جستجوی مقالات مرتبط با کلیدواژه « job motivation » در نشریات گروه « علوم تربیتی »

The present study was conducted with the aim of structural analysis of personality traits, organizational commitment and job motivation with the mediating role of self-control in teachers and principals of elementary schools for girls.
This research, in terms of purpose, was applied; In terms of data collection method, was descriptive, of the survey type; and in terms of the nature of the data, was quantitative. Statistical population, have been including all teachers and principals of elementary schools for girls in the academic year 2022-2023 to the number of 369 people. The sampling method was multi-method sampling. The sample size, according to Krejcie and Morgan table (1970), there were 225 people. The data collection tool, was HEXACO Traits Personality (2013), Allen and Mayer organizational commitment questionnaire (1990), Herzberg job motivation questionnaire (2004) and Tangney, Baumeister & Boone self-control questionnaire (2004). To analyze the data, in addition to descriptive statistical techniques, the following inferential statistics techniques were used Step by Step Regression and Structural Equation Modeling.
The research findings showed, relationship between personality traits, organizational commitment, job motivation and self-control of teachers and principals was positive and significant (P<0/01). Furthermore, the mediating role of self-control in the effect on personality traits, organizational commitment and job motivation of teachers and principals was confirmed.
It is concluded that, to improve the professional performance of teachers and school administrators; the institution of education must take steps in order to strengthen personality traits and setting the stage for an organizational commitment and job motivation; and also optimizing self-control.

Motivation is the main driving factor for human motivation that can play a role in identifying, supporting, growing, developing and directing human power. The most important job for teachers as Sharif, the most important job in the society and human builders of the future, on the one hand, and the lack of sufficient knowledge of research factors to promote their motivation and career development, on the other hand, is the main issue of the present issue. The present study was conducted with the aim of investigating the level of motivation of teachers in multi-grade elementary schools in Musian region and comparing it with secondary level teachers and its relationship with their performance and professional development. For this purpose, using a researcher-made questionnaire, whose construct validity was checked and confirmed through confirmatory factor analysis, a census of teachers was conducted, and finally, out of 400 distributed questionnaires, 310 questionnaires were returned and became the basis of the analysis. The results showed that job motivation is insignificant and low in the majority of teachers in both primary and secondary schools. Examining the relationship between job motivation factors and demographic variables such as gender, educational qualification and teaching experience shows that there is no significant relationship between these variables. Therefore, the inadequacy of career motivation is observed in the majority of primary and secondary school teachers with various levels of educational qualifications, gender, backgrounds and different career stages.

This research was conducted with the aim of mediating the role of job motivation in the relationship between stress coping strategies and social-emotional competence in primary teachers. The cross-sectional research method is correlational. The statistical population of the present study was made up of all the teachers who were teaching in the elementary school of Tehran in 1400-1401, and among them, 350 people were selected by multi-stage cluster sampling method. In this research, tools of coping strategies (Lazarus and Folkman, 1985), job motivation (Robinson, 2004) and social-emotional competence (Boyatzis, 2007) were used, all of which had acceptable validity and reliability. In order to analyze the data, SPSS-V23 and Lisrel-V7.8 software were used. In order to respond to the research hypotheses, structural equation modeling was used. The research findings showed that the model has a good fit. The results showed that strategies to deal with stress have a direct effect on teachers' social-emotional competencies (p<0.05). Strategies to deal with stress have an indirect effect on primary teachers' job motivation (p<0.05). Career motivation has an indirect effect on social-emotional competencies of elementary teachers (p<0.05). Also, the results showed that the indirect effect of stress coping strategies with social-emotional competencies through the mediation of job motivation in primary teachers was confirmed with 95% confidence. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.

The purpose of this research was to determine the relationship between organizational culture and job motivation of primary school teachers in district 15 of Tehran. The statistical population included all primary school teachers in district 15 of Tehran, and according to the Morgan- Krejcie table, the sample size was estimated to be 306 people. The data collection tool includes Denison's organizational culture questionnaire (2000). Herzberg's job motivation questionnaire (2000) was used to assess job motivation. The findings showed that there was a positive and significant relationship between the organizational culture and teachers' job motivation (p=0.0 and r=0.480). Therefore, it can be said with 99. % confidence that with the improvement of the organizational culture, the job motivation of the teachers in the sample group will increase and vice versa. The findings also showed that there was a positive and significant relationship between the components of participation, stability and integration, flexibility and mission of organizational culture and job motivation of teachers. Considering the significance of each of the research hypotheses, practical suggestions such as; holding training courses to promote organizational culture and its components for education principals and teachers, awareness of the prevailing culture in schools and research suggestions such as; This study was conducted qualitatively in the community of education teachers and examined the factors affecting the organizational culture of schools.

The aim of this study was to determine the fit of the conceptual model of organizational excellence based on knowledge management and organizational innovation with the role of mediating job motivation with the experimental model in first and second grade high school teachers in Ivan Gharb. The present study was a descriptive- correlation. The statistical population of this study included all teachers of the first and second year of high school in Ivan Gharb city, 250 people in the academic year 2021-2022, and 148 people were selected as a sample by simple random sampling method. Tools used for data collection, Deming Organizational Excellence Questionnaire (1950); Salonova and Shuffley Job Achievement Questionnaire (2001); Salehi Knowledge Management Questionnaire (2012) and Pastoral Organizational Innovation Questionnaire (2011). To analyze the data collected inferential statistics tests including confirmatory factor analysis and structural equation modeling with partial least squares approach using SmartPLS software; was used. The results showed that all hypotheses in the study were confirmed. Knowledge management (P = 0.002, B = 0.002), organizational innovation (P = 0.021, B = 0.019) and job enthusiasm (P = 0.001, B = 0.007) on organizational excellence they have a direct and significant effect. In summary, the organizational excellence model based on knowledge management and organizational innovation fits the role of job motivation with the experimental model.

The present research Predictability level of job satisfaction Based on the components of transformational leadership and job motivation Personnel Basij at the Sarayan city. The method of the research is the practical purpose and data collection, descriptive from correlation type. The statistic population consisted of all Personnel Basij at the Sarayan city, According to the latest statistics, there are 286 , 164 peoples were selected for Kukran sample making formula. Sampling method in this study is multistage cluster sampling. According to the research objectives were used for collecting data from standard questionnaires transformational leadership, motivation and job satisfaction. To validate the questionnaire, was use content validity. reliability was estimated through Cronbach’s alpha coefficient on Pilot study (Job satisfaction 0/94, transformational leadership 0/89, job motivation 0/91) too. . Information obtained in this research using descriptive statistics(Frequency, percentage, charting, table editing and Standard deviation ) and inferential statistics (correlation coefficient, regression, one sample t test,) were analyzed. The Findings showed Between transformational leadership and its subscales motivation and positive relationship with job satisfaction. Also the transformational leadership are a good predictor for job satisfaction. Job Satisfaction In addition to being a great impact on the private lives of Basij forces that could have an impact on the entire community.

The objective of this study was checking the effect knowledge management on motivation and job performance physical education teachers in Shiraz city. The population statistic is including 600 people physical education teachers in Shiraz city and selection sampling floor-clustered-random including 234 people. The current research use from knowledge management Nonaka &Takeuchi‘s model questionnaire (1995) to 4 components socialization, externalization, internalization, combination knowledge, α=0. 97, accepted validity, also from Secretaties job motivation Parsa (2014) questionnaire to accepted validity, α=0. 96 and from job performance Physical Education Secretaries Hemati Nezhad (2009) questionnaire used to accepted validity, α=0. 87. The relationship and effect variable used marshal Pierson test and standard path coefficients. The results showed Internalization component most impact factor by performance and job motivation. In addition to the direct effect of knowledge management has indirect effect on job performance is through job motivation. It is suggested, establishing trust try among physical education teachers in Shiraz city, so teachers don't feel danger from transfer knowledge jobs to others and process codify for tend of data and job information, the loyalty physical education teachers increase to jobs and avoid leaving school teachers.

The purpose of this study is to study the future motivation of teachers.In this article, using the causal layer analysis method as a method of futurology to explore different layers to the subject of teachers' job motivation, different scenarios for the future have been considered. The statistical population of this study is high school teachers in District 1 of Rasht in 2020, Using purposive and theoretical sampling method, 11 of them were selected as the sample Judgmentally or purposefully. The data collection technique is semi-focused interview. In this regard, based on the analysis of the lower layers and due to the degree of uncertainty and importance, two social and economic drivers were identified and based on them, the desired scenarios were designed. In the findings of this study, four scenarios have been identified that job is a problem for cultural workers

The purpose of this study was to investigate the role of total quality management (TQM) on the relationship between organizational culture and teachers' job motivation. In this survey statistical population included 440 teachers in Firoozabad City, of which 205 of them were selected as a sample using Morgan table and using class and relative sampling method. For data collection, Organizational Culture Questionnaire of Denison (2000), Job Motivation Questionnaire of Hackman & Oldham (1975), and Total Quality Management Questionnaire of Mittel et al. (2011) were distributed The validity of the scales was assessed through content validity. Cronbach's alpha (α <0.70) was also used to estimate their reliability. The data were tested by structural equation modeling. The results showed that there is a positive and significant relationship between organizational culture with TQM and teachers' job motivation (P <0.01). There was also a positive and significant relationship between TQM and teachers' job motivation (P <0.01). The coefficient of determination showed that 23% of the variance of total quality management was explained by organizational culture. And 24% of the variance of teachers' job motivation was explained and predicted by the variables of organizational culture (cohesion and coordination and change) and TQM (teamwork, assessment and feedback, training and development). Finally, it can be said that TQM played a mediating and effective role in the relationship between organizational culture and teachers' job motivation.

The present study aims to identify and rank the factors affecting job motivation of high school teachers in Behbahan. This study method is applied research in terms of purpose and mixed research in terms of data collection. For this purpose, the statistical population of the research in the qualitative section includes all experts and related to the concept under study, which purposefully and using theoretical sampling strategy, 15 experts were selected. In the quantitative part, the statistical population included all secondary school teachers in Behbahan (1450), which 306 were selected as a sample using stratified random sampling and Morgan table. The required data are collected using a researcher-made questionnaire that has 4 components of individual factors, management factors, organizational factors, and occupational factors. Findings showed that among the individual variables, job motivation and communication skills and self-control, obtained the highest score among the individual variables affecting job motivation. Among the organizational variables, perceived organizational justice and organizational discipline achieved the highest score and among job variables, workplace mental health and required facilities and equipment received the highest score affecting teachers' job motivation among respondents.

Job burnout is the response of people to stressful factors in the work environment, which causes changes in their attitude and behavior towards work and work environment, and organizational factors such as organizational culture and job motivation affect it. The current research was conducted with the aim of predicting job burnout based on the organizational culture and motivation of Iran Khodro Diesel employees.

The descriptive study method is correlation. Among the statistical population that were employees of Iran Khodro Diesel; A sample equal to 357 people was selected randomly. The data of the research was collected by using Moslesh job burnout questionnaires, Hofstede's organizational culture and Habibi's job motivation questionnaires. For data analysis, SPSS-19 software and statistical tests of correlation coefficient and linear and multivariate regression were used.

The results of the research showed that organizational culture and job motivation components can predict and explain job burnout. Also, organizational culture can predict job motivation.

Based on the findings of this research, it appears that cooperative organizational culture creates the highest amount of job motivation and the least amount of job burnout.

The purpose of this research was the role of mediators of job motivation in the relationship between job characteristics and job procrastination among employees of Islamic Azad University, Arsanjan branch.

The research design is descriptive and correlational, and the statistical population of this research is the employees of the Islamic Azad University of Fars province. were evaluated. SPSS software and correlation and regression coefficients were used to analyze the research data.

Based on the research hypothesis, the results showed that: all dimensions of job characteristics are significant and inverse predictors of job procrastination. In other words, with the increase of these characteristics, occupational procrastination shows a decrease. Also, among the dimensions of job characteristics, only the job identity dimension was able to predict job motivation; That too in reverse.

In the end, the research findings did not confirm the mediating role of job motivation in the relationship between job characteristics and job procrastination. This finding confirms the disconfirmation of the main hypothesis of the research regarding the relationship between the constructs of job characteristics, job motivation and job procrastination.

The quality of teacher's life is a clear and decisive sign of the process of excellence or destruction in any society. This paper investigates the complex problems of teacher's profession. Attempts have been made to use the qualitative approach and phenomenological method to identify problems in their optimal performance and to be represented identifies causes of motivation drop out. A semi-structured interview was used to collect data, using criterion sampling, after 21 interviews, theoretical saturation was obtained. In order to increase the credibility, transferability, dependability and confirmability, peer debriefing, negative case analysis, triangulation, explaining the exact details of the data collection and analysis process, and long-term immersion were utilized. The deep analysis of teachers' perceptions Leads to identification to problems as “Shortage of financial resources(salaries and benefits), Welfare and Therapy”, “unfavorable organizational climate and the relationships that rule it”, “disinterestedness and unwillingness Students go to the learning process”, “improper condition work environment”, “Decrease teacher position”, “Lack of educational and career advancement”, “Managerial interventions and coercion”. Results show that teachers are suffering from problems in the education system, if the problems are not overcome, will be formed, their disillusionment and motivation drop out that the social and moral unpleasant consequences will emerge at the community level.

The aim of this study was to design and test a model of job stress on psychological well-being mediated by job motivation in educators of Specific Learning Disorder (SLD) centers.

This study used a structural equation modeling in which the statistical population includes all the instructors working in SLD centers affiliated to the Special Needs Education Organization, during the academic year 1397-1398. A total of 1030 people participated in the study voluntarily by non-random sampling. The research instruments included a short form of Reef Psychological Welfare Questionnaire (1989), Orly and Girdano (1980) Job Stress Questionnaire, and Shuffle and Salanova (2001) Job Attention Questionnaire. Data were analyzed using structural equation method and AMOS software.

The results showed that job stress has a direct negative effect on instructors’ psychological well-being; in the same way as job motivation indirectly effects their psychological well-being (P <0.05) in SLD centers.

It can be concluded that job stress directly reduces the psychological well-being of educators in SLD centers and also indirectly, job stress modulates the psychological well-being of educators by increasing job motivation. Therefore, the results of this study can be applied in staff development programs at national and provincial levels as well as to identify the existing challenges to improve the psychological well-being of the instructors in SLD centers by taking an ecological approach into account.

The purpose of this study was to predict organizational agility through job motivation and self-efficacy of the staff of the Education Office. The statistical population of this study included all employees of the Bardaskan Education Office in the academic year 2015-2016, of which 300 were reported. 170 Subjects were selected through voluntary sampling method and responded to job motivation questionnaire of Hackman & Oldham with Cronbach’s alpha=0/88, General Self-Efficacy with Cronbach’s alpha=0/85 and Organizational Agility questionnaire with Cronbach's alpha=0/85. Pearson correlation and multiple regressions were used simultaneously in version 20 of SPSS software for data analysis. The results showed that there is a direct and significant relationship between job motivation and organizational agility (P < 0.0001, r = 0.637), as well as between self-efficacy and organizational agility (P = 0.0001, r = 0.752). The results of regression analysis revealed significant beta coefficients for prediction of organizational agility on job motivation (P <0.001, β = 0.453) and self-efficacy (P <0.0001, β =0.445) was significant and these two predictors can explain 77% of the variance in organizational agility scores (P <0.0001, F = 230.37). The higher levels of job motivation help organizational agility by effectively orienting employees into organizational goals and self-efficacy by creating a sense of the effectiveness of employee behavior. The findings of this research are discussed in the context of the organization.

The main aim of this study is the surveying of the relationship between organizational structure (complexity, formalization, and centralization) and job motivation of Bid Boland Gas Company employees'. Statistical population of this research is consist of 291 Bid Boland Gas Company employees' in 1392 that among them 165 employee were selected through cluster random sampling. The tools of this research included Robbins complexity questionnaire (1987), Haig and Icon Formalization questionnaire (1969), Robbins centralization questionnaire (1987) and Robinson job motivation questionnaire (2004). In order to analyze the data, descriptive and inferential statistical methods were used. At the descriptive level, parameters such as frequency, percentage, mean and graph and at the level of inferential statistics, Pearson correlation coefficient and Ata coefficient were used. Results showed that there is significant relation between organizational structure, formalization and centralization with job motivation. Results also showed that there is significant relation between marital statuses with job motivation, but there is no significant relation between gender, age, experience and education with job motivation.

Introduction Universities are social systems which are thought of as insightful driving forces and leaders of thought in societies. Due to the intense transformations which affect our world, universities are at the heart of social and international debates focusing on ideals and goals of universities and their leadership. One of the major functions of universities is their educational mission. High quality teaching is thought of as the outcome of high quality learning and is defined as promoting effective learning opportunities for students at higher education centers. The goal of education is to facilitate students’ learning. Therefore, quality of teaching is a process which provides students with the most constructive and useful learning experience. Qualified teaching is a type of teaching which leads to learning by which student learns what the professor teaches. Teaching process has a complex nature and various components which must be completely understood and implemented for a qualified teaching. Philosophical mentality and job motivation are among the factors which seem to affect professors’ ability to present qualified teaching. Quality in education is an evaluation of the process of educating which enhances the need to achieve and develop the talents of the customers of the process, and at the same time meets the accountability standards set by the clients who pay for the process or the outputs from the process of educating and quality in education is clearly linked to the purpose. The main purpose of this study was to causally explain the relations among the quality of teaching, philosophical mentality and job motivation. In this regard, it is predicted that philosophical mentality and job motivation have a direct, positive and significant relation with quality of teaching and that philosophical mentality has a direct, positive and significant relation with job motivation. Based on the existing theoretical views, philosophical mentality and job motivation affect professors’ quality of teaching. In addition, philosophical mentality affects their job motivation. Accordingly, the present research sought to test this conceptual model by structural equation modeling and to examine the relationships among philosophical mentality and job motivation and quality of teaching.
Method The present research was a descriptive study and causal correlation in type. It is classified as causal correlation and employed “causal modeling” techniques. Structural equation model is used to determine the contributions made by philosophical mentality and job motivation to quality of teaching. Questionnaires used in this study included a researcher-made quality of teaching questionnaire; it consisted of 24 items with a five-point Likert scale scoring method and Cronbach’s Alpha at 0.881. Its validity was verified by using experts’ opinions and confirmatory factor analysis. Indices of confirmatory factor analysis are GFI=0.89, AGFI=0.86, RSMEA=0.046, NFI=0.93, NNFI=0.97, and CFI=0.97. This questionnaire measures planning and preparedness, teaching process, class management, human relation and evaluation, and professional participation. Philosophical mentality questionnaire consists of 42 items with a four-point Likert scale scoring method and Cronbach’s Alpha at 0.85 and measures comprehensiveness, contemplation, and flexibility. Job motivation questionnaire consists of 20 items with a four-point Likert scale scoring method and Cronbach’s Alpha at 0.855 and measures interest in job, importance of job, job satisfaction, responsibility, self-belief, and self-control.
Results Results showed that quality of teaching was significantly related to philosophical mentality and job motivation. Philosophical mentality had a direct, positive and significant impact on quality of teaching (β=0.5). Job motivation also had a direct, positive and significant impact on quality of teaching (β=0.3). Philosophical mentality had a direct significant relationship with job motivation (β=0.25). It is important to evaluate and stimulate these factors in academic environments in order to enhance quality of teaching.
Discussion The findings showed that professors’ philosophical mentality had a direct, positive and significant relationship with their quality of teaching. As their philosophical mentality increases, the quality of teaching improves. Therefore, philosophical mentality is considered as a factor which influences quality of teaching. Professors with a philosophical way of thinking pay much attention to teaching techniques and consider educational issues in relation to goals of education and direct their activities accordingly while trying to realize these goals. Such professors are affected during teaching process by their philosophical mind and use active and creative teaching methods which are effective in students’ learning. Moreover, it was revealed that professors’ job motivation had a direct, positive and significant relation with their quality of teaching. As their job motivation increases, the quality of teaching improves. Job motivation is therefore considered as a factor which influences quality of teaching. Consequently, it seems that higher job motivation leads to proper performance of assigned activities which in turn enhances students’ learning and university outputs. In this regard, professors with successful teaching have reached sublime beliefs of job motivation which will lead to continuous successful teaching. This makes them active in class so that professors might review the lessons in different methods which improves learning and effectiveness of the teaching. In this way, professors pay attention to both success and values. They are also modest during teaching process and treat students delicately and carefully. Also the results indicated that professors’ philosophical mentality had a direct, positive and significant relation with job motivation. As their philosophical mentality increases, their quality of teaching enhances. Therefore, one’s motivation depends less on his or her will and is remarkably affected by his or her attitude and way of thinking. Professors with high philosophical thinking never limit their minds to specific matters and look at educational issues with an open mind and implement various solutions for a problem. They are highly creative and this makes them very interested in their job which in turn makes them try more in their job. This will lead to students’ improved learning.