Document Type : Original Article
Authors
1
Professor, Department of educational administration and Planning, School of Education and psychology, Shiraz University, Shiraz, Iran
2
Master's degree in Educational Administration, Department of Educational Administration and Planning, School of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
Abstract
The present study aimed to investigate the status and modeling of structural relationships between social capital, readiness for change, and the ability of schools to respond to the environment in the city of Shiraz. This study is applied in terms of purpose and descriptive-correlational in nature with a structural equation modeling approach. The statistical population included all school employees (principals, deputy principals, teachers, and other employees) in Shiraz city, approximately 17,000 people. Simple cluster sampling was conducted in 105 schools from four educational districts, and ultimately 416 questionnaires were completed and collected. The research tools included questionnaires on social capital, readiness for change, and schools' ability to respond to the environment, which were distributed after confirming validity and reliability. The data were analyzed using SPSS and Amos 24 software and methods such as one-sample t-test, Pearson correlation matrix, and multivariate regression (structural equation model). The findings showed that social capital and readiness for change were at an above average level and the responsiveness of schools was at a desirable level. Also, positive and significant relationships were observed between the three variables. Examination of different models showed that in the interactive model, social capital does not have a direct effect on responsiveness, while readiness for change has a direct and significant effect on it. The interactive effect of social capital and readiness for change was also significant, indicating the indirect role of social capital in predicting the responsiveness of schools.
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