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طراحی مدل مفهومی بازآفرینی پیشایندهای سکوت سازمانی در میان معلمان تربیت بدنی آموزش و پرورش بر مبنای رویکردهای جدید عدالت ترمیمی | ||
| مطالعات مدیریت رفتار سازمانی در ورزش | ||
| مقاله 5، دوره 13، شماره 2 - شماره پیاپی 50، تیر 1405، صفحه 62-80 اصل مقاله (1.31 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/fmss.2026.75315.2682 | ||
| نویسندگان | ||
| نسیبه اسماعیلی1؛ محمد حامی* 2؛ وحید شجاعی2 | ||
| 1دانشجوی دکترای گروه مدیریت ورزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران | ||
| 2گروه مدیریت ورزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران | ||
| چکیده | ||
| پدیده سکوت سازمانی در میان معلمان تربیت‌بدنی، از مهم‌ترین موانع ارتقای ارتباطات شفاف، کارکرد حرفه‌ای و مشارکت فعال در مدرسه به شمار می‌رود. هدف پژوهش حاضر، تبیین عوامل مؤثر بر سکوت سازمانی معلمان تربیت‌بدنی و ارائه راهبردهایی برای برون‌رفت از آن، با تأکید بر نقش عدالت ترمیمی بود. این مطالعه با رویکرد کیفی و روش نظریه داده‌بنیاد انجام گرفت. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته با ۲۰ نفر از معلمان، مدیران، کارشناسان آموزش‌وپرورش و متخصصان علوم تربیتی به‌صورت هدفمند گردآوری و از طریق کدگذاری باز، محوری و انتخابی تحلیل شد. روایی و پایایی به تأیید رسید. یافته‌ها نشان داد که سکوت سازمانی نتیجه شرایط علّی همچون بی‌اعتمادی نهادی، انسداد ارتباطی، فقدان عدالت در تخصیص منابع و تجربیات تلخ ناشی از ابراز نظر است. شرایط زمینه‌ای همچون فضای کلی محافظه‌کار، ناهماهنگی ساختاری در نظام مدرسه و ضعف در تعاملات درون‌سازمانی، بستری برای گسترش این پدیده فراهم می‌آورد. درعین‌حال، متغیرهایی نظیر نبود انسجام نهادی در مواجهه با تعارضات فرهنگی و فشارهای قانونی، به‌عنوان شرایط مداخله‌گر نقش بازدارنده در خروج از سکوت ایفا می‌کنند. در این میان، راهبردهایی همچون نهادینه‌سازی عدالت ترمیمی، تقویت منابع انسانی، گسترش ظرفیت‌های فرهنگی و ارتباطی و ارتقاء مشارکت اجتماعی معلمان می‌تواند مسیر برون‌رفت از سکوت را هموار سازد. پیامدهای اجرای چنین راهبردهایی در دو سطح فردی (بهبود سلامت روانی) و سازمانی (افزایش سرمایه اجتماعی و بهبود ارتباطات مدرسه) قابل‌مشاهده است. | ||
| کلیدواژه‌ها | ||
| سکوت سازمانی؛ عدالت ترمیمی؛ سرمایه اجتماعی؛ ساختار مدرسه؛ اعتماد نهادی | ||
| عنوان مقاله [English] | ||
| Designing a conceptual model for recreating the antecedents of organizational silence among physical education teachers based on new restorative justice approaches | ||
| نویسندگان [English] | ||
| Nasibeh Esmaili1؛ Mohammad Hami2؛ Vahid Shojaei2 | ||
| 1PhD student, Department of Sport Management, Sa.c., Islamic Azad University, Sari, Iran. | ||
| 2Department of Sports Management Sa.c., Islamic Azad University, Sari, Iran | ||
| چکیده [English] | ||
| Background and Purpose: For the first time, social researcher Albert Herchman proposed organizational silence in 1970, which was considered as a passive attitude towards the existing and unfavorable situation and was later developed by some other scientists from different angles (Zehir and Erdogan, 2011). Organizational silence is a social phenomenon in which employees refuse to express their opinions and concerns about organizational problems (Olcer et al., 2024).) Also defined organizational silence as employees' refusal to express behavioral, cognitive and affective assessments about organizational situations. Although organizational silence generally refers to employees' deliberate failure to express ideas, information and opinions, its nature varies according to the motivations that exist in the employee for silence. Sometimes silence may be due to the individual's submission to any situation (submissive silence), sometimes due to fear and conservative behaviors (defensive silence), and sometimes to create opportunities for others to express their opinions (altruistic silence) (Knoll & Van Dick, 2012). In this regard, the present study aims to design a conceptual model to recreate the antecedents of organizational silence among physical education teachers in education, based on new restorative justice approaches, examine the key components of this approach and provide practical solutions to reduce organizational silence. Methodology: This research is applied in terms of purpose and qualitative in terms of implementation method and is based on the data-based theory approach with the systematic model of Strauss and Corbin (1998). The main goal of this approach is to discover the fundamental constructs and concepts that arise from the participants' real and experienced data; therefore, data analysis was carried out in three stages: open coding, axial coding, and selective coding. Open coding is dedicated to identifying initial concepts and extracting initial codes from the participants' statements. In the axial coding stage, these concepts were organized in the form of subcategories around a central phenomenon. Finally, in selective coding, the main categories were integrated according to the structure of the paradigmatic model and included causal conditions, contextual conditions, intervening conditions, strategies, and consequences around the central phenomenon of recreating the antecedents of organizational silence. The research community in this study included a group of experts with specialized and empirical qualifications in four key areas: sports management, organizational sociology, restorative justice, and human resources in the education system. The purpose of selecting this multidisciplinary group was to achieve multidimensional and integrated perspectives on the complex phenomenon of organizational silence and its restorative solutions. Results: The findings showed that organizational silence is the result of causal conditions such as institutional distrust, communication blockage, lack of justice in resource allocation, and bitter experiences resulting from expressing opinions. Background conditions such as a conservative general atmosphere, structural incoherence in the school system, and weakness in intra-organizational interactions provide a platform for the development of this phenomenon. At the same time, variables such as lack of institutional cohesion in the face of cultural conflicts and legal pressures play an inhibiting role as intervening conditions in breaking out of silence. In the meantime, strategies such as institutionalizing restorative justice, strengthening human resources, expanding cultural and communication capacities, and promoting teachers' social participation can pave the way for breaking out of silence. The consequences of implementing such strategies can be seen at both individual (improving mental health) and organizational (increasing social capital and improving school communications) levels. Discussion: The results of qualitative interviews and data analysis using the grounded theory method showed that teachers' organizational silence is a multidimensional phenomenon and is affected by behavioral, cultural, managerial, and value structures in the school and the education system. Based on the paradigm model developed in the present study, a set of causal conditions such as lack of psychological security, organizational distrust, and failed experiences in disclosure provide a basis for the formation of this silence. Conclusions: Practical suggestions for policymakers, school administrators, and education officials: Creating a secure and anonymous system for receiving professional feedback from teachers, training school administrators in listening skills and restorative dialogue, forming collaborative learning circles between teachers and administrators, designing workshops to empower teachers in the field of professional rights and healthy protest methods, institutionalizing a culture of respect for different perspectives in schools, developing a regulation to support whistleblowers of mismanagement at the school level, strengthening teacher councils with real decision-making power, employing restorative justice facilitators in schools with high conflict, developing a bank of successful experiences of open dialogue in schools, enabling regular dialogue between regional officials and selected teachers, designing mechanisms for evaluating the performance of administrators by teachers, using technology to document teachers' attitudes and opinions in real time, creating a "breaking silence room" as a symbolic space for free expression, creating spiritual rewards for Teachers who bring about change with their voices, designing radio and media programs to promote narratives of resistance to silence, redesigning the administrative hierarchy structure for horizontal participation of teachers, inviting restorative justice experts to review disciplinary regulations, holding regional conferences to reflect the voices of teachers, incorporating restorative justice training into in-service courses, and allocating specific funding for silence-breaking projects in underserved schools. | ||
| کلیدواژه‌ها [English] | ||
| Organizational silence, restorative justice, social capital, school structure, institutional trust | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 207 تعداد دریافت فایل اصل مقاله: 36 |
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