Chapter 2

1st Variable: Organizational Health:

Introduction:

Organizational health is defined by seven dimensions which altogether comprise the intra- school
specific interactions. They are institutional oneness (integrity) constructiveness, resources
support, morale and academic emphasis (Hoy & Miskell, 2008: p 260).Institutional oneness
consists of the school’s capability to adapt to the neighboring environment in such a way as to
protect the educational oneness (integrity) of the school curricula. At this level, the teachers are
protected from the unreasonable demands of parents and society on them. In sum, healthy
schools enjoy rich educational curricula protected from the unreasonable demands coming in
from outside. By “managerial influence” is meant the manager’s capability to influence the
conduct of their superiors in order to have access to further resources and attain independence in
major managerial traits. These schools are run by managers who influence the superiors.
Conservativeness is based on managerial conduct manifested in a friendly, supportive, open and
collaborative way which the manager observes for the welfare of teachers.

Definition:

Defining a healthy organization, Parsons observes that all social systems need to adapt to their
environment to survive and grow. They need to mobilize the resources available to achieve their
purposes; they need to orchestrate and assimilate their activities and motivate their teacherss. It is
in this way that their health is guaranteed (Hoy & Miskell, 2008). Schools can best fulfill their
onerous duties only if they happen to be a healthy and dynamic organization. Socially, a healthy
organizations a place where people willingly go to work and takepride in their workplace. In
fact, organizational health plays a major part in the behavioral effectiveness of any system from
such perspectives as physical, psychological, security, belongingness, and meritocracy, valuing
knowledge, expertise and personalities of the beneficiaries’ personalities, development of their
potentialities and fulfillment of duties by meta-systems (Jahed, 2007).
Importance

Constructiveness is managerial behavior which is both duty-oriented and achievement-oriented.

Job expectations, performance standards and work procedures are explicitly decided by the
manager. Sources support is the extent to which the teachers have adequate educational resources
and materials and are able to quickly receive extra resources that they require and that managers
are able to acquire extra resources for their teachers (Niazi and Yazdekhasti, 2010). Morale
refers to an emotional state arising from the satisfaction and happiness of school students’ or
from their emotional behavior. The teachers in this school are open, friendly and committed. By
“academic” is meant that the manager creates a strong, serious, orderly and fruitful environment.
Scientific emphasis refers to the degree of enthusiasm and interest of school students unlike
students of other schools to create further accessto academic, educational and cultural superiority
(Hoy & Sabou, 2007). A healthy school, too, has its characteristics. A school as such is protected
from the unreasonable environmental and parental pressures, enjoys a dynamic and lively
management who is both duty-centered and relationship-centered. It supports and directs
teachers to improve their performances. In addition to influencing the superiors, the manager is
independent both theoretically and practically. At a healthy school, highly-motivated students
participate in scientific activities. Educational equipment and aids are available to them and that
accordingly teachers like and trust each other and work conscientiously (Hoy &Miskell, 2008).
Broadly, organizations are the supporting pillars of the present-day society and that management
is the major factor in the survival, growth, prosperity or death of organizations. Beyond doubt, it
is the duty of the management to divert the trend of transition from the existing to the ideal
condition in line with the organizational aims. Moreover, broad changes worldwide have
confronted organizations, seeking to reach their goals, with increasing problems and changes.
These changes have led to increasing changes in management theories to the extent that it can be
claimed that hundreds of management
SCOPE:

Current researchers have conducted empirical studies to explore what factors may influence
teachers‘professional identity and performance. These factors can be divided into two main categories:
personal and environmental. Teachers‘ personal characteristic like gender, their personal history of
teaching and being taught, and their classroom efficacy contribute to teacher professional identity (Yu,
2006; Newman, 2000; Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012). Environmental
factors also have profound impact on teacher professional identity. Flores 8 and Day (2006) found that
school culture and principal‘s positive or negative thoughts shape teachers‘ understanding of education
and facilitate or hinder developing professional identity. Although most researchers investigate how
personal variables predict teacher professional identity, few of them explore how the context (school
organizational health, relationship with colleagues, students‘responses) and the interaction of these two
factors might influence the development of teacher professional identity

Problems of Beginning Teachers

Considering that beginning teachers have high rates of leaving teaching position, it is essential for us to
know about why they make this decision. That is, what problems they faced during the first period when
they experienced the transition from a student to a teacher. Based on the study of Veenman (1984),
there are at least twenty four most frequently identified problems of beginning teachers. A meta-
analysis of past studies of elementary school and secondary school teachers revealed that (1) classroom
discipline, (2) motivating students, (3) dealing with individual differences, (4) assessing students‘ work,
(5) relations with parents, (6) organization of class work, (7) insufficient materials and supplies, (8)
dealing with problems of individual students, (9) heavy teaching load resulting in insufficient preparation
and (10) time demands are the top ten problems.

Teachers, especially experienced teachers or professionally developed teachers, play an important role
in education. They impart their professional knowledge to students and motivate them to learn and to
engage in the class. However, developing an experienced teacher requires time and effort. It is hard for
most schools to retain their beginning teachers. Even though some beginning teachers decide to stay
their teaching career, they invest less time and money on professional development for the reason that
they just regard teaching as their backup plan. In this case, it is of great importance to develop beginning
teachers‘ professional identity, which retains beginning teachers as well as motivates them to grow
professionally. School, as the main workplace of teachers, should pay attention to beginning teachers‘
professional identity development.

MODELS:

There are four leadership strategies that help maintain organizational health for teachers and,
when implemented, businesses can be five times better and deliver strong performance over
those businesses without strong practices in place. These practices include high-powered leaders
who can decide how to deliver results and be accountable for their performance. These are
businesses with large markets that focus on good external treatment towards not only customers,
but all stakeholders, internally and externally. These businesses are cost-effective, strive for
continuous improvement, and increase quality and productivity – eliminating waste and
inefficiency. Additionally, these types of businesses find talent and help build competitive
advantage by gathering and managing quality talent and knowledge bases.
2ND Variable: Job Performance

Definition:

According to Campbell (1990), work performance is a way to accomplish a goal or set of goals
inside a position, role, or organisation, but it does not necessarily result in the outcomes
intended. According to Campbell (1990), performing a job is a "complex activity" rather than a
single action (p. 704). The concept of job performance is multidimensional, and its higher order
dimensions include task performance, organisational citizenship performance, and avoiding
unproductive work practices.

Importance:

One of the most important factors in teacher’s performance is achieving goals. Successful
teachers meet deadlines, make sales and build the brand through positive teacher/student
relationships. When teachers don't perform well, students feel that that teachers doesn't care
about their needs, and they look elsewhere for help. High-performing teachers are early adopters.
Imagine if the person who created the students reports was always late to finish them. The
customer service department will always be concerned, looking at the negative, and possibly
incompetent.

When people do their jobs well, there is more morale in the office. Teachersteachers, who are not
motivated to do the work as shown, can bring down the whole department. It is important to
foster a positive, dynamic work environment. Foster a positive work environment by rewarding
high-performing teacherss with incentives and team recognition in the organization. Well-
functioning offices also attract good talent to employ, because the office feels like it lives and
works for a purpose.

Using regular teachers evaluations will help teacherss grow so they can be excited about
progressing over time. It helps them set new goals, making them more energetic in the office.
Rewarding high-performing teacherss often motivates those teacherss to exceed their efforts
from the past. It's one thing to have an efficient workforce; it is better to develop that power as it
grows into something bigger and benefits the entire department or company. Watching young
teacherss show their potential for growth and leadership.

When your teacherss are not working properly, it negatively affects productivity and ultimately,
the bottom line. Don't make the mistake of thinking that poor performance indicates a bad
teachers. Look for common patterns of successful team members and areas of weakness. Smart
managers analyze inadequacies to see if they are talent issues or management and development
issues. This could affect the team's training schedule, as well as the recruiting process in the
future.

Ultimately, good teacherss are productive, which creates a better workplace and increases overall
productivity. Evaluation helps you identify where you can help teacherss grow so they can
perform better.

SCOPE:

We have long seen a strong, positive relationship between health and financial performance. But
our latest research is even more powerful: it emphasizes the efforts of many companies to
improve their health and how this can be compared to better performance. Our findings include
the following:

Almost all companies work better if they improve their health. About 80 percent of companies
that implemented active health practices saw improvement, with a six-point increase in their
overall health (Exhibit 1). Most of these companies moved a full unit against all other companies
in our database. At the same time that the companies in our sample are making changes in their
health, their revenue1 and the return of shareholders (TRS) are increasing negatively - by 18
percent and 10 percent, respectively (with an average increase of 7 percent in revenue and 10).
an average increase of 9 percent in TRS for these companies in the S&P 500).

The least fit are the ones who can make the biggest health gains. When working on their health,
companies in the lowest quartile saw a health improvement of 9, with a strong improvement in
company management (+ 17 points) and innovation in learning (+ 14 points) . This group of
"health workers" improved on all results.
Those at the top get the best financial rewards. Companies that make efforts to improve their
health from the second quarter of the OHI to the fifteenth quarter recorded the highest figures in
financial performance, it is clear that working in health is an important factor that comes from "
good" to "good". "

Models/Theories:

Vroom (1964) and Maier (1955) pointed out that "ability" and "desire" are two very important
aspects of performance. Pringle (1982) extended this theme and completed this model by adding
a first factor, namely "opportunity to acquire". Opportunity to work here refers to "the
arrangement of units of forces around a person and his work that helps the performance of a
person and is something that cannot be controlled by that person." This section can be concluded
as "service and supply". Also, it expands the previous two gaps and defines these three factors
and three dimensions of work performance. The formula can be defined as below: P = f (O × C ×
W). Where: P = Work Activity O = Opportunity to Work C = Ability to Work W = Willingness
to Work This model was well accepted in its original form, and some researchers have added
minor changes to this model in the following years ( Williams & Anderson, 2006; Brown &
Leigh, 1996). However, its essence remains unchanged. This combination model provided
subsequent research with a framework or direction from which ideas can be found for predicting
performance. Based on the results of the systematic review, the existing literature can be divided
into these three categories. Below is a summary table for existing literature on performance
policy. One can note that his theory can be divided into three parts, which correspond to the three
parts of Pringle's model. However, this model has not been developed in the last 30 years, and
the reason for this is threefold. The first reason is that the three dimensions of this model are soft
variables and cannot be directly measured. Multivariate regression models are not suitable for
fixing the parameters of this process. Second, due to the limitation of computing power and
statistical methods, it stops at the level of qualitative research, and there is not enough evidence
to support this model. Third, this model cannot detect normal relationships between ancestors.

Schwartz's ethical theory is a well-established theory that has been analyzed using data from
hundreds of samples in 82 countries around the world. Originally, Schwartz identified 10 basic
principles, which expanded to 19 principles [21]. Schwartz's theory states that these values are
organized into a unified system that is based on individual decisions. In this process, values can
be arranged in circles, and neighboring values have similar effects on behavior, while different
values in different circles (see Figure 3). A second important aspect of the theory is that
individuals have maturity standards and some standards are more important to them than others.

Material analysis shows that the underlying principles can be combined into two dimensions
[22]. The first section compares the aspects of self-transcendence and self-enhancement. Self-
transcendence involves the principle of universality and goodness that focuses on the well-being
of others. In contrast, self-improvement focuses on strengths and accomplishments that focus on
personal well-being. The second part is about openness to change and security. A key principle
related to openness is self-direction and motivation, which supports behavior aimed at achieving
freedom, happiness, innovation and change. The principles associated with conservation are
compatibility, conservation, cultural preservation and sustainability.

According to the theory, we assume that users have a value level and therefore can be classified
according to their most important values. For simplicity, we consider four types: ST teacherss of
values of personal independence (such as excellence), SE teacherss motivated by power and
achievement, C teacherss of values of security and acceptance are critical, and O- representatives
of personal leadership (open to change) are the main motivation. The diversity of agents
regarding their most important values affects their behavior according to four characteristics: (i)
escape from social norms; (ii) willingness to cooperate; (iii) the sense of personal direction or
autonomy, necessary for intrinsic motivation; (iv) accepts financial compensation

Schwartz's theory not only takes a principled approach, but also a cyclical approach. This means
that there are representative types at both ends of the space-changing vs. The adjacent types are
similar. To get a clear understanding of the change of the model, we do not think that there is a
mixed model resulting from the combination of the two parts mentioned (ST-O, ST-C, SE-O,
SE-C). For the purposes of this paper, it is useful to isolate the effects of each useful component.