Identifying the Components of an Organizational Optimism Model Based on Leadership Style (Transformational, Task-Oriented), Psychological Climate, and Organizational Justice in the Education System of Semnan Province
Keywords:
Organizational optimism, Leadership style, Organizational justice, Psychological climate, Education, Content analysisAbstract
This study aimed to identify the components of an organizational optimism model based on leadership style (transformational, transactional), psychological climate, and organizational justice in the education system of Semnan Province. The study employed a qualitative approach using inductive content analysis. The participants consisted of 15 academic experts in educational sciences and psychology, selected through purposive sampling until theoretical saturation was reached. Data were collected through in-depth semi-structured interviews and analyzed using iterative coding procedures. The trustworthiness of the data was ensured through participant validation and peer review techniques. The thematic analysis led to the extraction of 60 basic themes, 12 organizing themes, and 7 overarching themes forming a conceptual model of organizational optimism. These overarching themes included “supportive work environment,” “positive behavior of managers and employees,” “professionalism development,” “self-management,” “cultural grounding,” “removing obstacles to success,” and “facilitating constructive thinking.” The findings indicate that individual, psychological, structural, and cultural factors simultaneously influence the development of optimism in educational organizations. This study provides a conceptual framework for the key components influencing organizational optimism in the education sector. The results offer practical insights for educational managers to design training and developmental interventions aimed at enhancing psychological climate, organizational justice, and effective leadership styles.
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