The Design and Evaluation of a Causal Model of Creativityand Innovation of Educational Administrators in Tehran

Subject Areas : Education

مصطفی Niknami ¹ (دانشیار دانشگاه علامه طباطبایی)
علی Taghiporzahir ² (دانشیار دانشگاه علامه طباطبایی)
علی Delavar ³ (استاد دانشگاه علامه طباطبایی)
Mohammad GHafari ⁴ (دانشجوی دکترای تخصصی مدیریت آموزشی واحد علوم و تحقیقات تهران)

Received: 2015-12-07 Accepted : 2015-12-07 Published : 2010-09-23

Keywords: Organizational Culture, Knowledge Management, Creativity and Innovation, Organizational Learning, Organizational Climate,

Abstract :

This study aimed to design and evaluate a causal model of creativity and innovation of the educational administrators in Tehran city. The sampling frame of the study included all educational administrators (elementary, guidance and high schools) in the 19 educational regions of Tehran in the school year 1388-89. A sample of 308 (147 men and 161 women) was drawn out of a total of 1291 using a proportionate stratified sampling method. A use was made of a multitude of questionnaires including Creativity (Torrance, 1959), Organizational Climate (Bartlett, 1974), Organizational Culture Survey (Denison, 2000), Organizational Innovation (Amid et al., 2002), Organizational Learning (Neff, 2001), and Knowledge Management (Roelof & Beijerse, 1999). Data was analyzed using Freidman’s test, Middle weight method, Structural Equation Modeling (SEM), and Confirmatory path Analysis. The results of the study are as follows: A) creativity and innovation of educational administrators in Tehran was medium. B) organizational climate, organizational culture, organizational learning and knowledge management of educational administrators in Tehran was medium. C) organizational culture, knowledge management, organizational learning and organizational climate had the smallest to greatest impact on creativity and innovation respectively D) There was a positively significant relationship between organizational climate, organizational culture, organizational learning, knowledge management and creativity and innovation of educational administrators in Tehran E) The causal model of creativity and innovation of educational administrators in Tehran fit the data. F) There was no significant difference between men and women in innovation, organizational culture and organizationalearning but there was a significant difference between men and women in organizational climate, creativity and knowledge management. G) There was no significant difference between different educational regions in organizational climate, organizational culture, organizational learning and knowledge management, creativity and innovation.l  

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