Document Type : Original Article
Department of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Department of Higher Educational management, Isfahan (Khorasgan) Branch,Islamic Azad University, Isfahan, Iran.
Department of Psychology, Isfahan (Khorasgan) Branch,Islamic Azad University, Isfahan, Iran
Purpose: Given the role of different organizational syndromes in the decline of school performance, the present study was conducted aimed to rank and compare organizational syndromes in Iranian schools according to the opinion of principals, deputies and teachers.
Methodology: This study was applied in terms of the objective and quantitative in terms of the method. The study population included the principals, deputies and teachers in Isfahan and Yasuj in the academic year 2019-2020. The research sample according to Krejcie and Morgan Table was n = 375 who were selected by multi-stage cluster sampling method and considering the volume ratio of cities. The research tool was a researcher-made questionnaire of organizational syndromes in Iranian schools with 78 items. Its content validity was confirmed by experts, its construct validity was confirmed by exploratory factor analysis and its reliability was calculated by Cronbach's alpha of 0.93. The data were by Friedman and independent t-tests using SPSS-25 software.
Findings: The results showed that the organizational syndromes of narcissism, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosiveness, incompatibility, non-commitment, impulse and silence had a higher rank in Iranian schools. Other results showed no significant difference between organizational syndromes and teachers in Iranian schools according to the opinion of principals, deputies and teachers (P <0.05).
Conclusion: According to the results of the present study and the negative role of syndromes in the decline of school performance, it is necessary to design and implement programs to reduce syndromes by improving intra- and extra-organizational relationships and activities in Iranian schools.