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الرئيسية > الصمت التنظيمي لدى معلمات رياض...>الوصف

الصمت التنظيمي لدى معلمات رياض الأطفال

العنوان بلغة أخرى: Organizational Silence among Kindergarten Teachers
المصدر: مجلة البحوث التربوية والنفسية
الناشر: جامعة بغداد - مركز البحوث التربوية والنفسية
المؤلف الرئيسي: عزيز، رحمة جلال حمزة (مؤلف)
المؤلف الرئيسي (الإنجليزية): Aziz, Rahma Jalal Hamza
مؤلفين آخرين: القيسي، خولة عبدالوهاب (م. مشارك)
المجلد/العدد: ع80
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2024
الصفحات: 338 - 366
DOI: 10.52839/0111-000-080-013
ISSN: 1819-2068
رقم MD: 1433291
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: EduSearch
مواضيع:
الصمت التنظيمي | الأداء الوظيفي | إدارة الموارد البشرية | المؤسسات التربوية | معلمو رياض الأطفال
كلمات المؤلف المفتاحية:
اللغة العربية | الصمت التنظيمي | معلمات رياض الأطفال | Arabic Language | Organizational Silence | Kindergarten Teachers
رابط المحتوى:

الناشر لهذه المادة لم يسمح بإتاحتها.
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المستخلص: The French and Spanish colonization of Morocco employed a cultural and political mechanism to try to fragment the collective identity of Moroccans, through efforts aimed at creating conflicting dualities that deepen the gap between Arabs and Amazighs. There was the custom versus the law, the plain in opposition to the mountain, the city in a conflict between the desert, the beneficial Morocco that benefited at the expense of the useless Morocco, and other aspects of the conflict that the discourse and colonial institutions tried to bring about in the time of protection. Moroccans were aware of this policy that aimed at division, and it was among the priorities of the armed and political resistance, whose flags focused on strengthening the unifying Moroccan identity, in order to immunize it from every colonial penetration.

The current research aims to identify the level of organizational silence among kindergarten teachers according to the variables of specialization (kindergarten, other disciplines) and years of service. The sample consisted of 400 teachers who were randomly selected from 18 kindergartens in the city of Baghdad. The researcher adopted Dyne et al.'s (2003) definition of organizational silence and its three dimensions (submission, defensive, and positive social) in constructing a scale of organizational silence that includes 19 scenarios, each of which has three options, which was applied to the research sample. To analyze the collected data, the researchers used chi-square, bicierial, a t-test for one sample, and a t-test for two independent samples. The results revealed that kindergarten teachers have a significant level of organizational silence in its dimension (positive social), and there are no significant differences according to the variable of specialization or in all dimensions. It also showed that there are no significant differences in the years of service concerning the two dimensions of submission and defense, and significant differences appeared concerning the positive social dimension for years of service. The researchers came up with a number of recommendations and suggestions.
ISSN: 1819-2068

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