A Study of Organizational Solidarity in Public Schools in Shiraz by Emphasizing on Social-emotional and Structural-instrumental Dimensions

Document Type: Original Article

Authors

1 Associate Professor, Department of Educational Administration and Planning, Faculty of Education and Psychology, Shiraz University, Shiraz, Fars, Iran

2 Shiraz,niversityUsychology, Shiraz Pducation and Eof Faculty , dministrationAducational EMaster of2 Fars, Iran

3 Assistant professor, Department of Education, A Chartered University, Lahore, Pakistan

10.22034/ijsc.2020.216657.1026

Abstract

Objective: The aim of this study was to evaluate organizational solidarity in public schools in Shiraz (Iran) in relation to the environment.
Method: 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.
Results: 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. 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.
Conclusion: Elementary schools experience more social-emotional solidarity.

Keywords