The Investigation of Organizational Justice Relationship with Managers’ Self-Efficacy (Case Study: Applied Scientific Educational Institutions in Northern of Iran)
Bibliographic record
Abstract
The aim of the present study, the relationship between thinking styles and abilities of the individual employee organizations Education office is Rasht City. All staff education research population administrative Rasht City of sample included 490 men and 215 women who randomly—selected class. To gather the data from the two questionnaires assessing thinking styles and abilities of individual staff questionnaires were used. Cronbach’s alpha coefficient of 95% and Thinking Styles Inventory capabilities of individual employees was estimated at 96%. Data from the descriptive statistics (mean and standard deviation) and inferential statistics (multiple regression analysis to test the main hypothesis of the study and test specific hypotheses to test and Pearson correlation test and KS-test and ANOVA Friedman test, camera test Watson) was used. Overall relationship between the changing styles and interpersonal skills combined with the ability to confirm a relationship was found between styles and between levels of utopian thinking, pragmatic-oriented analysis, and fact-oriented capabilities of individuals with confirmed. And the Friedman test with the highest correlation was found. At the end of the pragmatic thinking in the form of summary, discussion, conclusions, several recommendations in connection with the results in real-world applications and continues to pursue similar studies in the future are presented.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".