Modeling the Structural Relationship between Leadership Worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity

This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process.