교사가 인식하는 학교 조직문화가 학교 조직효과성과 조직공정성에 미치는 영향에서 긍정심리자본의 매개효과

It has been widely acknowledged that empathy plays an important role in school education, but empathy as a part of school organizational culture has not been extensively studied in the Indian context. This study explores empathy as the driver for school organizational culture and strives to create a platform for school organizational designs with empathy as the core construct. The study was conducted with two main objectives: (a) to establish and validate a model of empathy-driven school organizational culture and (b) to develop a valid and reliable instrument to measure organizational empathy in Indian schools. A random sample of 441 students participated in the study. The empathy-driven model was validated through exploratory and confirmatory factor analysis. A part of the questionnaire used for the first part of the study was used for the second part as an independent instrument and validated through confirmatory factor analysis. The instrument was further validated for convergent, discriminant and concurrent validity. Thus, a model for empathy-driven school organizations was validated and a reliable and valid instrument for measuring empathy-driven cultures in schools was developed.

This study aims to explore the impact of school management and organizational culture on the performance of middle school teachers in Kepulauan Meranti Regency. This research employs a quantitative approach, relying on data from a population of civil servant teachers in 41 middle schools in Kepulauan Meranti Regency. The total population sampled in this study consists of 143 teachers. Data were collected through direct distribution of questionnaires to respondents in a field study. Regression analysis methods were used to analyze the relationship between the independent variables (school management and organizational culture) and the dependent variable (teacher performance). The results of the data analysis show that simultaneously, school management and organizational culture have a significant impact on teacher performance. The calculated F value (8.945) is greater than the table F value (2.67), and the significance value of 0.000 is less than 0.05. Therefore, the null hypothesis is rejected, and the alternative hypothesis is accepted, indicating that these variables collectively have a significant impact on the performance of middle school teachers in Kepulauan Meranti Regency. This study is limited to the population of civil servant middle school teachers in Kepulauan Meranti Regency, so the results may not be generalizable to teachers in other regions or with different employment statuses. The findings of this study provide practical implications for school administrators and educational policymakers to enhance teacher performance through improvements in school management and organizational culture, as well as effective workload management. This research contributes to the literature on the impact of school management, organizational culture, and workload on teacher performance in remote areas, which has been understudied.

This study was conducted to examine factors related to the current mental health level andjob stress of elementary, middle, and high school teachers, using the Brief Mental DiagnosisScale and the Job Stress Scale to examine the teacher's gender, school type (private and public),and years of service. We wanted to look at the impact of this. For this purpose, a survey wasconducted from March 10 to September 21, 2020, targeting 562 elementary, middle, and highschool teachers nationwide, based on gender, school type (private vs. public, elementary,middle, and high school, and years of service). The purpose was to examine the impact onmental health and job stress. For this purpose, as a result of t-testing the gender meandifference, it was found that the mental health scale was higher for female teachers and the jobstress scale was higher for male teachers. In addition, as a result of the F-test and Scheffe posthoc test to determine differences between groups, mental health according to years of workshowed significant results in interpersonal sensitivity in those under 10 years and over 20 years,and in depression, in those under 10 years and over 20 years. Significant results were found inless than a year. Additionally, job stress was found to be higher in private than in public. Inaddition, middle school teachers were found to be more stressed by loss of authority thanelementary school teachers, and high school teachers were found to be under more timepressure than elementary school teachers.

The main objective was to determine the correlation level of organizational culture of workers’ dysfunctional attitude and to research organizational stress’s mediating role in prediction. The sample consists of total 638 personnel in primary scholls in Kayseri (562 males and 76 females with an average age of 31-40). Demographic Information Form, dysfunctional attitude scale short form, organizational stress and culture scales were used. Mediating role was researched by structural equation modelling. School organizational culture statistically significantly predict worker’s dysfunctional attitudes and organizational stress. Organizational stress statistically significantly predicts school worker’s functional attitude. It is found that organizational stress has a partial mediating role in school organizational culture and school workers’ dysfunctional attitudes. It is thought that school organizational culture become prone to worker’s dysfunctional attitude through organizational stress. In addition to effect of school organizational culture, it is observed that changes occurring for organizational stress sources are important in terms of causing dysfunctional attitudes. It is thought that, in this regard, existing study provides beneficial information by dealing with school organizational culture, organizational stress and workers’ dysfunctional attitudes together, contributing to related literature and helping experts of this topic.

Previous studies suggest that career plateaus have detrimental effects on employees' satisfaction and performance. Psychological distress generated by career plateaus hinders organizations from achieving the United Nations' Sustainable Development Goals (UNSDGs) of 'health and well-being at work' (SDG-3) and 'decent work' (SDG-8). How to mitigate the negative impact of career plateaus becomes the key to enhancing sustainable well-being at work. However, the influencing mechanisms of career plateaus have not been fully discussed, especially regarding employees' psychological processes. Drawing on the equity theory and the conservation of resource theory, this study examines the influence mechanism of career plateaus on employee job performance via organizational justice, with positive psychological capital moderating the process. Mplus and the Process macro for SPSS are adopted to conduct confirmatory factor analysis and regression analyses. Building on 368 supervisor-employee paired questionnaires with an average of eight employees per supervisor, empirical results indicate that employees who encounter career plateaus reduce their perceived organizational justice to discourage them from performing well in their jobs. Positive psychological capital, however, mitigates the negative effects of career plateaus on perceived organizational justice and the indirect effects of career plateaus on job performance through organizational justice. Theoretically, this study advances our understanding of the influence mechanism of career plateaus on employees' job performance. Practical implications are also drawn for organizations to alleviate the negative impact of career plateaus to promote sustainable well-being at work.

Curriculum development processes as they have been described so far in this book are essential resources in helping schools achieve their goals. The other principal educational resource is teaching itself. The focus of this chapter is how quality teaching can be achieved and maintained in a language program. Whereas the preceding chapters have described some of the essential planning that is involved in developing a language course, the present chapter seeks to examine factors that are involved in creating conditions for good teaching to take place. Quality teaching is achieved not only as a consequence of how well teachers teach but through creating contexts and work environments that can facilitate good teaching. The following issues will be considered in this chapter: • institutional factors • teacher factors • teaching factors • learner factors The institution The organizational culture The organizational culture of a school refers to the ethos and environment that exist within a school, the kinds of communications and decision making that take place, and the management and staffing structure they support. In Chapter 4, several aspects of a school's organizational culture were discussed, including the extent to which the school's organizational culture facilitates or hinders the reception of new ideas and practices. A school's organizational culture is revealed in the way the following questions are answered: • What are the school's goals and mission? • What is the school's management style?

School organizational culture affected the school effectiveness, while the leadership styles were the key factor affecting the school organizational culture. Quantitative research with purposive sampling was adapted in this study to investigate the faculty of universities in Shanghai area to explore the influence factors of organizational culture, and building the model. The results showed that (1) leadership of intuitive vision and ethical orientation affected organizational culture positively; (2) people orientation leadership had negative impact on organizational culture. So we suggested that university should promote the strength of intuitive and ethical orientation leadership, and avoid the weakness of people orientation leadership to establish a good school organizational culture.

This study aims to determine the relationship between the principal's transformational leadership style, organizational culture, and job satisfaction of state elementary school teachers in Cidahu District, Sukabumi Regency. The research design used is descriptive research with a correlational approach. Subjects in this study (N = 163) were taken from the population and became a saturated sample. Data analysis used product moment correlation and multiple linear regression analysis with the help of SPSS v23 for Windows. The research results show that: (1) There is a positive and significant relationship between the transformational leadership style of school principals and teacher job satisfaction, with a correlation value of 0.694. (2) Based on a statistical study using the Pearson correlation test, there is a positive and significant relationship between school organizational culture and teacher job satisfaction with a correlation value of 0.620. (3) The results of multiple regression tests show that the relationship between the transformational leadership style variable of the school principal (X1) and school organizational culture (X2) simultaneously has an impact on teacher job satisfaction (Y), which is equal to 54%.

Human resources play a crucial role in organizational progress, with employee performance often measured against set standards. This study investigates the impact of organizational culture and justice on employee performance through job satisfaction at PT. Lion Superindo, a retail company in Sidoarjo. Using quantitative methods, surveys were conducted across three branches, analyzing validity, reliability, and regression. Findings indicate a significant relationship between positive organizational culture, fair treatment, job satisfaction, and enhanced employee performance. These insights emphasize the importance of fostering a positive work environment and fairness to improve employee satisfaction and overall organizational performance. Highlight: Relationship: Unveils significant ties between organizational factors and employee performance. Methodology: Quantitative approach employs surveys and statistical analysis for robust investigation. Implications: Highlights importance of organizational culture and fairness for enhanced performance. Keywoard: Organizational Culture, Organizational Justice, Employee Performance, Job Satisfaction, Retail Industry

Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels.

This study examines the impact of school management, organizational culture, and workload on junior high school teachers' performance in Meranti Islands Regency. Using a quantitative approach, this study involved 135 civil servant teachers from 41 junior high schools as the sample. Data were collected through questionnaires and analyzed using regression to examine the relationship between the independent variables (school management, organizational culture, workload) and the dependent variable (teacher performance). The results of the analysis show that simultaneously, the three independent variables have a significant effect on teacher performance. The calculated F value (8.945) is greater than the F table (2.67), with a significant value of 0.000 <0.05. The null hypothesis is rejected and the alternative hypothesis is accepted, indicating a significant impact of the three variables on the performance of junior high school teachers in Meranti Islands Regency. This study was limited to a population of junior high school civil servant teachers in Meranti Islands Regency, so the results may not be generalizable to other regions or employment statuses. The findings have practical implications for school managers and education policy makers to improve teacher performance through improved school management, organizational culture, and effective workload management.

The purpose of this study is to investigate how self-determination of high school students participating in physical education classes affects their autonomy and positive psychological capital. After investigating the data which is collected used IBM SPSS statistics 23 and IBM AMOS 23 program, frequency analysis, Exploratory factor analysis and confirmatory factor analysis, convergent validity, discriminant validity, Cronbach’s α, correlation analysis, path analysis through Structural Equation Model(SEM), mediation effect analysis by Sobel test. The result of this study were as follows.<BR> First, it was found that the self-determination of high school students participating in physical education classes had a statistically significant effect on the support of teacher autonomy. Second, it was found that the self-determination of high school students participating in physical education classes had a statistically significant effect on the positive psychological capital. Third, it was found that the support of teachers’ autonomy of high school students participating in physical education classes had a statistically significant effect on positive psychological capital.

School Reform: The District Policy Implications of the Effective Schools Literature

&lt;table border="1" cellspacing="0" cellpadding="0"&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td valign="top" width="369"&gt;&lt;p&gt;This research aims to determine the influence of the principal's leadership, organizational culture, and infrastructure on the professional competence of teachers at SMK Negeri 1 Percut Sei Tuan. This research is ex-post facto research using quantitative methods. The population was 150 people and the sample was 109 people. Based on the results of the hypothesis testing analysis that has been carried out, the significance value (Sig) of the principal's leadership variable (X1) is the result of the calculation, namely a = 3.478 and b = 0857. So a simple linear regression equation is obtained for hypothesis 1, namely: Ŷ = 3.478 + 0.857X1 . Based on data, the regression coefficient value for school principal leadership is 0.857. Second hypothesis. The calculation results obtained are a = 36,964 and b = 1,618. By entering the prices a and b into the regression equation, a simple linear regression equation is obtained for hypothesis 1, namely: Ŷ = 36,964 + 1,618 X2. Based on data, the organizational culture regression coefficient value is 1,618. The third hypothesis resulting from the calculation is a = 5,780 and b = 1,194. By entering the prices a and b into the regression equation, a simple linear regression equation is obtained for hypothesis 1, namely: Ŷ = 5,780 + 1,194 X2. Based on data, the regression coefficient value for infrastructure is 1,194. The fourth hypothesis calculation results are a = 44.398, b = 0.325, c = 1.192, and d = 0.248. By entering the prices a, b, c, and d into the regression equation, we obtain a multiple linear regression equation for hypothesis 4, namely: Ŷ = 44,398+ 0. 325X1 + 1,192X2 + 0. 248 X3. Based on data, the regression coefficient value for principal leadership is 0.325, organizational culture is 1.192.&lt;/p&gt;&lt;table border="1" cellspacing="0" cellpadding="0"&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td valign="top" width="161"&gt;&lt;p align="right"&gt;&lt;strong&gt;Keywords:&lt;/strong&gt;&lt;/p&gt;&lt;/td&gt;&lt;td valign="top" width="369"&gt;&lt;p&gt;Principal Leadership, Organizational Culture, Infrastructure, Teacher Professional Competence.&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;

Vocal Tract Discomfort Symptoms in Elementary and High School Teachers