The aim of this study was to evaluate organizational solidarity in public schools in Shiraz (Iran) in relation to the environment.
The present study is an applied research in terms of the design and is a descriptive-survey study in terms of the method. The study statistical population included all primary and secondary public-school teachers of Shiraz of which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument a short-form of the organizational solidarity scale (Torkzadeh, Taghizadeh and Moharrar, 2012), which were distributed and collected between research sample after calculating their reliability and validity.
The results of the study showed that the degree of organizational solidarity in both social-emotional and structural-instrumental dimensions in elementary schools is at a desirable level. Also, the findings indicated that there is no significant difference between the different dimensions of organizational solidarity in elementary schools but there is a significant difference between the various dimensions of organizational solidarity in secondary schools (p< 0.002). So that comparison of means showed that structural-instrumental solidarity is significantly higher than social-emotional solidarity. In addition, the results of multivariate analysis of variance (MANOVA) showed that there is a significant difference between social-emotional solidarity and structural-instrumental solidarity in elementary and secondary schools (p<0.01).
Elementary schools experience more social-emotional solidarity.
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