the effect of perceived organizational support on teachers' organizational cynicism with the mediating role of organizational silence
Document Type : Original Article
Authors
1 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran.
2 Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
10.22098/pbeo.2023.11029.1008
Abstract
Background and Aim: Considering the central and strategic role that education plays in the development of other organizations and ultimately society, as well as the key role of teachers who are considered the main asset in this organization, their silence, and pessimism towards the organization can lead to problems. becomes great for the organization, so identifying the reasons and solutions to solve it is necessary and important. Therefore, the present study was conducted to investigate the effect of perceived organizational support on organizational pessimism with the mediating role of organizational silence.
Methods: This research was quantitative in terms of main strategy and descriptive-correlation in terms of analytical technique. The statistical population of the present study included all the teachers of public schools in Silvana region in Urmia city in the academic year of 2017-2018, in number of 750 people, using stratified random sampling, 256 people were selected as a statistical sample for the study based on the Morgan table. Data collection tools were the standard questionnaires of perceived organizational support by Eisenberger et al. (1986), organizational silence by Vakola and Borados (2005), and organizational pessimism by Dean et al. (1998).
Results: Perceived organizational support has a significant and inverse direct effect on teachers' silence behavior (-0.43). Perceived organizational support has a significant and inverse direct effect on teachers' pessimism (-0.51). The direct effect of teachers' silence behavior on teachers' pessimism (0.38) was positive and significant. Also, the results show a negative and significant indirect effect of perceived organizational support on teachers' pessimism with the mediating role of teachers' silence behavior (-0.16).
Conclusion: With the necessary organizational support, managers can prevent employees' silence and organizational pessimism while gaining the trust of employees and encouraging them to express their opinions and ideas and participate in organizational decisions.
Methods: This research was quantitative in terms of main strategy and descriptive-correlation in terms of analytical technique. The statistical population of the present study included all the teachers of public schools in Silvana region in Urmia city in the academic year of 2017-2018, in number of 750 people, using stratified random sampling, 256 people were selected as a statistical sample for the study based on the Morgan table. Data collection tools were the standard questionnaires of perceived organizational support by Eisenberger et al. (1986), organizational silence by Vakola and Borados (2005), and organizational pessimism by Dean et al. (1998).
Results: Perceived organizational support has a significant and inverse direct effect on teachers' silence behavior (-0.43). Perceived organizational support has a significant and inverse direct effect on teachers' pessimism (-0.51). The direct effect of teachers' silence behavior on teachers' pessimism (0.38) was positive and significant. Also, the results show a negative and significant indirect effect of perceived organizational support on teachers' pessimism with the mediating role of teachers' silence behavior (-0.16).
Conclusion: With the necessary organizational support, managers can prevent employees' silence and organizational pessimism while gaining the trust of employees and encouraging them to express their opinions and ideas and participate in organizational decisions.
Keywords
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