Volume 8, Issue 2 (Shenakht Journal of Psychology and Psychiatry 2021)
Shenakht Journal of Psychology and Psychiatry 2021, 8(2): 39-50 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shah Mohammadi J, Yazdanseta F, Rasooli G, Sebrawer R. Predicting effectiveness of teachers teaching based on affective well-being and organizational silence components. Shenakht Journal of Psychology and Psychiatry 2021; 8 (2) :39-50
URL: http://shenakht.muk.ac.ir/article-1-1041-en.html
URL: http://shenakht.muk.ac.ir/article-1-1041-en.html
1- MSc of Clinical Psychology, Department of Psychology, Allameh Tabatabaei University, Sanandaj, Iran , jamshid_15@yahoo.com
2- Assistant Professor, Department of Educational Sciences, Saghez Branch, Islamic Azad University, Saghez, Iran
3- PhD Student, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
4- MSc of Educational Psychology, Education of Kurdistan Province, Sanandaj, Iran
2- Assistant Professor, Department of Educational Sciences, Saghez Branch, Islamic Azad University, Saghez, Iran
3- PhD Student, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
4- MSc of Educational Psychology, Education of Kurdistan Province, Sanandaj, Iran
Abstract: (2313 Views)
Introduction: Effective teaching means achieving goals, explained by many psychological and organizational factors, so it is essential to study its predictive components.
Aim: The aim of this study was to predict the effectiveness of teachers teaching based on affective well-being and components of organizational silence.
Method: The present study is a descriptive-survey study. The research population includes all elementary school teachers in Baneh City in the academic Year 2016-2017, which was equal to 832 people. From the mentioned society, according to Morgan table and stratified random sampling method, 263 teachers were selected as the sample. Data were collected through three questionnaires, the Organizational Silence, Teachers Effective Teaching, and the Job-related Affective Well-being Scale. The data, analyzed with SPSS ver.25, using univariate and multivariate statistical analysis.
Results: The results showed affective well-being with beta score 275.0 and prosocial silence with beta score 232.0 positively and significantly predict effectiveness of teachers teaching by 00.0 affective well-being was significant in women (β=0.237, P=0.05) and men (β=0.279, P=0.01). Also, defensive silence was significant only in the group of women (β=-0.239, P=0.05). The components of acquiescent silence (β=-203.0, P=0.05) and prosocial silence (beta 314.0, P=0.01) were significant in the men group; but in the group of women, they were not significant.
Conclusion: Affective well-being and organizational silence among teachers should be considered to improve teaching effectiveness.
Aim: The aim of this study was to predict the effectiveness of teachers teaching based on affective well-being and components of organizational silence.
Method: The present study is a descriptive-survey study. The research population includes all elementary school teachers in Baneh City in the academic Year 2016-2017, which was equal to 832 people. From the mentioned society, according to Morgan table and stratified random sampling method, 263 teachers were selected as the sample. Data were collected through three questionnaires, the Organizational Silence, Teachers Effective Teaching, and the Job-related Affective Well-being Scale. The data, analyzed with SPSS ver.25, using univariate and multivariate statistical analysis.
Results: The results showed affective well-being with beta score 275.0 and prosocial silence with beta score 232.0 positively and significantly predict effectiveness of teachers teaching by 00.0 affective well-being was significant in women (β=0.237, P=0.05) and men (β=0.279, P=0.01). Also, defensive silence was significant only in the group of women (β=-0.239, P=0.05). The components of acquiescent silence (β=-203.0, P=0.05) and prosocial silence (beta 314.0, P=0.01) were significant in the men group; but in the group of women, they were not significant.
Conclusion: Affective well-being and organizational silence among teachers should be considered to improve teaching effectiveness.
Type of Study: Research |
Subject:
Special
Received: 2021/01/17 | Accepted: 2021/04/5 | Published: 2021/05/29
Received: 2021/01/17 | Accepted: 2021/04/5 | Published: 2021/05/29
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
