H.R Oreizy
Abstract
This research studied the relationship between perceived leader behavior and subordinate performance and satisfaction in fulad complex (Mobarekeh). Most of the literature on leader behavior with western samples has reported two factors of leader behavior, initiating stracture and consideration. 235 employees ...
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This research studied the relationship between perceived leader behavior and subordinate performance and satisfaction in fulad complex (Mobarekeh). Most of the literature on leader behavior with western samples has reported two factors of leader behavior, initiating stracture and consideration. 235 employees of fulad complex and their svpervisors were surveyed. They responded to Leader Behavior Description Questionnaire, the Job Descriptive Index and a Performance Questionnaire and withdrawal measures (absenteeism and propensity to leave). The results indicate that perceived leader behavior was strongly related both to group performance and subordinate satisfaction, hut factor structure was different from that found with western samples. Two factors were found and labeled Benevolent Paternalism and Domineering behavior after Ayman (1983). Results are interpreted in the context of cross-cultural differences.
J. Kavoosian; P. Kadivar; H.R. Oreizi
Abstract
Solving verbal problems is embedded in the teaching of algebra. Reed (2000) has cempared equivalent and similar algebra problems classified as work, combination and dstance problems. A question of interest has been whether presenting students with samples of solved algehra verbal problems will enable ...
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Solving verbal problems is embedded in the teaching of algebra. Reed (2000) has cempared equivalent and similar algebra problems classified as work, combination and dstance problems. A question of interest has been whether presenting students with samples of solved algehra verbal problems will enable them to solve equivalent and similar ones. To provide an answer to this question, a research project was designed and carried out in two stages on third grade students in the field of physics - math. The first experiment consisted of selecting 44 third grade physics- math students randomly, and assigning them randonly to an experimental and a control groups. In the exercise phase irrelevant problems were presented to the control group, but the experimental group was presented with relevant problems. Then both groups were presented with equivalent and similar problems as those given to the experimental group during the exercise phase. Analysis of the data indicated that there was not a statisticaly significant difference between the two groups in solving equivalent or similar problems. During the second experiment, 48 third grade physics-math students were selected and assigned to a problem- solving group and an experimental group, randomly. Both groups were presented with relevant problems during the exercise phase of the second experiment. However, during the main phase of the experiment, the problem-solving group could return to the previously taught problems, while the experimental group could not do so. Results showed that the problem-solving group had a higher performane in solving the equivalent problems than the experimental group and the difference in their means was statistically significant. However, no significant difference was found in their means of the similar algebra verbal problems.
