چکیده:
Organizational climate and participation are among the topics that have attracted the attention of experts and those interested in individual, group, organizational, and academic behavior over the past few decades. In the conducted research, the level of faculty members' participation and its relationship with the organizational climate in the studied university was examined based on a developed theoretical framework. In this regard, it was assumed that faculty members' participation occurs in four main areas: educational, research, faculty affairs, and management issues, and their level of participation is influenced by the university's organizational climate. Using the correlation research method, 192 faculty members were randomly selected based on variables such as academic group, faculty (Engineering, Basic Sciences, Mathematics and Computer, Aquatic Sciences, Veterinary Medicine, Agriculture, Physical Education, Educational Sciences and Psychology, Economics and Social Sciences, Theology and Literature) and academic rank (Professor, Associate Professor, Assistant Professor, and Instructor). After collection, the research data were analyzed based on the research hypotheses using Pearson correlation and stepwise regression methods. The results obtained indicate that: a. Faculty members' participation in educational, research, peer, and management issues was moderate; b. The university's organizational climate, considering the subscales of conviviality, morale, harassment, apathy, supportive behavior, withdrawal, influence, and close supervision by the department head, is at an acceptable level; c. The results of the stepwise regression analysis indicate that, in order of priority, focusing on morale, avoiding harassment, reducing apathy, and manager withdrawal behavior can be effective in increasing the participation of university faculty members.
خلاصه ماشینی:
This connection is documented in educational research to the extent that organizational climate has been related to managerial effectiveness (Anderson, 1982), faculty members' trust in the manager, and trust among teachers (Tartter and Hoy, 1988, as cited in Gominyan and Goudarzi, 2002), and based on open communications, support, backing, dignity, and social respect, it leads to the stabilization of competence and group belonging of faculty members in the university (Aونز, 1981).
In the questionnaire regarding the level of participation of the faculty members of the studied university in the decision-making of the group, faculty, and university, to prepare the aforementioned questionnaire which was researcher-made, all items mentioned in the regulations for the management of universities and higher education institutions approved on 1991/07/02 by the Supreme Council of the Cultural Revolution and consultation with experts have been taken into account, which includes 29 closed-ended questions with options suitable for the Likert scale (very desirable, desirable, moderate, undesirable, and very undesirable) and has 4 main components of faculty participation in the fields of educational, research, university administrative affairs, and faculty issues, each of which has 4 sub-scales.
Table 2- Level of educational participation of university faculty members Items Mean Standard Deviation Maximum Minimum Count Active and continuous presence of professors in designing new educational courses with group managers 3.
The results of multiple regression analysis using the simultaneous method [3] between the subscales of organizational climate and the level of participation of faculty members in educational, research, faculty issues, and department and university management shows that R _______________________________ [3].
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