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  3. Prediction of organizational citizenship behavior of physical education teachers through individual characteristics and emotional intelligence in Kermanshah

Prediction of organizational citizenship behavior of physical education teachers through individual characteristics and emotional intelligence in Kermanshah

Number of pages: 75 File Format: word File Code: 31629
Year: 2014 University Degree: Master's degree Category: Physical Education - Sports
Tags/Keywords: Citizenship behavior - emotional intelligence - Individual characteristics - Manpower - organization - Organizational citizenship behavior - Organizational leader - Physical education students - Sports teachers
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  • Summary of Prediction of organizational citizenship behavior of physical education teachers through individual characteristics and emotional intelligence in Kermanshah

    Dissertation to receive a master's degree in the field of physical education

    Treatment: Sports Management

    Abstract

    Today, outstanding organizational performance is not obtained through the efforts of ordinary employees, but one of the reasons that make large organizations successful is the existence of employees who strive beyond their official duties.  The purpose of this research was to predict the organizational citizenship behavior of physical education teachers in Kermanshah through individual characteristics, emotional intelligence and its components. The research method is descriptive and correlational. The statistical population was all physical education teachers of Kermanshah city (418 people). The sample was 220 people using the Karjesi and Morgan table, and finally 210 questionnaires were analyzed. The research tools were the standard emotional intelligence questionnaires of Siberia Shiring (1998) and the organizational citizenship behavior questionnaire of Netmir (1997). The validity of the instruments was confirmed by the opinion of experts and reliability was obtained through Cronbach's alpha (0.80 and 0.77 coefficients, respectively). Inferential statistics (K-S test, Pearson correlation and regression) were used for data analysis.  The results showed that there was a significant relationship between emotional intelligence and employee citizenship behavior (P>0.5). Among individual characteristics, only age had a significant relationship with organizational citizenship behavior (P>0.5). Also, the regression results showed that the variables of age, self-awareness and social skills were the strongest predictors of citizenship behavior, which ultimately explained 0.48 of the variance of employees' citizenship behavior. It is suggested that managers of education and training organizations pay attention to promoting extra-role behaviors such as organizational citizenship behavior and emotional intelligence to increase the efficiency and effectiveness of the organization.

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    Introduction

     

    The most important factor in achieving the goals of any organization is human resources, and without a doubt, the success and progress of any organization also depends on human resources. Education and training organizations are organizations whose human resources are mostly hardworking and committed people, and if the working and motivational conditions are favorable, they can develop their talent and skills. They will be used more in the service of that organization and will make its wheels move better. One of the effective aspects of this organization in the physical and mental development of students is physical education, among which the role of physical education teachers is more prominent than other members of this organization (Yar Mohammadi Monfared et al. 2019). Examining the individual's behavior in the work environment has attracted the attention of researchers to a great extent in the last decade. Today, it is no longer enough to pay attention to planning and processes, because these are the people who formulate the plans and control the processes (Drucker, 1999). Nowadays, improving people's health and keeping them active in old age is a serious issue and is no longer considered a luxury concept. The increase in people's life expectancy has created the expectation in people that they will spend more years in activity. In such a way, this issue has prompted curators to replace the word life expectancy with the concept of hope for life (not in the sense of the absence of disease, but in the sense of life without functional limitations) (Nowrozi et al., 2013).

    Research shows that the importance of emotional intelligence is increasing in order to improve the position of organizations. Using IQ, can you predict which job is suitable for which person? While with emotional intelligence, one can predict the path of progress, failure or replacement of employees. At the highest levels of the organization, 85% of the capabilities to achieve success depend on emotional intelligence rather than other technical and cognitive abilities. Daniel Golman believes that a person without emotional intelligence cannot be a prominent and successful organizational leader, even if he attends the best training courses in the world (Aghayaroshreifi Amadadi, 2016). In organizations, as we move from lower levels to higher levels of the organization, emotional intelligence increases compared to cognitive intelligence.For this reason, emotional intelligence is very important for managers and employees of the organization (Golman et al., 2001). which empowers a person to effectively adapt to the environment and achieve success in life.

    Emotional intelligence and emotional and social skills grow and change over time and can be improved with training and corrective programs such as therapeutic techniques. Studies have shown that training emotional and social skills, which in a sense strengthens emotional intelligence. It plays an important role in improving the quality of interpersonal and social relationships. This training is often received in schools and work environments (Shabani Bahar et al., 2018). In fact, emotional intelligence is a type of emotional talent that determines how to use our skills in the best possible way and even use wisdom in the right direction. According to Golman[2] (1998), emotional intelligence determines our capacity to recognize our feelings and the feelings of others and helps us to create motivation in ourselves, control our emotions and manage our relationships with others. In fact, emotional intelligence is our abilities. To create sufficient skills is to create healthy relationships with others and a sense of responsibility in front of tasks (Seyd Hosseini et al., 2010).

    According to Golman (1998), emotional intelligence is one of the capabilities that is related to success in life. Emotional intelligence includes the ability to monitor one's own and others' emotions and feelings, distinguish between them and use these assumptions to guide people's thoughts and actions. He has divided the elements of emotional intelligence into two classes of individual and social elements. Individual elements include self-awareness, self-regulation, self-motivation, and social elements include empathy and social skills. Self-awareness means being aware of one's mental states and also thinking about that state. Self-control means regulating individual emotions. Spontaneity means to address our deepest values ??and interests in order to achieve our goals and use them to improve our performance. (Azimzadeh et al., 1389).

    One ??of the skills that can help employees in this way is the behavior of organizational citizenship [3] This category refers to individual behaviors that arise from the insight of individuals and, in addition, that increase the efficiency and effectiveness of the organization's performance, they are not directly encouraged through the official reward system (Bournes and Carpenter [4] 2008).

    Organizational researchers call efforts that go beyond the defined tasks of employees as organizational citizenship behavior. Oregon (1998) has classically defined it as follows: organizational citizenship behavior is a voluntary and extra-task behavior that is effective in increasing the effective performance of the organization and is not directly or indirectly appreciated by the organization's official reward systems (Azimzadeh et al. 2019). Despite the importance of extra-role behaviors (i.e., behaviors that are outside the scope of official duties of employees, but they do it voluntarily) in the efficiency and effectiveness of physical education teachers, and to establish this importance, it is important to predict the variables that affect organizational citizenship behavior, i.e., personal characteristics and emotional intelligence. To cover this issue, the present study will predict the organizational citizenship behavior of physical education teachers through individual characteristics, emotional intelligence and its components. According to the above-mentioned materials, the question is raised that how can the organizational citizenship behavior of physical education teachers in Kermanshah be predicted through individual characteristics and emotional intelligence? Emotional intelligence is the ability to recognize one's own and others' emotions in order to motivate oneself and properly manage one's emotions in relationships with others (Golman, 1998).

  • Contents & References of Prediction of organizational citizenship behavior of physical education teachers through individual characteristics and emotional intelligence in Kermanshah

    List:

    Abstract..1

    Chapter One: General research. ........2

    Introduction .. 3

    1-1- State the problem .. 4

    1-2- Importance and necessity of research .. 5

    1-3- Research objectives .. 7

    1-4- Research hypotheses .. 8

    1-5- Research variables .. 9

    Chapter two: Basics Theory and research background. 12

    Introduction .. 13

    2-1- The concept of organizational citizenship behavior .. 13

    2-2- The main approaches related to organizational citizenship behavior. 13

    2-3- Definition of organizational citizenship behavior .. 14

    2-4- Types of citizenship behavior in the organization .. 16

    2-5- Dimensions of organizational citizenship behavior .. 16

    2-6- Dimensions of organizational citizenship behavior from Natmir's point of view. 20

    2-7- Variables affecting organizational citizenship behavior. 23

    2-8- The concept of emotional intelligence .. 26

    2-9- The history of emotional intelligence .. 27

    2-10- Emotional intelligence and cognitive intelligence .. 30

    2-11- Types of intelligence .. 31

    2-12- Dimensions of emotional intelligence .. 32

    2-13- Emotional intelligence and intelligence .. 33

    2-14- Models of emotional intelligence .. 34

    2-15- The structure of emotional intelligence in the ability model. 34

    2-16- Bar-on model in emotional intelligence .. 36

    2-17- Daniel Gelman model .. 37

    2-18- Emotional intelligence at work .. 39

    2-19- Growth and development of emotional intelligence .. 47

    2-20- Emotional intelligence training process .. 47

    2-21- The internal background of the research .. 49

    2-22- The external background of the research .. 52

    Chapter three: Research methodology .. 55

    Introduction .. 56

    3-1- The research method .. 56

    3-2- The statistical population of the research .. 56

    3-3- Statistical sample .. 56

    3-4- Research variables .. 56

    3-5- Research measurement tools .. 57

    3-6- Validity and reliability of questionnaires .. 59

    3-7- Statistical methods .. 61

    Chapter four: Data analysis .. 62

    Introduction .. 63

    4-1- Description of demographic characteristics of physical education teachers. 63

    4-2- Kolmogorov-Smirnov test.. 66

    4-3- Test of research hypotheses.. 66

    4-3-1- Test of hypothesis number 1..66

    4-3-2- Test of hypothesis number 2...67

    4-3-3- Test of hypothesis no. 3..68

    4-3-4- Test of hypothesis No. 4..70

    4-3-5- Test of hypothesis No. 5..72

    Chapter five: discussion and conclusion .. 74

    Introduction .. 75

    5-1- Research summary .. 75

    5-2- Descriptive review of findings Research.. 76

    5-3- Discussion and conclusion.. 77

    5-4- Conclusion and final summary.. 81

    5-5- Suggestions arising from the research.. 83

    5-6- Suggestions for future research.. 84

    85.. Sources

    Source:

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