1- Research Assistant Professor, Farajah Center for Strategic Studies , M.khorshidi59@gmail.com
2- Department of Educational sciences, BGe.C., Islamic Azad University, Bandar Genaveh, Iran
2- Department of Educational sciences, BGe.C., Islamic Azad University, Bandar Genaveh, Iran
Abstract: (14 Views)
Objective: This study aimed to investigate the impact of organizational structure on organizational vitality and job attachment among primary school teachers in Bushehr County.
Methods: The research population comprised 1,206 primary school teachers in Bushehr County, from which a sample of 291 teachers was selected using the cluster sampling method. The study employed a descriptive-survey design. Data were collected using Robbins’ Organizational Structure Questionnaire (1984), Karolff’s Organizational Vitality Questionnaire (2007), and Shafli’s Job Attachment Questionnaire (2003).
Results: The findings revealed that organizational structure has a positive and significant effect on teachers’ organizational vitality, indicating that a more effective organizational structure is associated with higher levels of vitality among teachers. Similarly, organizational structure exerted a positive and significant effect on teachers’ job attachment, suggesting that improvements in organizational structure enhance teachers’ job attachment. Moreover, the dimensions of organizational formalization, complexity, and centralization each demonstrated positive and significant effects on both organizational vitality and job attachment. This implies that strengthening these structural components can contribute to greater vitality and job attachment among teachers.
Conclusions: It can be concluded that educational managers and policymakers should give serious consideration to reforming organizational structures and reinforcing elements that promote teachers’ vitality and commitment. Such efforts are essential for improving the overall quality and effectiveness of the educational system.
Methods: The research population comprised 1,206 primary school teachers in Bushehr County, from which a sample of 291 teachers was selected using the cluster sampling method. The study employed a descriptive-survey design. Data were collected using Robbins’ Organizational Structure Questionnaire (1984), Karolff’s Organizational Vitality Questionnaire (2007), and Shafli’s Job Attachment Questionnaire (2003).
Results: The findings revealed that organizational structure has a positive and significant effect on teachers’ organizational vitality, indicating that a more effective organizational structure is associated with higher levels of vitality among teachers. Similarly, organizational structure exerted a positive and significant effect on teachers’ job attachment, suggesting that improvements in organizational structure enhance teachers’ job attachment. Moreover, the dimensions of organizational formalization, complexity, and centralization each demonstrated positive and significant effects on both organizational vitality and job attachment. This implies that strengthening these structural components can contribute to greater vitality and job attachment among teachers.
Conclusions: It can be concluded that educational managers and policymakers should give serious consideration to reforming organizational structures and reinforcing elements that promote teachers’ vitality and commitment. Such efforts are essential for improving the overall quality and effectiveness of the educational system.
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