فهرست مطالب ناصر ناستی زایی

The purpose of this study was to investigate the effect of school climate on students' social well-being with the mediating role of social capital. The research method was descriptive-correlational based on structural equation modeling. The statistical population of the study was comprised of all vocational high school students in Hirmand city (Sistan and Baluchestan Province) in 2021-2022 academic year (N= 622). A number of 238 students were selected through random stratified sampling method (by gender) and were given the Social Capital Questionnaire for ‎ Adolescent Students (Paiva et al., 2014), School Climate Measure–Student (Lee et al., 2017) and Well-being Social Inventory (Keyes, 1998).The  Kolmogorov-Smirnov test, Pearson correlation coefficient and structural equation modeling were used to analyze the data using SPSS and SmartPLS software. Correlation coefficient results showed a positive, significant relationship between school climate, social well-being and students’ social capital. The results of structural equation modeling demonstrated that the direct effect of school climate on students' social well-being was positive and significant. Moreover, the indirect impact of school climate on students' social well-being through the mediation of social capital was positive and significant. Hence, it can be concluded that improving the school climate not only directly boosts students’ social well-being but also enhances their social well-being by increasing students’ social capital.

There are various reasons for concealment of knowledge. The purpose of this study was to investigate the effect of despotic leadership on the concealment of knowledge through mediation of organizational indifference.

The research method was descriptive-correlation based on the structural equation model. The statistical population of the research was the faculty members of the University of Sistan and Baluchistan in the academic year 2022-2023. Using stratified random sampling, 212 faculty members were studied through questionnaires of despotic leadership (Lu et al., 2012), organizational knowledge concealment (Connelly et al., 2012) and organizational indifference (Danai Fard et al., 2019). To review the validity of the questionnaires, the indicators of confirmatory factor analysis and divergent validity were used, and Cronbach's alpha coefficient was used to determine reliability, and its value was 0.878 for oppressive leadership, 0.701 for hiding organizational knowledge, and 0.829 for organizational indifference. For data analysis, Pearson's correlation coefficient and structural equation model were used with the help of SPSS and Smart PLS 3 software.

despotic leadership had a positive and meaningful effect on the concealment of organizational knowledge; despotic leadership had a positive and meaningful effect on organizational indifference; Organizational indifference had a positive and meaningful effect on hiding organizational knowledge; despotic leadership had a positive and meaningful effect on the concealment of organizational knowledge with the mediating role of organizational indifference.

Therefore, it can be concluded that when employees witness oppressive leadership behaviors in the workplace, they gradually become indifferent to the organization, management, colleagues, subordinates, and stakeholders of the organization. It is obvious that organizational indifference causes employees to move towards knowledge concealment behaviors by postponing answers and information, providing incomplete information, pretending to be ignorant of the subject, and providing inaccurate information.

Despite the devastating consequences of deviant behaviors backstabbing, Machiavellianism, narcissism, anti-socialism and self–interest, these behaviors have so far been neglected. The purpose of this study was to investigate the effect of dark personality (Machiavellianism, narcissism, and anti-socialism) of scholl principals on backstabbing through mediation of self –interest.Research

The research method was descriptive-correlation based on structural equation model. The statistical population was all school principals in Zahedan city in the academic year 2021-2022 (N=380). By stratified random sampling 191 school principals were studied through questionnaires of backstabbing (Adapted from Scholl et al., 2019), The Dark Third Personality (Jonason & Webster, 2010) and Personal Selfishness (Adapted from Hadavi Nejad & Amirkhanlou, 2016). Structural equation modeling with the help of Smart PLS software was used to analyze the data.

Direct effect of dark personality on backstabbing (β=0.32, t=5.70), and self –interest (β=0.38, t=4.41), direct effect of self –interest on backstabbing (β=0.51, t=8.15) was positive and significant. Also, the indirect effect of dark personality on backstabbing through mediation of self –interest (β=0.19, t=3.87) was positive and significant.

Principals who have dark personalities (Machiavellianism, narcissism, and anti-socialism) are more likely to self –interest in the organization, which in turn leads to backstabbing behavior. Thus recommended to senior managers of organizations in selecting of principals, identify their personality and self-interested with the help of personality psychologists.

The purpose of study was to investigate the effects of teaching challenges on teacher's counterproductive behaviors mediated by job stress and role overload. The research method was descriptive-correlation. Among all novice teachers in Khash city in the academic year of 2021-2022 (N=310). By stratified-stratified sampling and according to Cochran's sampling formula 172 teachers were selected as the research sample. The data were collected through questionnaires of teaching challenges (Mohammadi et al., 2020), teacher's counterproductive behaviors (Hosainpoor Toolaazdehi, Zainaabaadi, Alimardaani & Kord Firoozjaaee, 2016), Teachers Stress (Saremi, Noori Anvar, Khodakarim, Tabatabaei & Ramezankhan, 2022) and role overload (Singh & Singh, 2020). The correlation coefficient and structural equation modeling were used to analyze the data by using SPSS and Smart PLS softwares. Based on the findings, the direct and indirect effects of teaching challenges on teacher's counterproductive behaviors through mediation of job stress and role overload was positive and significant. Therefore, it could be concluded that novice teachers who face teaching challenges experience job stress and role overload, and as a result, show counterproductive behaviors in the classroom.

Ingratiation behavior has been one of the hypocritical and political behaviors in the organization and it causes employees who use this behavior receive more organizational benefits and privileges. The purpose of this study was to investigate the effect of performance evaluation system on the ingratiation behavior through mediation of organizational climate.

The research method was descriptive-correlation based on structural equation model. The statistical population was all teachers in Bonjar city (Sistan and Baluchestan Province) in the academic year 2021-2022 (N=575). By stratified random sampling 231 teachers were studied through questionnaires Performance evaluation system (Shields, 2007), organizational climate (Bock, Zmud, Kim &Lee, 2005) and ingratiation behavior (Bolino & Thornley, 1999). Structural equation modeling with the help of Smart PLS software was used to analyze the data.

Direct effect performance evaluation system on the ingratiation behavior (β= -0.298, t=5.188) was negative and significant, direct effect of performance evaluation system on the organizational climate (β=0.371, t=6.331) was posative and significant, direct effect of organizational climate on the ingratiation behavior (β= -0.510, t=9.638) was negative and significant. Also, the indirect effect of performance evaluation system on the ingratiation behavior through mediation of organizational climate (β= -0.189, t=5.248) was negative and significant.

Performance evaluation objectively rather than subjectively, direct correlation of rewards, promotion with the performance of individuals and selection of expert and motivated evaluators can lead the organizational climate to a healthy and ethical climate in which ingratiation behavior to influence performance evaluation results it will have little effect.

The purpose of this study was to investigate the effect of workplace humor on teachers, psychological well-being mediated by interpersonal forgiveness of physical education teachers. The research method was descriptive-correlation. The statistical population of the study was all physical education teachers in Sistan region (Sistan and Baluchestan province) in the academic years 2020-2021 (N=256). 154 teachers were studied by stratified random sampling. Data collection instruments were questionnaires of workplace humor, psychological well-being and interpersonal forgiveness. For data analysis the Pearson correlation coefficient and structural equation modeling were used.Data analysis was done with the help of SPSS and Lisrel software. Based on the results workplace humor both directly and indirectly, mediated by interpersonal forgiveness, had a positive and significant effect on teachers' psychological well-being. According to research results, it is suggested to the top managers of the education organization that by holding training workshops humor and forgiveness, they promote the psychological well-being of teachers.

The purpose of this article is to investigate the effect of organizational trauma on social attrition with the mediating roles of comparative sadness and silent envy. The descriptive research method is of the correlational type and the statistical population was all the full-time faculty members of the University of Sistan and Baluchistan in the academic year 1401-1402, of which 212 of them were randomly selected through social wear questionnaires (Duffy et al., 2012), injury Organizational spirit (Vivan and Horman, 2015), social comparison orientation (Ahmadi Qozlojeh and Mehdizadeh Tovasani, 2018) and jealousy (Valizadeh and Azarbaijani, 2019) have been studied. For data analysis, Pearson's correlation coefficient and structural equation model were used with the help of SmartPls software. Based on the findings, there is a positive and significant relationship between organizational trauma, social burnout, comparative sadness, and silent jealousy, and the direct effect of organizational trauma on social burnout, the indirect effect of organizational burnout on social burnout with the mediating role of comparison grief, and the indirect effect of organizational burnout It was positive and significant on social wear with the mediating role of silent jealousy. Therefore, organizational managers can reduce discrimination and injustice, organizational support, emphasize transparency, honesty and organizational trust, pay attention to collaborative management, pay attention to human interactions and conflicts, expand ethics in the workplace, create a meritocracy system, and reduce unhealthy competition in the organization. Provide the conditions to reduce negative phenomena such as organizational trauma, comparison grief, social wear and organizational envy.

Academic well-being, which is one of the most important and influential factors on students' academic progress, can be directly or indirectly affected by the entrepreneurial education system, psychological capital, and mental well-being. The purpose of this study was to investigate the effect of the entrepreneurial education system on academic well-being through mediation of psychological capital and mental well-being. The research method was descriptive-correlational. The statistical population of the research included all the students of work-knowledge and technical and professional conservatories in Chabahar city (Sistan and Baluchistan Province) in the academic year of 2021-2022. Using stratified sampling (by gender), 313 students were studied through questionnaires of entrepreneurial educational system, mental well-being, academic well-being and psychological capital. Pearson correlation coefficient and structural equation model with SPSS21 and Smart PLS 3.2.8 software were used to analyze the data. The findings of the correlation coefficient showed that there was a positive and significant relationship between the entrepreneurial education system, academic well-being, psychological capital and mental well-being. The results of the structural equation model also showed that the entrepreneurial educational system had a positive and significant effect on the academic well-being of students both directly and indirectly with the mediation of psychological capital and mental well-being. The entrepreneurial education system had a positive effect on the students' psychological capital and mental well-being by strengthening students' belief in their abilities to achieve success and persevere in pursuing goals, creating positive documents about themselves, and by promoting students' academic hope and optimism and enduring problems. Psychological capital (through improving academic self-efficacy, academic optimism, academic resilience and academic optimism) and mental well-being (through increasing the enjoyment of learning and feeling of belonging to school) have a positive effect on the academic well-being of students.

The rapid spread of the corona virus has caused a lot of anxiety for people, so we should seek to identify factors that reduce COVID-19-related anxiety. The purpose of this study was to examine the relationship between the Meaning in Life, spiritual well-being, and ego strength with COVID-19-related anxiety. The research method was a descriptive correlation. Using stratified random sampling, 330 secondary school students were studied through questionnaires on the Meaning in Life, spiritual well-being, ego strength, and COVID-19-related anxiety. Pearson's correlation coefficient and stepwise regression were used to analyze the data. According to the findings, there was a negative and significant relationship between the Meaning in Life, spiritual well-being, and ego strength with COVID-19-related anxiety. The regression results also showed that Meaning in Life, spiritual well-being, and ego strength can significantly predict COVID-19-related anxiety. According to these results, it can be said that by improving the Meaning in Life, spiritual well-being, and making ego stronger, students' COVID -19-related anxiety can be reduced.

The purpose of this study is to investigate the effect of reflective leadership on school effectiveness with mediating of tendency to lifelong learning and teacher’s academic optimism. The research method is descriptive-correlation. The statistical population of the study was all teachers in Nookabad city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=307). By stratified-stratified sampling of 171 teachers through questionnaires of reflective leadership, school effectiveness, lifelong learning and teacher’s academic optimism were studied. Structural equation modeling was used to analyze the data. The results showed that the direct effect of reflective leadership on school effectiveness is positive and significant. Also, the indirect effect of reflective leadership on school effectiveness through mediation of lifelong learning and teacher’s academic optimism is positive and significant. Therefore, school principals who design school programs based on thinking, encourage teachers to participate in In-service training courses, personal studies and exchange experiences with other colleagues, and believe that teachers are influential in the success and learning of students, they can improve the schools effectiveness.

The purpose of this study is to investigate the effect of organizational stroke on teacher’s organizational cynicism with mediating of organizational rumor. The research method is descriptive-correlative. The statistical population of the study was all primary teachers in Konarak city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=476), which were studied by random-stratified sampling (by gender) of 213 teachers through questionnaires of organizational stroke (Farajvand & Mesri, 2021), organizational cynicism (Kalagan et al., 2009), and organizational rumor (Dağli & Han, 2018). Correlation coefficient and structural equation modeling were used to analyze the data by using SPSS and Smart PLS softwares. Correlation coefficient findings showed that there is a positive and significant relationship between organizational stroke, organizational cynicism and organizational rumor. The results of structural equation model showed that the direct effect of organizational stroke on teacher's organizational cynicism is positive and significant. Also, the indirect effect of organizational stroke on teacher's organizational cynicism through mediation of organizational rumor is positive and significant. Thus organizational stroke not only directly increases the teachers' organizational cynicism but also can increase the organizational cynicism by increasing organizational rumor.

The purpose of this study was to investigate the effect of Islamic spiritual leadership on teachers' spiritual health with mediating of spiritual capital and spiritual intelligence. The research method is descriptive-correlation. The statistical population of the study was all high school teachers in Khash city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=281). By randomized-stratified sampling (by gender) of 163 teachers through Islamic Spiritual Leadership Questionnaires (Marzooghi, Torkzadeh & Peyravi Nejad, 2015), Spiritual Intelligence (Hildebrant, 2011), Islamic Spiritual Health (Sayeh Miri et al., 2016) And spiritual capital (Golparvar et al., 2015) were studied. Pearson correlation coefficient and structural equation model with the help of SPSS and Smart PLS software were used to analyze the data. The findings showed that there is a positive and significant relationship between Islamic spiritual leadership, spiritual health, spiritual capital and spiritual intelligence and the results of the structural equation model also showed that Islamic spiritual leadership has a direct and indirect effect through the mediation of spiritual capital and spiritual intelligence on teachers' spiritual health. Therefore the application of Islamic spiritual leadership style not only has a direct positive effect on the spiritual health of teachers, but also through the strengthening of spiritual capital and spiritual intelligence, it can have a positive and significant effect on the spiritual health of teachers.

The purpose of this study was to investigate the effect of teacher's violence on positive and negative academic emotions and school anxiety. It was a descriptive-correlation research. The research population included all second cycle high school students in Sarbāz city (Sistān and Baluchestān province) in the academic year 2021-2022 (N=1910). The research sample consisted of 320 students who were selected through random stratified sampling (by gender and field of study). Also, the research instruments consisted of teacher violence scale (Piskin et al., 2014), class- related emotion scales (Pekrun, 2005) and school anxiety scale (Phillips,1978). Kolmogorov-Smirnov tests, Pearson correlation coefficient, Durbin-Watson and path analysis were used to analyze the data, using SPSS (Version 16) and Smart PLS (version 2) softwares. Findings showed that teacher's violence has a negative effect on positive academic emotions (pride, pleasure and hope) and has a positive effect on negative academic emotions (shame, anxiety, hopelessness, boredom, anger) and school anxiety (test anxiety, fear of assertiveness, lack of confidence).  Considering the results, holding in-service training workshops for teachers in the areas of familiarity with children's natural rights, anger management, compassion and forgiveness towards others is recommended.

The Porpouse of this study was to investigate the effectiveness of interpersonal communication skills training on academic hope and students’ sense of connectedness with school. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all sixth grade male students in Zahak city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=413). The sample consisted of 30 students who were selected by multistage cluster sampling and randomly assigned to two groups, experimental (n=15) and control (n=15), were assigned. The data collection instrument was the academic hope scale (Khormayie & Kamari, 2017) and students’ sense of connectedness with school (Brew, Beatty & Watt, 2004) questionnaire that all participants completed as the pre-test. Then, the communication skill training program (Ahmadi et al, 2013) was conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis. The findings indicated that communication skills training can affect academic hope and students’ sense of connectedness with school (p-value<0/01). Therefore, interpersonal communication skills should be taught as one of the subjects in order to promote the academic hope and students’ sense of of connectedness with school should be considered.

With the spread of COVID-19, the fear and anxiety of this disease is increasing and this virus has had various psychological consequences for people. The purpose of this study was to investigate the relationship of COVID-19 anxiety with catastrophizing, loneliness and academic support.

The research method was descriptive-correlation. The statistical population of the study was all third grade students of the second high school of Zahedan in the academic year 2020-2021 (n = 6199) that stratified-available sampling method 346 students were studied through corona virus anxiety, catastrophizing, loneliness and academic support questionnaires. Pearson correlation coefficient and stepwise regression were used in a stepwise manner to analyze the data.

Based on the findings, the mean and standard deviation of the research variables were as follows: COVID-19 anxiety (m = 2.48, sd = 0.83), catastrophizing (m = 2.83, sd = 0.67), loneliness (m = 2.85, sd = 0.72) and academic support (m = 2.74, sd = 0.62). There was a positive and significant relationship between COVID-19 anxiety with catastrophizing (r = 0.444), loneliness (r = 0.625) and academic self-handicapping (r = 0.601). The regression results also showed that the components of COVID-19 anxiety have the ability to predict 20.7%, 39.2% and 36.3% of the variances of catastrophizing, loneliness and academic support of students, respectively.

According to the results, it is suggested that school principals and teachers can reduce the level of COVID-19 anxiety and its catastrophizing in students by providing virtual training in the field of corona virus disease. It is also recommended to hold debugging classes in person and in accordance with health protocols to provide the necessary academic support to students. Dedicating more time from parents 'lives to their children and using supervised social media can be effective in reducing students' loneliness.

The purpose of this study was to investigate the effect teacher violence on academic avoidanc, academic optimism and academic vitality of students. The research method is descriptive-correlation. The statistical population of the study was all secondary high school students in Sarbaz city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=5395). By stratified-stratified sampling (by gender) of 359 students through teacher violence scale (Piskin et al., 2014), Academic Avoidance Scale (Khormaei & Saleh Ardestani, 2016), Academic Avoidance Scale (Tschannen-Moran et al., 2013) and Academic Vitality Scale (Hosseinchari & Dehganizade, 2014) were studied. Kolmogorov-Smirnov tests, Pearson correlation coefficient, Durbin-Watson and path analysis Correlation coefficient and path analysis were used to analyze the data by using SPSS and Smart PLS softwares. Findings showed that teacher violence has a positive effect on academic avoidanc and has a negative effect on academic optimism and academic vitality of students. According to these results, holding in-service training workshops for teachers in the areas of familiarity with children's natural rights, anger management, compassion and forgiveness towards others is recommended.

Students to deal with academic stress and its immoral consequences, including cheating must have the necessary academic resilience, psychological toughness, and ethical intelligence. The purpose of this study was to investigate the relationship between moral intelligence and students' resilience with mediating role of psychological hardiness.

The research method was descriptive-correlation based on structural equation model. The statistical population of the study was all students of Farhangian University of Zahedan in the academic year 2009-2010, from which 308 students were selected by stratified random sampling. The research instruments were three questionnaires of moral intelligence, resilience and psychological toughness. Pearson correlation coefficient and structural equation modeling using SPSS and LISREL software were used to analyze the data.

The relationship between moral intelligence and resilience and psychological hardiness of students, and the relationship between psychological hardiness and resilience of students was positive and significant. Also, moral intelligence had a positive and significant relationship with students' resilience, both directly and indirectly by mediation of psychological hardiness.

The students with higher ethical intelligence show better psychological hardiness in dealing with academic issues and problems, and this psychological hardiness in turn increases their resilience in the educational process.

The Porpouse of this research was to investigate the effectiveness of classroom management skills training on classroom psychosocial climate and teacher’s self-efficacy. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all new teachers were employed in Zabol city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly selected in two groups of 15 experimental and control. The data collection instrument was questionnaires of classroom psychosocial climate of Fraser et al., and teacher self-efficacy of Techanan et al., that all participants completed as the pre-test. Then, the classroom management skills training were conducted in the experimental group for eight sessions (60 minutes). Finally, the same questionnaire was completed by both experimental and control groups. In order to analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were used by SPSS21. The findings indicated that classroom management skills training can affect classroom psychosocial climate and teacher self-efficacy. Therefore, classroom management skills training should be considered as one of the prerequisites for the teaching profession for novice teachers.

Academic burnout is one of the major challenges of education that can be affected by academic unwillingness and test anxiety. The purpose of study was to investigate the relationship between academic unwillingness and test anxiety with student's academic burnout. This is a descriptive -correlation study. Samples were 300 students, that selected by stratified sampling. To collect data, academic unwillingness questionnaire, test anxiety questionnaire and academic burnout questionnaire were applied. Eventually, data were analyzed using the Pearson correlation coefficient and the stepwise multiple regression analysis. There is a positive and meaningful relationship between academic unwillingness with academic burnout. Based on the results of regression, task characteristics, effort beliefs, and the value of tasks and efforts (as components of academic unwillingness) have been able to predict of academic burnout changes. Other findings showed that there is a positive and meaningful relationship between test anxieties with academic burnout. Based on the results of regression, tension and social humiliation (as components of test anxiety) have been able to predict of academic burnout changes. Considering the positive and significant relationship between academic unwillingness and test anxiety with students' academic burnout it is recommended to the top administrators of the university with the help of counselors and psychologists, design and hold workshops to reduce students' academic unwillingness, test anxiety, and academic burnout.

In a toxic climate, teachers are more procrastinating and may use imaging management strategies to justify it. The purpose of this study was to investigate of the effect of toxic organizational climate on impression management with mediating role of procrastination. This study was an applied and correlation research method based on structural equation modeling. 223 Teachers of Hamoon city (Sistan and Baluchestan Province) in the academic year 2021-2022 were studied by stratified random sampling method. To collect information, three questionnaires were used: toxic organizational climate, impression management and organizational procrastination. Structural equation modeling with the help of Smart PLS software was used to analyze the data. Results showed the direct effect of toxic organizational climate on impression management and procrastination, and direct effect of organizational procrastination on impression was positive and significant. The indirect effect of toxic organizational climate on impression management was also significant with the mediator role of organizational procrastination. Thus in a toxic climate, teachers no longer have the initial enthusiasm and they show procrastination in different ways such as customer delays, delay in homework and wasted time. Such actions force actions force the individual to resort to impression management strategies to justify the habits.

Covid-19 pandemic in late 2019, countries took measures to control the pandemic, such as full quarantine or the implementation of social distance. One of the action measures taken in the field of education by many countries including our country, Iran, was the closure of schools and higher education centers. As a result, the concern to develop and implement curricula for continuing education at home and under the quarantine became the biggest challenge for education systems, and the issue of e-learning became very important. Among  the numerous factors that can affect virtual learning, in this study, only two factors of information literacy and the teachers’ attitudes toward virtual learning are discussed. Therefore, this study was conducted to investigate teachers' information literacy and its relationship with their attitude toward e-learning.

The research method was descriptive-correlation. The statistical population of the study included 152 teachers in Nikshahr [Sistan and Baluchestan province] in the academic year 2020-2021. 109 teachers were selected through random-stratified sampling in terms of gender and teaching level and based on Cochran sampling formula. The data collection was based on questionnaires of information literacy (in the areas of ability to determine the scope and nature of information, ability to effectively access information, ability to critically evaluate information, ability to use the information purposefully  and ability to understand the legal and economic aspects of using information) and attitudes toward e-learning (with components of feeling of self-sufficiency, feeling of desire, feeling useful, intention to use e-learning, feeling satisfied  and the tendency to multimedia education). One-sample t-test, Pearson correlation coefficient and stepwise regression were used to analyze the data by using SPSS software.

The results showed that that teachers' information literacy in the areas of ability to determine the scope and nature of information, ability to effectively access information, ability to critically evaluate information critically, ability to use information purposefully  and ability to understand the legal and economic aspects of using information is lower than the average level; there was no significant difference in comparing the level of information literacy of teachers in terms of demographic characteristics other than gender [superiority of female teachers' information literacy]; teachers' attitudes toward e-learning and its components (feeling of self-sufficiency, feeling  of desire, feeling useful, intention to use e-learning, feeling satisfied with the e-learning system and tendency to use multimedia education) were positive; There was a significant positive relationship between teachers' information  literacy and their attitudes toward e-learning and information literacy had the ability to predict 73.4% of variance of attitudes toward e-learning.

According to the low level of teachers' information literacy in the areas of ability to determine the scope and nature of information, ability to effectively access information, ability to critically evaluate information, ability to use information purposefully  and ability to understand the legal and economic aspects of using information and its positive relationship with the attitude to e-learning, holding in-service training courses on information literacy based on the required standards for holding such courses is recommended. It is also recommended to policy makers and curriculum designers of the Ministry of Education to design and implement information literacy courses for teacher training courses.

The purpose of this study was to investigate the effect of workplace ostracism on workplace incivility through the mediating role of turnover intention. The research method was descriptive-correlation. The statistical population of the study was all physical education teachers in Sistan region (Sistan and Baluchestan province) in the academic year 2020-2021 that it was 256 teachers. 154 teachers were studied by stratified random sampling based on Cochran's sampling formula. Data collection instruments were questionnaires of workplace ostracism, workplace incivility and turnover intention. For data analysis the Pearson correlation coefficient and structural equation modeling were used by SPSS21 and Lisrel software. Based on the results, there was a positive and significant relationship between workplace ostracism, workplace incivility and turnover intention. Workplace ostracism has a direct effect workplace incivility and turnover intention, and also the mediating effect of turnover intention in the relationship between workplace ostracism and workplace incivility was positive and significant. According to these results, school principals by creating an intimate and empathetic climate, can provide the necessary grounds for accepting teachers and, consequently, reduce their their turnover intention and workplace incivility.

The purpose of this work was to investigate the effect of the career plateau on the ambiguity and role conflict with mediating role of organizational conflict. This work was an applied and correlation research method. By the stratified random sampling method, 229 physical education teachers were selected. In order to collect information, three questionnaires were used: career plateau, ambiguity, and role conflict and organizational conflict. For the data analysis, the Pearson correlation coefficient, factor analysis, and structural equation modeling were used. The results obtained showed that the direct effect of the career plateau on the ambiguity and role conflict and the career plateau on the organizational conflict and the direct effect of the organizational conflict on the ambiguity and role conflict were positive and significant. The indirect effect of the career plateau on the ambiguity and role conflict was also significant with the mediator role of the organizational conflict. Therefore, it can be accepted that the career plateau has a positive effect on the ambiguity and conflict, both directly and indirectly, through the mediation of the organizational conflicts. Introduction In order to be effective, the schools require the teachers to have a good job performance, and the job performance can be affected by a number of factors including the ambiguity and role conflict. The ambiguity and role conflict are important factors in the teacher job stress that cause a lot of stress on the teacher and affect her/his job performance. The role ambiguity occurs when the employee “does not feel that s/he has the necessary information to perform her/his role adequately when s/he is uncertain about what the members of her/his role set expect of her/him. The role conflict is defined as a situation that occurs as a result of the incompatible role demands. The role conflict and role ambiguity cause many individual and organizational deficiencies. Numerous factors such as the organizational conflict and career plateau can affect the role ambiguity and role conflict. The research hypotheses are as follow: 1. The career plateau has a positive and significant effect on the ambiguity and role conflict. 2. The career plateau has a positive and significant effect on the organizational conflict. 3. The organizational conflict has a positive and significant effect on the ambiguity and role conflict. 4. The career plateau has a positive and significant effect on the role ambiguity and conflict with the mediating role of organizational conflict.

This work was an applied and correlation research method based on the structural equation modeling. The statistical population of the work was all the physical education teachers in the city of Zahedan (Sistan and Baluchestan province). By the stratified random sampling method, 229 physical education teachers in Zahedan were selected in the academic year of 2019-2020. In order to collect the information, three questionnaires were used: career plateau (Milliman, 1992), ambiguity and role conflict (House, Schuler & Levanoni, 1983), and organizational conflict (Shirkhani, 2011). For the data analysis, the Pearson correlation coefficient, factor analysis, and structural equation modeling were used by the SPSS and Lisrel software.

Based on the results obtained, the amount of correlation coefficient of career plateau with ambiguity and role conflict (r = 0.532), career plateau with organizational conflict (r = 0.573), and organizational conflict with ambiguity and role conflict (r = 0.559) was significant (p < 0.001). The direct effect of the career plateau on the ambiguity and role conflict (β = 0.44, t = 3.88), career plateau on the organizational conflict (β = 0.73, t = 9.45), and the direct effect of the organizational conflict on the ambiguity and role conflict (β = 0.34, t = 3.09) was positive and significant. The indirect effect of the career plateau on the ambiguity and role conflict was also significant with the mediator role of organizational conflict (β = 0.248, t = 5.20).

The purpose of this study was to investigate the national and modern identity of Baluch students in Saravan. The research method was descriptive-survey. The statistical population of the study was all Baluch students of the third grade of the second secondary school of Saravan city (Sistan and Baluchestan province) in the academic year 1300-1400 with a volume of 1093 people. 274 students studied by stratified random sampling (by gender and field of study). The data collection instrument was a questionnaire of identity dimensions (Solgi, Eskandari, Delavar and Borjali, 2015) which examined national and modern identities. Descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (one-sample t-test and t-test for independent groups) were used to analyze the data using SPSS21 software. According to the findings, the status national and modern identity of students was above average. Another finding of this study showed that girls had higher national and modern identities than boys.

This study aimed to investigate the effect of secure leadership on workplace happiness with the mediating role of spirituality in the workplace. By stratified random sampling, 178 physical education teachers in Zahedan were studied through questionnaires of secure-base leadership, workplace happiness, and the spirituality in the workplace. The data were analyzed by Pearson correlation coefficient and structural equation modeling. Based on the findings, the correlation coefficient of secure leadership with workplace happiness and spirituality in the workplace was positive and significant, and the correlation coefficient between spirituality in the workplace and workplace happiness was also positive and significant. The direct effect of secure leadership on workplace happiness, the direct effect of secure leadership on spirituality in the workplace, and the direct effect the spirituality in the workplace on workplace happiness was positive and significant. Also, the indirect effect of secure leadership on workplace happiness mediated by spirituality in the workplace was positive and significant. According to these results, school principals can play an important role in increasing teachers'' organizational spirituality and organizational happiness by promoting psychological security, establishing humane and sincere relationships, strengthening teachers'' sense of belonging and competence, and developing a culture of discourse and cooperation.