6(10), 1-32. [in persian].
  19. Najafzadeh, M., Sarbazvatan, J., Janani, H., & Barghimogadam., J. (2022). Investigating the Relationship between Talent Management and Improving the Job Performance of Male and Female Physical Education Teachers in East Azerbaijan Province. Women and Family Studies, 15(56), 23-35. [in persian].
  20. Nami, K., & Nazari, M. (2020). The effect of using social networks on empowerment of teachers considering the mediating role of knowledge transfer. Information and Communication Technology in Educational Sciences, 11(41), 119-135. [in persian].
  21. Nastiezaie, N., & Azarboueh, F. (2022). The effectiveness of classroom management skills training on classroom psychosocial climate and teachers self-efficacy. Management and Educational Perspective, 4(1), 14-32. [in persian].
  22. Penmasta, A., Nandamuri, G., Sheikh, M., Chittila, S. R., & Vemulapally, T. (2020). Challenges and Practices for Effective Knowledge Transfer for New Members in ad hoc Virtual Teams.
  23. Rashidi, Z., Samadi, A., & Shahrakipour, H. (2020). Survey of Teachers' Empowerment Indicators in West Azerbaijan Province based on the Document of Fundamental Transformation of Education. Islamic Life Style, 4(2) :223-238. [in persian].
  24. Sadoughi, M., & Izadian Sheyjani, M. (2022). Develop a job satisfaction model based on job empowerment and professional competence. Management and Educational Perspective, 3(4), 141-164. [in persian].
  25. Saeedian, N., zahabion, L., & keshti aray, N. (2021). Validating the Talent Management Model of Elementary School Teachers in the Formal and Public Education System of Iran Based on the Fundamental Reform Document of Education in the Islamic Republic of Iran. Applied Issues in Islamic Education, 6(1), 73-98. [in persian].
  26. Sherer, M., Maddux, J.E., Mercandante, B., Prentice-Dunn, S., Jacobs, B. & Rogers, R.W. (1982). The self-efficacy scale : Construction and validation. Psychological Reports, 51, 663-671.
  27. Salimi, S. & Asghari Nejad, S. (2021). Examining the Effect of Performance Assessment on Performance Improvement with the Mediating Role of Empowering Elementary School Teachers. The Journal of Modern Thoughts in Education, 16(4), 28-40. [in persian].
  28. Tang, Y. (2018). What makes rural teachers happy? An investigation on the subjective well-being (SWB) of Chinese rural teachers. International Journal of Educational Development, 62(5), 192-200.
  29. Tuytens, M., Moolenaar, N., Daly, A., & Devos, G. (2019). Teachers’ informal feedback seeking towards the school leadership team. A social network analysis in secondary schools. Research Papers in Education, 34(4), 405-424.
  30. Wei-he, H., & Qiu-yan, Z. (2006). Development of an instrument to measure knowledge management processes. In 2006 International Conference on Management Science and Engineering (pp. 1262-1268) IEEE.

 

  1. Zahed Babolan, A., Najafi, H., Khaleghkhah, A., & Moienikia, M. (2020). Teachers' Empowerment of Educational Administration Perspective (Investigating the Role of Individual Self-efficacy; Knowledge Transfer and Quality of Work Life). Journal of New Approaches in Educational Administration, 11(41), 41-68. [in persian].
  2. Zhang, L., Yu, S., & Jiang, L. (2020). Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education, 92(6), 100-112.

Files

History

  • Receive Date: 09 September 2022
  • Revise Date: 26 October 2022
  • Accept Date: 10 January 2023

Share

How to cite

Statistics