فهرست مطالب hosein majooni

In today's changing world, team creativity and its effect in the work environment has become one of the most important concerns of educational organizations. Therefore, the current research was conducted with the aim of investigating the factors affecting team creativity, including entrepreneurial leadership style and psychological safety of the team. The research population consisted of 620 teachers of work and knowledge schools and technical conservatory in Shiraz city, and a sample of 237 people was selected from this population by simple random sampling based on Cochran's formula. The research method was quantitative, descriptive and causal studies. To collect research data from entrepreneurial leadership questionnaires; Team psychological safety and team creativity were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used to determine the reliability and validity of the instrument, the results indicated the desired reliability and validity of the tool. Data analysis using the structural equation model and with the help of two Spss software. 25 and Lisrel. 8.8 done. The results of the analysis showed that: entrepreneurial leadership has a direct, positive and significant effect at the 0.05 level on team creativity and team psychological safety; Also, entrepreneurial leadership has an indirect, positive and meaningful effect on team creativity through the mediating role of psychological safety of the team. Finally, in order to be able to react appropriately to the changes and innovations of the dynamic environment around them, educational organizations and schools should use the entrepreneurial leadership style of fear and anxiety of the team of teachers to express innovative ideas. reduce as much as possible and in this way increase their team creativity.

The aim of the present study was to investigate the focal relationship of level five leadership with organizational excellence of schools. The statistical population of the research included all the teachers of primary schools in Fars province in the academic year of 2020-2021, numbering 16,264 people. According to the classes of the research society such as the type of region (rich, semi-rich and deprived), the number of cities/districts (39), and gender (male and female) by proportional stratified random sampling method and based on the Cochran formula, a sample of 375 people was selected. The research method is quantitative, descriptive and correlational. Data collection was done based on five-level leadership questionnaire of Cham Asemani (2007), and Organizational Excellence of Amarloo (2018), whose Cronbach's alpha coefficient was 0.96 and 0.91, respectively. In order to analyze the data, descriptive techniques, Pearson correlation matrix, focal correlation analysis, and multiple linear regression were used through SPSS 25 software. The results showed that: the dimensions of level five leadership have a positive and significant focal correlation in alpha of 0.01 with a value of 0.725 with the organizational excellence of schools and are able to explain 464% of the variance of the variable of organizational excellence of schools. Dimensions of manager's personality traits; choosing competent employees, then setting the goal; disciplinary culture; the use of technology and the force density dimension and jump have a positive and significant effect on the organizational excellence variable of schools at the level of 0.01.

Educational organizations of our country, especially schools, in order to deal with the many issues and problems they face in today's changing conditions are in urging need of principals and teachers who are creative and up-to-date and show this creativity in their job performance. Considering the importance and necessity of the creative performance of teachers and principals, the present study aimed to investigate the relationship between digital leadership and creative performance through psychological empowerment of teachers.
The research method was quantitative, descriptive and correlational. Thirty hundred and ten teachers were selected from 1,610 elementary school teachers in the 5th district of Tehran, Iran by simple random sampling based on Cochran's formula in 2023-2024 academic year. The participants completed the Digital Leadership Questionnaire (Ulutas & Arsalan, 2017), the Psychological Empowerment Questionnaire (Spreitzer, 1995) and the Creative Performance Questionnaire (Oldham & Cummings, 1996).
Data were analyzed using the structural equation modeling by SPSS and LISREL softwares. The results indicated that digital leadership had a direct, positive and significant effect on the creative performance and psychological empowerment, psychological empowerment had a direct, positive and significant effect on teachers' creative performance, and digital leadership had an indirect, positive and significant effect on the creative performance through the psychological empowerment.
Finally, in order to respond appropriately to the innovative changes and advances of the digital-oriented environment, educational organizations and schools should use the digital leadership style to eliminate teachers’ stress about possible mistakes in expressing ideas and new opinions, and thus increase the creative performance of teachers.

The purpose of this study was to investigate the relationship between talent management and social capital. The research population of all primary teachers in District 1 of Shiraz was 3,000. Of this population, a sample of 341 people was selected through simple random sampling method and morgan table. The research method is quantitative, descriptive and correlational study type. The research tool was a questionnaire. Therefore, the talent management questionnaire (2007) and Social Capital Nahapit and Ghasal (1998) were used. To determine the reliability and validity of the tool, Cronbach's alpha techniques and confirmatory factor analysis were used. The results showed the reliability and desirability of the tool. For data analysis techniques described, canonical correlation and multiple linear regression using SPSS 25 software was used. The results showed that: talent management dimensions have a positive and significant focal correlation in alpha 0.01 with a value of 0.778 with social capital and talent management dimensions can explain 451% of the variance percentage of social capital variables

Today, organizations in various fields are facing huge challenges. The common focus of all of them is the development of knowledge, technology and innovation. To quickly adapt to these challenges and changing needs, organizations need to improve their employees’ innovations and creativities. Educational organizations as the most prominent, most influential, and most extensive organizations are responsible for people’s formal education and training in the society, as well as providing human resources to other organizations. They have an important and extraordinary impact on sustainability, social, economic, and cultural aspects of every country. As the most important members and architects of educational organizations and schools, teachers are considered the main element of competence of any educational system. The importance and unique role of creativity and innovative performance of teachers as a strategic source and designer and implementer of organizational systems and products have now found a far higher position in education than in the past. Since the majority of human resources working in the education system are teachers, addressing the current state of creativity, as well as the factors affecting their innovative performance in schools, is of double importance. Based on the findings of previous researches, leadership styles are one of the factors influencing teachers’ innovative performance. Exploitative leadership as a very self-interested leadership style has many negative effects. It leads to a decrease in job satisfaction and emotional commitment, an increase in the intention to leave the job, job burnout, deviant behaviors in the workplace, hiding knowledge, and reducing the employees’ productivity and innovative performance. Hiding knowledge as another factor affecting innovative performance has destructive effects on organizational effectiveness in the current era. As a negative behavior that includes a conscious refusal to provide knowledge and is requested by another person it can disrupt the relationships between employees, lead to mistrust, and be very harmful to individual and organizational performance. Considering that exploitative leaders play an important role in teachers’ attitudes and behaviors and the exploitative leadership style as one of the new leadership styles has not been investigated and studied in the country so far, we decided to fill this research gap by examining the consequences and results of this leadership style in schools and find out the answer to this question: How do exploitative leaders in schools reduce teachers’ innovative performance by hiding knowledge?

The current research was based on an applied goal and with a descriptive-correlation method. The research population included all the teachers of two districts of Shiraz (1945 people). The sample size (319 teachers) was determined based on the simple random sampling method and Cochran’s formula. The questionnaires of Schmid and colleagues (2019) for exploitative leadership with 15 items with 5 subscales of showing selfish behaviors (Questions 1 to 3), applying pressure (Questions 4 to 6), undermining employees’ developments (Questions 7 to 9), gaining credibility (Questions 10 to 12), and hypocrisy (Questions 13 to 15), questionnaires Connelly and Zweig (2015) for concealment of knowledge with 12 items and 3 subscales of evasive concealment (Questions 1 to 4), logical concealment (Questions 5 to 8), and dumbing down (Questions 9 to 12), and questionnaires of Huang and Li (2018) for innovative performance with 7 items and 2 subscales of executive innovation (Questions 1 to 4) and technical innovation (Questions 5 to 7) were used in the 5-point Likert scale to collect the data.

The aim of this research was to investigate the relationship between exploitative leadership and innovative performance through the mediating role of knowledge hiding. The results of the research showed that the leadership variable had a direct, negative, and significant relationship with the teachers’ innovative performance at the level of 0.05; hiding knowledge had a direct, negative, and significant relationship with their innovative performance at the level of 0.05; and exploitative leadership had an indirect, negative, and significant relationship with their innovative performance at the level of 0.05. To improve teachers’ creativities, it is suggested that education officials and school administrators exchange information and knowledge by studying and recognizing the undesirable characteristics of exploitative leadership and the destructive consequences that this leadership style can have on the performance of teachers and schools and thus try to induce creative performance in teachers.

The main purpose of the research was to investigate the role of transformational leadership and successful intelligence in creative performance with the mediation of knowledge management and teachers' self-efficacy.

The research method was quantitative, descriptive and correlational. The research population of teachers in Chahar district of Shiraz was 1890 people, from which a sample of 318 people was selected by simple random sampling method based on Cochran's formula. To collect research data from the Transformational Leadership Questionnaire of Bass and Alio (1997), Grigorenko and Sternberg (2002) Successful Intelligence Questionnaire, Sharon and Lawson (2003), Riggs & Knight (1994) self-efficacy, and The creative performance of Oldham and Cummings (1996) was used. Data analysis was performed using descriptive (mean and standard deviation) and inferential techniques (confirmatory factor analysis and confirmatory path analysis) using Spss and Lisrel software.

The results of the analysis showed: the variables of transformational leadership, successful intelligence, knowledge management and self-efficacy had a direct, positive and significant effect at the 0.05 level on teachers' creative performance; Transformational leadership and successful intelligence with the mediation of knowledge management and self-efficacy had an indirect, positive and significant effect on teachers' creative performance; Also, self-efficacy with the mediation of knowledge management had an indirect, positive and significant effect at the level of 0.05 on teachers' creative performance.

Finally, based on the results of this research, it can be said that school principals' use of transformational leadership style and successful intelligence leads to the creative performance of teachers through knowledge management and self-efficacy.

Educational organizations, especially the schools of our country, in today's changing conditions, in order to deal with the many issues and problems they are faced with, urgently need managers and teachers who are creative and up-to-date and show this creativity in their job performance. So, the present research was conducted with the aim of investigating the effect of successful intelligence on creative performance through the mediating role of teachers' self-efficacy. The research method was quantitative, descriptive and correlational. The research population were all teachers in district total (4) of Shiraz 1890 people, from which a sample of 318 people were selected by simple random sampling method based on Morgan's table. Data were collected using the Successful Intelligence Questionnaire of Grigorenko, Jarvin and Sternberg (2002), Riggs & Knight (1994) self-efficacy, and the creative performance of Oldham and Cummings (1996). To determine the reliability and validity of the instruments, Cronbach's alpha techniques and confirmatory factor analysis were used. The results showed optimal reliability and validity of the instruments. Data analysis was performed using descriptive (mean and standard deviation) and inferential techniques (confirmatory factor analysis and confirmatory path analysis) using SPSS and Lisrel software. The results of the analysis showed that successful intelligence had a direct, positive and significant effect at the 0.05 level on teachers' creative performance and self-efficacy; self-efficacy had a direct, positive and significant effect at the 0.05 level on creative performance. Also, successful intelligence had an indirect, positive and significant effect on teachers' creative performance through the mediating role of self-efficacy.

The aim of this study was to investigate the relationship between exploitative leadership and knowledge hiding due to the mediating role of psychological distress. The research method was descriptive-correlational. The statistical population of the study included all teachers in the second district of Shiraz in the academic year 1300-1400 to 1945 people, which was selected using a simple random sampling method based on Cochran's formula of a sample of 319 teachers from this community. To collect data from the Schmid et al. Exploratory Leadership Questionnaire (2019); Lovibond and Lovibond (1995) psychological distress questionnaire and Connelly and Zweig (2015) knowledge hiding questionnaire were used, whose Cronbach's alpha coefficients were 0.97, 0.91 and 0.94, respectively. The construct validity of the questionnaires was also determined by confirmatory factor analysis. Data analysis was performed using structural equation modeling using Spss and lisrel software. Findings showed that: exploitative leadership has a positive and significant relationship with knowledge hiding and psychological distress at the level of 0.05; Psychological distress also has a positive and significant relationship with knowledge hiding at the level of 0.05; Exploitative leadership has an indirect, positive and significant relationship with knowledge hiding due to its mediating role in psychological distress. Therefore, if school principals and leaders have negative characteristics and characteristics of exploitative leadership, they create a non-constructive atmosphere in the school by abusing the efforts of teachers; In this destructive atmosphere, teachers, with psychological anxiety and distress, hide their knowledge and information from other colleagues in order to confront these leaders.

Educational institutions and schools are extremely important for the social, economic and cultural stability of any country. Therefore, in order to succeed in various fields, countries are looking for ways to improve their schools, educational systems, and the quality of their education, so that they can increase their ability in the global competition environment. One of the ways that plays an important role in improving the quality and gaining the competitive advantage of educational organizations is the issue of organizational excellence. The aim of this study was to investigate the relationship between distributive leadership and school organizational excellence with the mediating role of structural and psychological empowerment in teachers.

The research method was descriptive-correlational. The statistical population of the study consisted of all primary school teachers in Fars province in the academic year 2020-21 to 16264 people, from which a sample of 375 people was selected based on Cochran's formula. Considering the classes of the research community such as type of region, number of cities / districts and gender, the stratified random sampling method was used. Data collection based on four questionnaires of distributive leadership (Almore, 2000), psychological empowerment (Spritzer, 1995), structural empowerment (Kordanij, Bakhshizadeh and Fatholahi, 2015) and organizational excellence (Amarloo, 2018) done. Pearson correlation coefficient and structural equation modeling were used to analyze the data using SPSS software version 25 and LISREL version 8.80.

The results of the fit indices of the confirmatory path analysis model showed that the structural model of the research has a suitable and acceptable fit. Based on other research results, distributive leadership has a direct, positive and significant relationship with structural empowerment, psychological empowerment and organizational excellence of schools; Structural empowerment has a direct, positive and significant relationship with the organizational excellence of schools and psychological empowerment; And psychological empowerment had a direct, positive and significant relationship with the organizational excellence of schools (0.0011). Distributive leadership through structural empowerment and psychological empowerment has an indirect, positive and significant relationship with the organizational excellence of schools; Structural empowerment due to psychological empowerment had an indirect, positive and significant relationship with the organizational excellence of schools (0.004).

According to the results of the present study, school principals and leaders should use distributive leadership strategies to transfer more power, authority and responsibility among teachers, to improve their psychological and structural capabilities, favorable conditions for cooperation and Provide the participation of as many teachers as possible for the growth and promotion of the school level in all dimensions and organizational excellence of the school.

Teachers face a high workload and pressure due to working conditions. One of the major issues that is usually seen as a reaction to job and organizational pressures among teachers is the phenomenon of burnout. Burnout refers to teachers' severe reactions to their inabilities to successfully adapt to their job stresses and pressures. Discovering the causes of burnout helps to understand how it is motivated. Teacher burnout depends on several factors. The quality of management and leadership in schools is one of the most prominent factors. Not all school leaders are necessarily effective and have the right qualities. This is where the dark edge of leadership (toxic leadership) comes into play as a hidden and strict dimension of leadership. Another factor that causes teachers' burnout is organizational silence. Teachers have information, ideas, and perspectives that can be useful for work and organization. They sometimes express their information and ideas and sometimes remain silent. Organizational silence is a new term that refers to employees' refusal of commenting on organizational and management problems. Another factor that increases the rate of teachers’ burnout is organizational obstruction. Comprehensive materials and emotional supports provided by the Organization of Education increase teachers' desire to stay and work harder in the system of education. However, this organization sometimes shows itself on the other side and diminishes teachers’ morale and hope for the future by creating obstacles in the way of achieving their goals. Such a phenomenon is called organizational obstruction in the organizational studies. A review of the research literature shows that no research at home and abroad has examined the simultaneous relationship of toxic leadership, silence, and organizational obstruction with teachers' burnout so far. Given the research gap mentioned in this study, we aimed to investigate the causes of teachers’ burnout by determining how toxic leaders provide the grounds for teachers' burnout in schools through mediation of organizational obstruction and silence.

The present study pursued  an applied purpose by using a descriptive-correlation method. The study population included all the teachers (2140 people), who were teaching in the schools of District 3 in Shiraz City in the academic year of 2020-2021. The sample size of 324 teachers was determined based on Systematic Random Sampling (SRS) and Cochran's formula. To collect the data, Schmidt’s toxic leadership questionnaire (2008) with 28 items and 5 subscales (offensive leadership, authoritarian leadership, narcissism, ambition, and unpredictability), organizational Obstruction described by Gibney et al. (2009) with 16 items and 4 subscales (interference in job performance, obstruction of personal goals, obstruction of career goals, and inattention to employee well-being), organizational silence described by Dimitres and Vakola (2005) with 13 items and 3 subscales (defensive silence, obedient silence, and friendly silence), and burnout described by Maslash & Jackson (1981) with 22 items and 3 subscales (emotional fatigue, depersonalization, and lack of personal success), were used in the 5-point Likert scale. Data analysis was performed by using structural equation modeling and SPSS and LISREL software.

The aim of this study was to investigate the relationship between toxic leadership and teachers' burnout due to the mediating role of organizational obstruction and silence.The results showed that toxic leadership had a direct, positive, and significant relationship with the variables of burnout, organizational obstruction, and organizational silence at the level of 0.05. Organizational obstruction was directly, positively, and significantly related to burnout. Also, organizational silence had a direct, positive, and significant relationship with burnout. Toxic leadership caused by organizational obstruction had an indirect, positive, and significant relationship with burnout at the level of 0.05. Moreover, toxic leadership caused by organizational silence had an indirect, positive, and significant relationship with burnout at the level of 0.05. Therefore, it could be said that organizational obstruction and silence played a mediating role in the relationship between toxic leadership and burnout.Finally, to reduce teachers’ burnout, it is suggested that the education officials of the 3rd district of Shiraz City choose ethical principals, who are aware of positive and negative aspects and characteristics of different styles. Leadership is concerned with a firm belief in the core mission of education and schools. Managers, who value teachers' opinions, suggestions, and well-being and provide suitable conditions for their success in various fields, must be considered for managing the schools.

The aim of this study was to investigate the mediating role of psychological contract fulfillment in the relationship between ethical leadership and organizational citizenship behavior and creative performance. The study population was all 735 employees of Bu Ali Sina University of Hamadan, from which a sample of 252 people was selected by simple random sampling method based on Cochran's formula. The research method was quantitative, descriptive and of correlation studies and structural equation modeling. For data collection from ethical leadership questionnaires, psychological contract fulfillment and creative performance, and for data analysis from descriptive (frequency, mean and standard deviation) and inferential techniques (confirmatory factor analysis and confirmatory path analysis) It was used using Spss and Lisrel software. The results showed that ethical leadership has a direct, positive and significant relationship with organizational citizenship behavior, psychological contract fulfillment and creative performance. It was also found that psychological contract fulfillment plays a mediating role in the relationship between ethical leadership and organizational citizenship behavior and performance creatively

Service and educational organizations as the basis and foundation of cultural, social, economic, and political developments of any society are considered as one of the important pillars of growth and development in all countries, while their employees are under constant pressure to satisfy stakeholders. The improvement of organizational productivity is often faced with stress and other difficult conditions that affect employees’ well-being. One of the major issues that is usually seen as a reaction to job and organizational pressures among employees is the phenomenon of burnout. Considering the role of teacher burnout in reducing the productivity and effectiveness of schools, it is necessary to be aware of this phenomenon and identify its areas of occurrence, as well as its consequences in schools, so as to prevent them. The teacher burnout depends on several factors. The quality of management and leadership in schools is one of the most prominent issues. Not all school leaders are necessarily effective and have the right qualities. This is where the dark edge of leadership, that is destructive leadership, comes into play as its hidden, rigid, and negative dimension. Another factor affecting teacher burnout is procrastination. According to Simpson and Pichel (2009), procrastination is an important factor influencing the teacher burnout. Perceived injustice is another factor that causes teacher burnout. Considering the importance of burnout among teachers, especially elementary teachers and lack of indepth research in this area, an attempt was made in this study to identify the factors affecting teacher burnout and investigate how it happens.

The present research was based on a descriptive-correlation method with an applied purpose. The statistical population of this study included all the primary school teachers in District 3 of Shiraz in 2000. A sample of 322 people was determined based on Morgan’s table by using a random sampling method. Standard questionnaires were utilized to collect the required data. The destructive leadership questionnaire of Lou et al. (2012) with 20 items and 4 subscales (leadership corruption, over-strictness of subordinates, abuse of subordinates, and lack of professional ethics), organizational justice questionnaire of Niehoff & Morman (1993) with 20 items and 3 subscales (distributive justice, procedural justice, and interactive justice), procrastination questionnaire of Saffarinia and Amirkhani Razligi (1390) with 25 items and 3 subscales (inefficiency, anxiety, and disgust with homework), and Maslach burnout questionnaire (1981) with 22 items and 3 subscales (emotional fatigue, depersonalization, and lack of personal success) were employed in the 5-, 5-, 5-, and 7-point Likert scales, respectively.

The aim of this research was to investigate the role of destructive leadership in burnout mediated by organizational justice and procrastination. The results showed that the variable of destructive leadership had a direct, positive, and significant relationship with burnout and negligence of teachers and a direct, negative, and significant relationship with organizational justice at the level of 0.05; organizational justice had a direct, negative, and significant relationship with burnout and negligence of teachers at the level of 0.05; procrastination had a direct, positive, and significant relationship with teacher burnout at the level of 0.05; due to organizational justice and procrastination, destructive leadership had an indirect and significant relationship with teacher burnout at the level of 0.05; and organizational justice had an indirect and significant relationship with teacher burnout due to negligence at the level of 0.05. In terms of implications, to reduce teacher burnout, it is suggested that education officials and school principals reduce the levels of negligence and burnout by being aware of the dark and hidden angles and unfortunate consequences of destructive leadership and observing justice among teachers.

Educational organizations play an important role in moving underdeveloped communities towards development. Having efficient and balanced educational organizations can help produce and expand other indicators of development. The undeniable impact of educational organizations, especially schools, on the development and political, economic, cultural and social integration, and improving the quality and effectiveness of these organizations has become an important issue for countries. Attention is paid to the quality of the global movement, and organizations that fail to do so are in danger of being destroyed. Organizational excellence is a strategic tool that helps organizations to achieve quality and competitive advantage in achieving their goals by identifying strengths and improvements to design and implement an ideal model for the growth and development of organizations. Educational organizations, especially schools, which are the major scientific institutions in the production of knowledge, skills, technology, and training of the future builders of the society should step forward as much as possible in the path of growth and excellence to become an organization. Leading companies move ahead of the competitive environment. Leadership styles are one of the factors affecting the organizational excellence of schools. Among the leadership styles, Level 5 leadership as a new perspective for 21st-century organizations can be the newest and at the same time the most practical model that puts organizations in an optimised position. Another prerequisite for the organizational excellence of schools is excellence in human resources. Teachers, as the most important human resource, provide the necessary ground for the progress, development, and in a more precise sense, excellence in schools. Comparing the current situation with the desired situation, as well as the success and continuous improvement of the country's schools with the schools of developed countries, indicate the lack of effectiveness and quality in our country's schools. Therefore, in order to improve the quality and compare the current situation with the optimal (ideal) situation of schools, the use of an organizational excellence model seems necessary. Therefore, the present study seeks to answer the question of how level five leadership and structural empowerment through the mediating role of teachers' psychological empowerment could lead to organizational excellence in schools.  

The present descriptive-correlational study is based on an applied purpose. The statistical population of the study was 16264 primary school teachers in Fars province. Considering the research population, the random sampling method of relative classes and Cochran's formula (at alpha level 0.05; error value 0.05 and p and q ratio equal to 0.5) was used, so the statistical sample size of 375 teachers was selected. To collect the data, four questionnaires of Cham Asmani (2007), Structural Empowerment of Kordanij, Bakhshizadeh and Fatholahi (2015), Psychological Empowerment of Spritzer and Mishra (1995), and Organizational Excellence of Amarloo (2017) were used. The Cronbach's alpha coefficients of the questionnaires were 0.96, 0.93, 0.94, and 0.91, respectively. 

In today's world, despite the rapid pace of change and transformation in various fields of education, economic, social, political, etc., every organization needs to move and adapt to changes and gradual improvement for survival and stability. Education, along with other institutions, according to its important and valuable mission, needs measures to be added to its agenda including the organization's attention to the organizational excellence of schools. In this regard, the results showed that Level Five Leadership has a direct, positive, and significant relationship at the level of 0.05 with psychological empowerment and organizational excellence of schools. Level 5 leadership has an indirect, positive, and significant relationship with the organizational excellence of schools through psychological empowerment at the level of 0.05. The structural empowerment variable has a direct, positive, and significant relationship at the level of 0.05 with psychological empowerment and organizational excellence of schools. Structural empowerment through psychological empowerment has an indirect, positive, and significant relationship at the level of 0.05 with the organizational excellence of schools. In order to continuously improve the organizational excellence of schools, it is suggested that education officials, in addition to selecting level five leaders for school management, provide teachers with a sense of competence, independence, and influence school affairs by delegating authority and empowering teachers in the formal school structure.

The aim of this study was to investigate the effect of ethical leadership on the organizational effectiveness of schools with the mediating role of creativity and psychological empowerment of teachers. The research method was descriptive-correlational. The study population consisted of 2209 teachers in Shiraz District 1 in the academic year 1399-1400, which was selected using a simple random sampling method and based on Cochran's formula, a sample of 327 teachers from this community. To collect data from four ethical leadership questionnaires, Kalshoven, Den Hartog, and De Hoogh (2011); Spritzer Psychological Empowerment (1995); Torrance Staff Creativity (1963) and the Organizational Effectiveness Questionnaire of Serjivani, Strata, and Robert (1992) schools were used. Data analysis was performed using structural equation modeling and Spss and lisrel software. Findings showed that: Ethical leadership, psychological empowerment and creativity have a direct, positive and significant effect at the level of 0.05 on organizational effectiveness; Ethical leadership also has an indirect, positive and significant effect on organizational effectiveness through the mediation of psychological empowerment and creativity. From the findings, it can be concluded that ethical leaders, along with the mediating role of psychological empowerment and creativity of teachers, have an effective role in the organizational effectiveness of schools. Therefore, if school principals and leaders have positive qualities of ethical leadership and in this process use strategies such as psychological empowerment and creativity of teachers, they can create favorable conditions for cooperation and participation of teachers in various school affairs and ultimately. Provide school effectiveness.

The purpose of this study was to investigate the role of organizational justice in job satisfaction by mediating organizational citizenship behavior and psychological empowerment. The study population consisted of 2209 teachers in the district of Shiraz, selected by simple random sampling and based on Cochran formula with a sample size of 327. The research method is descriptive-correlational and especially structural equation modeling. Data collection based on four organizational justice questionnaires, Organizational Citizenship Behavior, The psychological empowerment and the job satisfaction were performed with Cronbachchr('39')s alpha coefficient of 0.93, 0.95, 0.90 and 0.92, respectively. The results indicated the optimal reliability and validity of the tool. Descriptive (central and dispersion indices) and inferential (confirmatory factor analysis and confirmatory path analysis) techniques were used for data analysis using lisrel software. For descriptive data analysis techniques (central and dispersion parameters) and inferential statistics (confirmatory factor analysis, path analysis confirmed) lisrel were using the software. The results showed that the variables of organizational justice, organizational citizenship behavior, and psychological empowerment had a direct, positive and significant effect on job satisfaction at the 0.05 level; organizational justice mediated organizational citizenship behavior and psychological empowerment had an indirect, positive and significant effect on job satisfaction. The variables of organizational justice, organizational citizenship behavior, and psychological empowerment are able to explain 60% of the variance of job satisfaction.

The purpose of this study was to investigate the role of talent management in job performance mediated by social capital. The research population was all 3000 elementary teachers of Shiraz District 1 who were selected by simple random sampling method based on Morgan table with a sample size of 341. The research method is correlation studies and in particular structural equation modeling. The Early Talent Management Questionnaire (2007), the Nahapit & Goshal Social Capital Questionnaire (1998) and the Paterson Job Performance Questionnaire (2005) were used. Cronbach's alpha and confirmatory factor analysis were used to determine the reliability and validity of the tool. The results showed that: talent management had positive direct effect (0.36), indirect positive effect (0.157) and positive total effect (0.517) and significant effect on job performance variable at 0.05 level. The social capital variable has a positive direct effect (0.21) and significant on the job performance variable at the 0.05 level. Talent management variable with indirect path coefficient through social capital (0.157) and t value (4.63) have indirect, positive and significant effect on job performance variable at 0.05 level.

The purpose of this study was to investigate the role of ethical leadership in organizational citizenship behavior by mediating organizational justice and organizational commitment. The study population was all teachers in Kazeroon city, who were selected by simple random sampling and based on Cochran formula with a sample size of 537 people. The research method is quantitative, descriptive and correlational studies and especially structural equation modeling. From the Kalshun et al. Ethical Leadership Questionnaire (2011); Niehoff & Moorman's Organizational Justice (1993); Allen & Meyer's Organizational Commitment (1990) and Organizational Citizenship Behavior Questionnaire of Podaskev, Mackenzie-Moren & Fitter (1990) were used. The validity of the questionnaires was confirmed by confirmatory factor analysis and reliability through Cronbach's alpha for ethical leadership 0.93, organizational justice 0.91, organizational commitment 0.90, organizational citizenship behavior 0.95, respectively. Descriptive (center and dispersion indices) and inferential (confirmatory factor analysis and confirmatory path analysis) techniques were used for data analysis using lisrel software. The results showed that the variables of ethical leadership, organizational justice and organizational commitment had a direct, positive and significant effect at the level of 0.05 on organizational citizenship behavior; Ethical leadership mediated by justice and organizational commitment has an indirect, positive, and significant effect on organizational citizenship behavior. The variables of ethical leadership, organizational justice and organizational commitment were able to explain 33% of the variance of organizational citizenship behavior variable, which according to T value (6/11), the explained variance is significant at the level of 0.05.