The Role of Managers’ Spiritual leadership in Teachers’ Work Engagement with Mediation of Social Capital

The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement. The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement. The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement. The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement. The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital.