Investigating the Mediating Role of Social Capital, Organizational Citizen behavior and Organizational Agility in the Relationship Between Psychological Capital and Organizational Innovation

Document Type : Research Paper

Authors

1 Department of Energy, Materials and Energy Research Center, karaj, Iran.

2 Assistant Professor, Department of Educational Sciences. Payame Noor University. Tehran , Iran.

3 Associate Professor, Department of Educational Sciences. Payame Noor University. Tehran, Iran.

4 MA, Department of Educational Sciences, Payam Noor University, Tehran, Iran.

Abstract

Abstract
The overall objective of this study is to investigate the mediating role of social capital, organizational citizenship behavior, and organizational agility in the relationship between psychological capital and organizational innovation in education in the Azadegan Plain. The research method was descriptive-correlation and field data collection. The statistical population of the research includes the educators of Azadegan Plain, whose number was 300. To collect data from Luthans psychological capital questionnaire (2007), Jimenez-Jimens et al.'s organizational innovation (2008), Nahapit and Ghoshal's social capital (1998), Sharifi and Young's (2000) organizational agility, Podsakoff et al.'s organizational citizenship behavior. (1991), was used. The structural equation modeling approach was used to analyze the data. The results showed that hope has a direct effect on social capital, citizenship behavior, organizational agility and organizational innovation, self-efficacy has a direct effect on social capital, citizenship behavior, organizational agility and organizational innovation. Optimism has a direct effect on social capital, citizenship behavior, organizational agility and organizational innovation and resilience has a direct effect on social capital, citizenship behavior, organizational agility, and organizational innovation. Social capital has a direct effect on citizenship behavior, organizational agility and organizational innovation. Citizenship behavior has a direct effect on organizational agility and organizational innovation, and organizational agility has a direct effect on organizational innovation.
Introduction
Today, the success of schools also depends to some extent on the willingness of teachers to perform activities beyond the established requirements to achieve the school's goals (Karimi, 2019). Considering that the Education Organization considers a teacher to be one of the most important educational and service institutions that have an important position in the improvement and prosperity of society, increasing attention to the role of teachers' psychological capital is necessary to improve the quality of teachers' lives (Mohammadi and Dashti-Chahgahi, 2019). Psychological capital is known as a force for individual advancement, improving individual performance, and increasing competitive advantage (Heidari Sarban, 2013). Also, today, innovation has been raised as a fundamental challenge for organizational survival and success. Innovation is the application of new ideas resulting from creativity, which can be a new product, a new service, or a new way of doing things. Research shows that organizational innovation requires social capital (Rezaei et al., 2016), because social capital creates the basis for innovation (Faccian et al., 2016) and continuous improvement and synergy in performance. Today, managers want employees with organizational citizenship behavior or extra-role behaviors (Selajegheh and Ahmadzadeh, 2015). Organizational citizenship behavior can be considered important in the light of organizational agility to achieve organizational goals (Seydi Qahfarkhi et al., 2019). Considering the above, the aim of this study is to investigate the effect of psychological capital components on organizational innovation: the mediating role of social capital, organizational citizenship behavior, and organizational agility.
Case study
According to the research objective, the statistical population of this study includes education educators in the Azadegan Plain in the academic year 2022-2023, which numbered 2000 people. 300 questionnaires were distributed and collected among them.
Materials and Methods
 This research is an applied research in terms of purpose and descriptive- survey based on the method. To collect data, Luthans's Psychological Capital Questionnaire (PCQ) (2007), Jimenez-Jimenez et al.'s Organizational Innovation (2008), Nahapit and Ghoshal's Social Capital (1998), Sharifi and Zhang's Organizational Agility (2000), and Podsakoff et al.'s Organizational Citizenship Behavior (1991) were used. The reliability of the questionnaire was confirmed by the Cronbach’s alpha method and its validity by the factor analysis method. Structural equation modeling and Amose software were used to test the research hypotheses.
Discussion and Results
The results showed that hope has a direct and positive effect on social capital, organizational agility, and organizational innovation. Self-efficacy also has a direct and positive effect on social capital, organizational agility, and organizational innovation. Resilience has a direct and positive effect on social capital, organizational agility, and organizational innovation. Hope also has a direct and positive effect on social capital, organizational agility, and organizational innovation. The results also showed that social capital has a direct and positive effect on organizational citizenship, organizational agility, and organizational innovation. Citizenship behavior has a direct and positive effect on organizational agility and organizational innovation, and ultimately organizational agility has a direct and positive effect on organizational innovation.
Conclusion
The review of the research literature shows that the education organization is considered one of the most important educational and service institutions of a country, which has an important place in the improvement and prosperity of society, therefore, increasing attention to the role of psychological capital of teachers is necessary to improve the quality of life of teachers.
Humanities researchers believe that the root of many psychological and social problems such as stress, frustration, anxiety, depression and hopelessness, feelings of helplessness, loneliness, reduced social tolerance, etc. lies in the low level of psychological capital of individuals, societies and nations, and that these problems can be combated by strengthening psychological capital. Psychological capital is known as a force for individual advancement, improving individual performance, and increasing competitive advantage. Also, innovation has been raised as a fundamental challenge for organizational survival and success today. Therefore, in today's world, if an organization does not take serious action towards innovation, it will definitely face failure because the development of science and technology and the introduction of new goods and products is so great that non-dynamic and non-innovative organizations quickly leave the competitive scene and lose the ability to influence and deal with new issues, and become closed and isolated organizations, which causes the organization to lag behind and fail to successfully carry out its organizational missions.

Keywords

References

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Public Management Researches
Volume 18, Issue 69 - Serial Number 69
September 2025
Pages 217-250

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