majid moradi moghadam

Academic Buoyancy is one of the positive structures of psychology that researchers have paid attention to in the field of education, and attention to the psychological, emotional, and academic components affecting it is becoming more widespread day by day. The purpose of this research is to investigate. The mediating role of academic support and school atmosphere in the relationship between the quality of life at school and the Academic Buoyancy of middle school students in the academic year 1401-02.

The current research is applied according to its purpose, and according to the method of data collection, it is a descriptive-correlation type of research. The statistical population includes all secondary school students of Shirvan city (1500 people). The participants were 280 high school students who were selected using cluster random sampling method and Cochran's formula. All of them completed the relevant questionnaires. Data were analyzed with structural equation model using LISREL software.

The findings showed that there is a positive and significant relationship between quality of life in school, academic support, school atmosphere Academic Buoyancy of secondary school students. The quality of life in school has a positive and significant effect(0/32) on the academic vitality of students, and the quality of life in school, through the mediation of academic support and school atmosphere, has an indirect and significant effect on the academic vitality of students.

In order to increase the Academic Buoyancy of students, schools should try to improve the quality of life in the school and increase as much as possible academic support and make the school atmosphere positive

work engagement of personnel and Positive organizational behavior in an organization can depend on various factors like Authentic Leadership. Therefore, the goal of present study is examining the effect of Authentic Leadership with work engagement and Positive organizational behavior teachers of elementary and first session of secondary education during 1395-96. 

The method of this study corresponding to the purpose is applicable and according to the type of gathering data would be descriptive- correlation. statistical population of the study included all the man and woman teachers who work in education office of Semnan City (1350 teachers). The participants were 280 person of primary and secondary school teachers (173 of primary school teachers, 107 of secondary school teachers), who were selected by using stratified random sampling method. All of them filled the questionnaires of authentic leadership, work engagement and positive organizational behavior. Data were analyzed by using LISREL software with the model of structural equation.

The results indicated that there is a positive and significant relationship between Authentic Leadership, work engagement and Positive organizational behavior of teachers. Authentic Leadership has a structural effect on work engagement. Authentic Leadership has a structural effect on Positive organizational behavior.

Authentic Leadership has a directly influence on work engagement and teacher’s positive organizational behavior. Also by increasing this type of leadership in education, the positive variations (work engagement and positive organizational behavior) in this organization became important.

work engagement of personnel in an organization can depend on various factors like organizational socialization and identity of individuals. Therefore, the goal of present study is determination of the effect of organizational socialization with the mediating role of organizational identity on the work engagement of teachers of elementary and first session of secondary education during 1395-96. The method of this study corresponding to the purpose is applicable and according to the type of gathering data would be descriptive- correlation. Statistical population of the study included all the man and woman teachers who work in education office of Semnan City (1350 teachers). The participants were 280 person of primary and secondary school teachers (176 of primary school teachers, 104 of secondary school teachers), who were selected by using stratified random sampling method and considering the loadings and directions. All of them filled the questionnaires of organizational socialization, Organizational identity and work engagement. Data were analyzed by using LISREL software with the model of structural equation. The results indicated that there is a positive and significant relationship between organizational socialization, organizational identity and work engagement of teachers. Organizational socialization has a Positive and significant effect on work engagement. Organizational socialization has a Positive and significant effect on organizational identity. Organizational identity has a Positive and significant effect on teachers’ work engagement and organizational socialization with mediation of organizational identity has an indirect and significant effect on teachers’ work engagement. organizational socialization both directly and indirectly with mediation of organizational identity can influence teachers’ work engagement.