چکیده:
This research was conducted with the aim of explaining the status of social capital dimensions among teachers in Tehran's education system and providing solutions for its enhancement. In terms of data collection method, the present research is descriptive of the survey type. The statistical population of this research consists of all first and second secondary school teachers in District 15 of Tehran, totaling 3,871 people. Based on Morgan's table, the sample size was 350 people, who were selected through simple random sampling. Data collection in this research was carried out through the standard social capital questionnaire by 'Nahapit and Goshal' (1998), which contains 24 items with structural, relational, and cognitive dimensions. Using Cronbach's alpha, the reliability of the social capital measurement questionnaire was estimated at 0.894. In this research, two methods of descriptive and inferential statistics were used. The collected information was analyzed using the t-test, analysis of variance (ANOVA), and the Friedman test. The results showed that the status of the social capital variable among teachers is slightly above average; the results of the Friedman test showed that structural capital has more favorable conditions compared to cognitive and relational capital among education teachers. Furthermore, no significant difference was observed in the level of social capital in terms of gender, age, education, and experience.
خلاصه ماشینی:
Studies conducted on social capital show that systems, groups, or societies that possess high social capital not only have high levels of commitment, responsibility, flexibility, and proper management of collective action (Bolino, William & James 1, 2002), but also experience poverty reduction and economic development (Putnam, 2 2000), facilitation of exchange and coordination of activities (Shojaei Baghini, 1387), development of participation levels and social belonging, career advancement, and ultimately, ensuring the quality of work life (Coleman 3, 1998; Israel, Beaulieu & Hartless 4, 2000) as other consequences.
The existing status of social capital among education teachers in Tehran city (Refer to page image) The results obtained from performing the t-test at a 95% confidence level show, given the calculated t (t=239) and the obtained significance level (sig=0.
The existing status of structural capital among education teachers in Tehran city (Refer to page image) The results obtained from performing the t-test at a 95% confidence level show, given the calculated t (t=651) and the obtained significance level (sig=0.
The existing status of relational capital among education teachers in Tehran city (Refer to page image) The results obtained from performing the t-test at a 95% confidence level show, given the calculated t (t=131) and the obtained significance level (sig=0.
The existing status of cognitive capital among education teachers in Tehran city (Refer to page image) The results obtained from performing the t-test at a 95% confidence level show, given the calculated t (t=312) and the obtained significance level (sig=0.
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