نشریه پژوهش های رهبری آموزشی
پیاپی 16 (تابستان 1397)

In the age of global competition, performance evaluation is essential for the survival of the organization. Here, the leadership style is of paramount significance, and the main reason to assess and measure organizational performance is to increase the organization overall effectiveness.

The aim of this study is to investigate the relationship betweenTransformational and Transactional Leadership Style and organizational performance of the staff of University of Qom

The study is applied with library–field data collection procedure and the methodology is correlational. The statistical population consists 440 staff of University of Qom. The sample size was estimated by Morgan,table to number 203 that were selected by simple random cluster sampling. Bass and Avolio’s (2000) Multi-factor Leadership (MLQ) questionnaire and Hersey and Goldsmith’s (1980) Organizational Performance (Achieve) questionnaire were used as the instruments in the study, and their reliability and validity were examined by confirmatory factor analysis and Cronbach's alpha coefficient, respectively.

The results showed that Transformational leadership style (r = 0.31; p < 0.05) and Transactional (r = 0.17; p < 0.05) have positive and significant relationship with the organizational performance. The results of simultaneous regression showed that about 51 percent of the leadership is able to explain and predict changes in organizational performance (r = 0.716; R2 = 0.512; Adj = 0.134) that its highest level is related to transformational leadership with beta factor of 0.36 (β = 0.36).

It came to light that there is a meaningful relationship between leadership styles and organizational performance.

The purpose of this study is to investigate the impact of organizational bullying on organizational cynicism through organizational silence and impression management. The purpose of the present study is to determine the purpose of the study and to collect the descriptive correlational data. The statistical population of this study consisted of 1000 employees of Islamic Azad University of Tehran South Branch. 287 individuals were selected through proportional stratified sampling method by Cochran sampling formula. (1998) and the standard questionnaire of organizational bullying (Illinois) (2001) and the organizational silence questionnaire of Vakula and Brados (2005) and Bolino & Tranley (1999) impression management questionnaire. Formal based on the view of a number of statistical societies and structures by analytical method Factor analysis was performed and validity was confirmed after the necessary terms. On the other hand, the reliability of the questionnaires by Cronbach's alpha method were (0.88), (0.89), (0.89) and (88.8), respectively. 0) Estimated. Data were analyzed at the inferential level including structural equation modeling. The results showed that organizational bullying through organizational silence had a positive and significant effect on organizational skepticism, which had a coefficient of 0.44 and a positive and significant effect on organizational cynicism through perception management, which had a coefficient of 0.33. Organizational bullying has a positive and significant effect on organizational cynicism with a coefficient of 0.50.

The aim of this research is to investigation the distributed leadership and teacher’s knowledge sharing behaviors in public elementary schools of Tehran city. This way, according to the purpose and nature, functional and cross-correlation... The sample for the present study was multiple clusters selected from amongst the teachers of the public elementary schools (250 teachers). Two separate questionnaires on distributed leadership (Elmer, 2000) ‌ and knowledge sharing behaviors (Mogotsi & et. al., 2011) ‌ have been used for the collection of data. The collection data were analyzed by usingdescriptive and inferential statistics (Pearson correlation, one-sample t test and multiple linear regressions) .‌The results indicate that: There were significant relations between distributed leadership with teachers’ knowledge sharing behaviors. Multiple regression analysis show that among distributed leadership dimensions, school culture dimension accounted for the highest degree of variance in knowledge sharing behaviors.

This study investigated the relation educational justice and academic burnout in students. Research method is of an Explanatory mixed. The study population included of Mazandaran University in the academic. Using cluster and categorical random sampling Based on the Cochran formula of of 383 patients (241 females and 142 males) were selected as the statistical sample. Research tools consisted of Questionnaires educational justice Golparvar (2010) and academic burnout Berso’s (1997). Both of which questionnaires are valid and reliable. In the qualitative section data from 35 people to purposefully through semi-structured interviews were collected. For analyzing the data, descriptive statistics and inferential statistical tests (Pearson correlation coefficient, t-test, ANOVA and regression) is used. The results showed a positive and significant relationship between educational justice and is academic burnout. Between male and female students perceived Educational Justice and academic burnout level was no significant difference. No difference was observed between the faculties based on academic burnout, but in terms of educational justice the Faculty of Humanities and Social Sciences, art and architecture and Technology & Engineering there is a significant difference. The results showed that improving educational justice reduce academic burnout in component is academic apathy.

In recent years, Iran's higher education policies have lacked features such as defensible theoretical tradition, creative adaptation to global and international environmental developments, predictive capacity of actors' behavior, cohesion, integration, applicability, efficiency, effectiveness, ethical elements, Satisfactory conflict resolution, agreement production, favorable social impact. This situation has generally reduced the capacity of policy making in this area. On the other hand, policy research, as a research process focused on presenting policy solutions, can play a significant role in optimizing and enhancing the capacity of Iran's higher education policies. In this regard, the main purpose of the present study was causal explanation of capacity of Iranian higher education policies based on the synergy of policy research institutions. The present study has a mixed research method. In the qualitative phase, in the qualitative phase, by conducting semi-structured interviews with 15 Iranian higher education policy experts and applying the thematic analysis approach, a list of interactive and communicative factors influencing the efficiency and synergy of the policy research process in the Iranian higher education system was developed. According to the literature review, policy capacity was considered as the optimal policy in terms of rationality. The quantitative findings indicated 40% of variable capacity of Iran's higher education policies explained by the Synergistic variable of policy research institutions.