چكيده لاتين
The purpose of this study was to investigate the relationship between psychological maturity and self-development with the mediating role of perception of organizational climate among secondary school teachers in the city of Isfahan using descriptive-correlational method. The statistical population of the study were 507 secondary school teachers, in the 5th district of Isfahan, among which 219 people were selected as the sample size by using Morgan table. Data collection tools included Xu self-development questionnaire, Halpin and Croft organizational climate questionnaire, and staff maturity questionnaire by Izadi Yazdan Abadi. Content validity of all three tools was confirmed by comments of supervisors and sample size members. Reliability of the questionnaires was also calculated through Cronbachʹs Alpha Coefficient respectively for self-development (0.78), organizational climate (0.80) and psychological maturity (0.81). For data analysis, SPSS ,Lisrel and descriptive statistical methods (frequency table, frequency percentage, sample population, and related charts) were used. For analysis of the study hypotheses, Pearsonʹs correlation coefficient, multiple regression analysis and structural equations were used. Findings indicated that there is a significant relationship between psychological maturity and self-development, psychological maturity and perception of organizational climate, and perception of organizational climate and self-development of teachers (p<0.05). It was also determined that from among different dimensions of psychological maturity, self-knowledge, self-confidence, sense of agency and self-control have the ability to predict self-development (p<0.05). Moreover, from among different dimensions of perception of organizational climate, group spirit, annoyance, intimacy, lack of interest, consideration, influence and dynamism have the ability to predict self-development (p<0.05). The results also demonstrated that there is no significant difference among the comments of the respondents in terms of demographic factors (gender, job history, and academic degree) in the variable of psychological maturity, self-development, and perception of the organizational climate (p<0.05).Suggestion that can be made for the present study is that the usefulness and applicability of self-development depend on personal characteristics of teachers, organizational context in addition to quality and frequency of organizational self-development. As a result, self-development behavior of teachers should be considered in an interactive and comprehensive model, the factors affecting it should be analyzed and self-development behavior model in school should be used by examining the individual, work and organizational dimensions and conditions. Also, there should be provided structural conditions by which the perception of organizational climate can be achieved through empowerment in school so that it contributes to empowerment and development of teachers more and more. Furthermore, school managers should present a clear picture of the school’s future to the teachers in order to create a supportive and friendly atmosphere in school through which teachers are encouraged to follow up on school affairs.
