Investigating psychological mentoring, career mentoring and role conflict in knowledge sharing
Document Type : Original Article
Authors
1 Primary Education expert, Department of Education, Mehrban, Iran
2 Associate Prof., Dept. of Education, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan (Tabriz), Iran
3 B.S. Student of Primary education (teacher student), Faculty of Educational Sciences and Psychology, Farhangiyan University, Tabriz, Iran
Abstract
Metodology: In terms of purpose, it is considered an applied research and in terms of data collection method, it is considered descriptive-correlation. The statistical population of this study is 1648 employees of educational institutions in Sarab city. According to Krejcie and Morgan table, the sample size was 313 people and was selected using stratified sampling method. Data were collected using Dixon Knowledge Sharing Questionnaire, Noe Standard Mentoring Scale and Rizzo, House and Lirtzman Role Conflict Scale. After deleting the outdated data, the number of samples reached 248 people. Data analysis was performed using Pearson correlation test and structural equation modeling.
Findings: Findings indicate the fit of the conceptual model. Due to the low absolute value of T_Value from the desired value (1.96), the coefficient of effect of role conflict on knowledge sharing was not significant and the first hypothesis was rejected. Confirmation of the second and third hypotheses of the research on the direct and positive effect of psychological mentoring and professional mentoring on knowledge sharing at 95% confidence level is another finding of this study.
Conclusion: Psychological mentoring and professional mentoring can improve the knowledge sharing of educational and non-educational staff of Sarab city; In addition, role conflict can not be considered a good way to improve knowledge sharing in educational institutions in this city.
Keywords
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