Volume 5, Issue 1 (Spring 2022)
Iranian Journal of Educational Sociology 2022, 5(1): 76-91 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Moftoon F, Malekian F, Islampanah M, Karam Afrooz J. (2022). Presenting a Social Capital Management Model in the General Directorate of Education in Kermanshah Province with a Grounded Theory Approach (Case Study: Primary School Principals). Iranian Journal of Educational Sociology. 5(1), 76-91. doi:10.61186/ijes.5.1.76
URL: http://iase-idje.ir/article-1-1137-en.html
URL: http://iase-idje.ir/article-1-1137-en.html
1- PhD student in Educational Management, Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
2- Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.(Corresponding Author)
3- Department of Educational Sciences, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
2- Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.(Corresponding Author)
3- Department of Educational Sciences, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
Abstract: (2168 Views)
Purpose: Social capital plays an important role in the success of any organization, including the education organization. As a result, the purpose of this study was presenting a social capital management model in the general directorate of education in Kermanshah province with a grounded theory approach.
Methodology: This research in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was experts and senior managers of education in Kermanshah province and in the quantitative part were the principals of primary schools in Kermanshah province. The sample size in the qualitative part was estimated according to the principle of theoretical saturation 11 people who were selected by purposive sampling method and in the quantitative part was estimated according to Krejcie and Morgan table 332 people who were selected by random cluster sampling method. The research instrument in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire, whose psychometric indices was confirmed and for data analysis was used from the methods of coding in MAXQDA software and exploratory factor analysis in LISREL software.
Findings: Findings showed that in the central category of social capital management in education, causal conditions including categories of organizational factors, social factors and individual factors, contextual conditions including categories of social bonds of employees, cultural and social commitments and sustainable social development, intervening conditions including categories of legal requirements and frameworks, civic participation networks, organizational policies and organizational culture, strategies including categories of knowledge management, organizational resilience, job turnover and organizational participation and outcomes including categories of organizational outcomes, individual outcomes and social outcomes. Other findings showed that the factor load of all sub-categories except sense of identity on causal conditions, all sub-categories except collective power on contextual conditions, all sub-categories except success and education on intervening conditions, all sub-categories on strategies and all sub-categories except human capital accumulation, social cohesion, organizational learning, organizational entrepreneurship and interpersonal trust on outcomes were confirmed.
Conclusion: Regarded to the importance of identified categories and concepts for the social capital management in education, planning is essential to improve the categories through their concepts.
Methodology: This research in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was experts and senior managers of education in Kermanshah province and in the quantitative part were the principals of primary schools in Kermanshah province. The sample size in the qualitative part was estimated according to the principle of theoretical saturation 11 people who were selected by purposive sampling method and in the quantitative part was estimated according to Krejcie and Morgan table 332 people who were selected by random cluster sampling method. The research instrument in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire, whose psychometric indices was confirmed and for data analysis was used from the methods of coding in MAXQDA software and exploratory factor analysis in LISREL software.
Findings: Findings showed that in the central category of social capital management in education, causal conditions including categories of organizational factors, social factors and individual factors, contextual conditions including categories of social bonds of employees, cultural and social commitments and sustainable social development, intervening conditions including categories of legal requirements and frameworks, civic participation networks, organizational policies and organizational culture, strategies including categories of knowledge management, organizational resilience, job turnover and organizational participation and outcomes including categories of organizational outcomes, individual outcomes and social outcomes. Other findings showed that the factor load of all sub-categories except sense of identity on causal conditions, all sub-categories except collective power on contextual conditions, all sub-categories except success and education on intervening conditions, all sub-categories on strategies and all sub-categories except human capital accumulation, social cohesion, organizational learning, organizational entrepreneurship and interpersonal trust on outcomes were confirmed.
Conclusion: Regarded to the importance of identified categories and concepts for the social capital management in education, planning is essential to improve the categories through their concepts.
Type of Study: Research Article |
Subject:
Special
Received: 2021/12/26 | Accepted: 2022/02/5 | Published: 2022/04/3
Received: 2021/12/26 | Accepted: 2022/02/5 | Published: 2022/04/3
References
1. Alvani SM, Rahmani M, Mohammadnejad Alizamin A. (2012). Designing an improvement pattern for social capital level of citizens in the era of globalization. Journal of Strategic Studies of Public Policy. 3(6): 1-30. [Persian]
2. Ardalan MR, Majooni H. (2020). The role of talent management in job performance mediated by social capital. Journal of Executive Management. 12(24): 321-352. [Persian]
3. Atshan S, Bixler RP, Rai V, Springer DW. (2020). Pathways to urban sustainability through individual behaviors: The role of social capital. Environmental Science & Policy. 112: 330-339. [DOI:10.1016/j.envsci.2020.07.005]
4. Bagheri B, Mehralizade Y, Hosseinpour M, Bahmaei L. (2021). Develop a quality model in education based on social capital and internal efficiency. Journal of Educational Management Innovations. 17(1): 111-130. [Persian]
5. Bakker SR, Hendriks PHJ, Korzilius HPLM. (2022). Let it go or let it grow? Personal network development and the mobilization of intra-organizational social capital. Social Networks. 68: 179-194. [DOI:10.1016/j.socnet.2021.06.002]
6. Bott LM, Ankel L, Braun B. (2019). Pathways to urban sustainability through individual behaviors: The role of social capital. Geoforum. 106: 202-213. [DOI:10.1016/j.geoforum.2019.08.016]
7. Ding R, Shao L, Chen H. (2021). Curbing overstocking on rangeland through subsidies, rewards, and herders' social capital: Lessons from Qinghai province, China. Journal of Rural Studies. 87: 361-374. [DOI:10.1016/j.jrurstud.2021.09.028]
8. Dobbin KB, Smith DW. (2021). Bridging social capital theory and practice: Evidence from community-managed water treatment plants in Honduras. Journal of Rural Studies. 88: 181-191. [DOI:10.1016/j.jrurstud.2021.10.002]
9. Etesaminia M, Fazeli Kebria H. (2014). Looking at the development of social capital concepts of model management components as proposed in Nahjolbalagh. The Journal of Economic Policy. 6(12): 25-46. [Persian]
10. Kheirgoo M, Soheili HR. (2018). Drawing the pattern of social capital promotion in Iranian public organizations: Qualitative research based on grounded theory. Social Capital Management. 5(2): 315-336. [Persian]
11. Li S, Modi P, Wu MS, Chen CH, Nguyen B. (2019). Conceptualising and validating the social capital construct in consumer-initiated online brand communities (COBCs). Technological Forecasting and Social Change. 139: 303-310. [DOI:10.1016/j.techfore.2018.11.018]
12. Metz I, Stamper CL, Ng E. (2022). Feeling included and excluded in organizations: The role of human and social capital. Journal of Business Research. 142: 122-137. [DOI:10.1016/j.jbusres.2021.12.045]
13. Mirshekaran Y, Vahidi E, Hamidi N, Mardani S. (2020). Studying the social measures of the police and its impact on the management of social capital development among the citizens of Qazvin. Journal of Social Order. 12(1): 163-184. [Persian]
14. Muringani J, Fitjar RD, Rodriguez-Pose A. (2021). Social capital and economic growth in the regions of Europe. Environment and Planning A: Economy and Space. 53(6): 1412-1434. [DOI:10.1177/0308518X211000059]
15. Rezaeimanesh B, Poorbehroozan A. (2018). Designing a model for social capital on the basis of religious teachings. Scientific Journal of Islamic Management. 26(3): 87-103. [Persian]
16. Royaee RA, Kavousy E. (2008). Design and compilation a measuring pattern for social capital. Journal of Future Studies Management. 19(76): 15-29. [Persian]
17. Shier ML, Gouthro S, De Goias R. (2018). The pursuit of social capital among adolescent high school aged girls: The role of formal mentor-mentee relationships. Children and Youth Services Review. 93: 276-282. [DOI:10.1016/j.childyouth.2018.07.034]
18. Somefun OD, Fotso AS. (2020). The effect of family and neighbourhood social capital on youth mental health in South Africa. Journal of Adolescence. 83: 22-26. [DOI:10.1016/j.adolescence.2020.06.009] [PMID]
19. Wang X, Deng S, Alon I. (2021). Women executives and financing pecking order of GEM-listed companies: Moderating roles of social capital and regional institutional environment. Journal of Business Research. 136: 466-478. [DOI:10.1016/j.jbusres.2021.07.055]
20. Xie L, Guan X, Liu B, Huan TC. (2021). The antecedents and consequences of the co-creation experience in virtual tourist communities: From the perspective of social capital in virtual space. Journal of Hospitality and Tourism Management. 48: 492-499. [DOI:10.1016/j.jhtm.2021.08.006]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
