QUANTITATIVE AND QUALITATIVE COMPONENTS AND INDICATORS OF PRODUCTIVITY IN EDUCATIONAL CENTERS
DOI:
https://doi.org/10.22481/praxisedu.v16i39.6375Keywords:
Quantitative and Qualitative Components, Qualitative and Quantitative Indicators, Educational Centers, ProductivityAbstract
The role of human resources in promoting productivity of service organizations is important due to the direct production and delivery of human services. Applying manpower motivated, empowered and productive, in addition to providing quality services, can utilize other resources within the organization efficiently and desirably and realize the various aspects of productivity and ultimately benefit the organization. Therefore, the purpose of this article is to quantitative and qualitative components and indicators in educational centers. This research was practical and descriptive. The population of this study included all educational centers in 2018. Sample size was estimated based on Krejcie and Morgan Table (123 people) that selected by stratified random sampling. Data collection tool was a questionnaire consisting of 4 components of educational requirements (4 items), quantitative indicators of education (4 items), qualitative indicators of education (8 items), external environment specificity (6 items), indoor environmental characteristics (7 items), characteristics of psychological environment (11 items) and strategic human resource management (5 items) that based on a five-point Likert scale from strongly disagreed to strongly agreed. The content validity of the questionnaire was confirmed by expert opinion. Cranach’s alpha coefficient of the variables was also higher than 0.7 that indicating internal consistency of the items and confirmation of reliability. Partial least squares method was used to test the research model by using PLS software. Based on the results, all identified components were significant in the default conceptual model and only the components of "quality of education" and "characteristics of the psychological environment" did not have a significance in forming the model of educational productivity in the present study.
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