Norah Yahya Jaber Alfaifi*
Associate Professor of Educational Administration and Planning, Faculty of Education, King Khaled University, Saudi Arabia
Volume: 16 | Issue: 4 | Pages: 76-98 | December 2024-|-https://doi.org/10.54940/ep13601336-|-PDF
Received:-14/6/2023-|-Received:-1/10/2023-|-Accepted:-18/10/2023
*Corresponding Author:[email protected]
Abstract
The current study aims to analyze the practice of organizational silence dimensions among faculty members at King Khalid University. To achieve the study's objective, the researcher used the descriptive correlational method to determine the relationship between variables and the degree of that relationship. The study population consisted of 1872 faculty members at the university, and a sample of 375 members was selected, representing 20% of the original population, using random sampling. A questionnaire was constructed to collect data related to the practice of organizational silence dimensions and the performance level of faculty members. The researcher used descriptive statistics to determine the means, standard deviations, and frequencies. Inferential statistics were also used to identify significant differences between the means of sample estimates based on study variables such as gender, academic rank, and years of experience. The results indicated variations in the level of practice of organizational silence dimensions, with estimates ranging from high to moderate for all the statements. The inferential statistical results showed significant differences in some dimensions as per gender, academic degree, and years of experience. Based on the results, it can be concluded that faculty members practice a high level of some organizational silence dimensions and also demonstrate a high level of performance.
Keywords
Organizational silence, performance, universities, faculty members.
How to Cite
Alfifi, N. (2024). The Current Status of Organizational Silence and its Relationship to Faculty Members' Performance at King Khaled University.-Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(4),-76-98.-https://doi.org/10.54940/ep13601336
License
1658-8177/© 2024-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of thehttps://creativecommons.org/licenses/by-nc/4.0/-