Document Type : Original Article
Authors
1
PhD student of educational management, University of Isfahan, faculty of education and psychology, Department of education. Isfahan, Iran.
2
Associate professor, University of Isfahan, faculty of education and psychology, Department of education
3
professor of educational management, University of Isfahan, faculty of education and psychology, Department of education, Isfahan, Iran
Abstract
The present study was conducted with the aim of developing a structural model of the relationship between positive leadership and organizational creativity, considering the mediating roles of organizational participation and psychological empowerment among first- and second-cycle secondary school teachers in Isfahan. The research employed a descriptive–correlational design using the structural equation modeling (SEM) approach. The statistical population consisted of all teachers in the six districts of the Department of Education in Isfahan, totaling 2,700 individuals, from which a sample of 343 teachers was selected using proportionate stratified random sampling. The data collection instruments comprised the Positive Leadership Questionnaire (Cameron, 2008), the Organizational Creativity Questionnaire (Zhou & George, 2001), the Organizational Participation Questionnaire (Bluedorn et al., 1998), and the Psychological Empowerment Questionnaire (Spreitzer & Mishra, 1995). The face and content validity of the instruments were confirmed by experts in educational management. Cronbach's alpha coefficient was employed to assess the reliability of the instruments. The obtained Cronbach's alpha values were 0.94 for the Positive Leadership Questionnaire, 0.94 for the Organizational Creativity Questionnaire, 0.89 for the Organizational Participation Questionnaire, and 0.89 for the Psychological Empowerment Questionnaire, indicating satisfactory reliability of the research instruments. For the analysis of the collected data, SPSS version 22 and AMOS version 26, as well as descriptive statistical methods and structural equation modeling, were employed. The findings of the study indicated that positive leadership exerts a direct and significant influence on teachers' organizational creativity. Furthermore, the mediating roles of organizational participation and psychological empowerment in the relationship between positive leadership and organizational creativity were confirmed. The findings of this research have practical implications for educational administrators and curriculum planners seeking to enhance innovation in schools.
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