جستجوی مقالات مرتبط با کلیدواژه « عملکرد شغلی » در نشریات گروه « علوم تربیتی »

Job performance is considered one of the most important components of an organization's success, which is why managers pay special attention to this issue.

 This research aimed to investigate the effect of spiritual intelligence and job self-efficacy on job performance with the mediating role of job enthusiasm. The current research is applied research in terms of its purpose, and descriptive correlational in terms of data collection the method. The statistical population consists of all principals of public boys' schools of primary level in Kermanshah city, numbering 90 people in the academic year of 1400-1401, of which 73 people were selected by simple random sampling according to Morgan's table. The data measurement tools were standard questionnaires. Descriptive statistics and inferential statistics indicators: confirmatory factor analysis, path analysis, and structural equation modeling with partial least squares (PLS) approach using smart PLS software were used to analyze the data.

According to the results, all the hypotheses proposed in the research were confirmed.

In general, it can be concluded that the causal model of job performance based on spiritual intelligence and job self-efficacy with the mediating role of job enthusiasm fits with the empirical model.

The aim of the current research was the interactive role of human resource development activities and job self-efficacy on the learning capacity of the organization and the job performance of primary education teachers in Miandoab city. This research was applied in terms of purpose, descriptive-correlation in nature, and field-type in terms of data collection. The statistical population of the research includes all primary education teachers of Miandoab city, numbering 2010 people in the academic year of 2019-2020. The sample size was 320 people selected using simple random sampling method and Morgan's table. The sample size was 320 people selected using simple random sampling method and Morgan's table. To collect data, the standard questionnaires of human resource development activities, teacher performance, organizational learning capacity and occupational self-efficacy) were used. The validity of the tools was checked and confirmed using face and content validity and the reliability of the tools with Cronbach's alpha method. In order to analyze the research data, Pearson's correlation method and multiple regression were used by SPSS 22 software. The results showed that there is a relationship between human resources development activities and the organization's learning capacity, human resources development activities and job performance, human resource development activities and job self-efficacy, job self-efficacy and the organization's learning capacity, and job performance and the organization's learning capacity. There is a positive and meaningful. Also, the findings showed that human resource development activities and job self-efficacy do not play an interactive role in predicting the organization's learning capacity, but human resource development activities and job self-efficacy play a role in predicting job performance. Therefore, it can be concluded that the development of personal and professional skills of teachers improves their performance in fulfilling their responsibilities.

This research was conducted with the aim of investigating the effect of self-efficacy on organizational commitment and job performance of managers. The research was a survey type. The statistical population of the research is all principals of primary schools in Varamin city, using Morgan's formula, 113 people were selected as the sample size using Morgan's table. In order to collect data, the self-efficacy questionnaire of Scherer et al. (1982), Patterson's job performance questionnaire (1990) and Allen and Mir's organizational commitment questionnaire (1991) were used, and spss software was used to analyze the data and test the hypotheses. Descriptive statistics section focused on central and dispersion indicators, and in the statistical inference section, correlation coefficient and regression tests were used to test hypotheses. The final results of the hypotheses test showed that self-efficacy affects managers' organizational commitment. Also, selfefficacy affects managers' job performance.

The purpose of this research is to investigate the relationship between talent management and job performance through psychological empowerment in teachers of the first secondary level of Mamsani city. This research is applied and descriptive and correlational. The statistical population of this research was all 301 teachers of the first secondary level of Mamsani city, of which 170 people cooperated with the researcher as a sample and by cluster random sampling method. Data collection tools were standard job performance questionnaires. Petersen et al. (2004), talent management by Ahmadi et al. (2011) and psychological empowerment (Spritzer, 1995). Descriptive statistics methods were used to describe the data, and Pearson's correlation coefficient, regression and structural equations were used to analyze the data. The results of the research showed that there was a positive and meaningful relationship between talent management and psychological empowerment with job performance, and there was also a positive and meaningful relationship between talent management and psychological empowerment. Finally, the results showed that the relationship between talent management and job performance through psychological empowerment was positive and significant (P ≤ 0.01).

To be successful in any organization, it is obvious to pay attention to job performance. Various factors affect the job performance of teachers. This study was conducted to investigate the mediating role of social capital in relation to knowledge management, teamwork and job performance in teachers in the city of Galehdar.

This research is applied in terms of purpose and based on a descriptive correlational research method based on structural equation modeling. The statistical population of this study included all teachers in schools in the city of Geledar with 560 students in the academic year 2020-2021, which was selected by random sampling method of relative classes, 234 of them were selected using Morgan table. The measuring instruments of the present study were four standard questionnaires of “knowledge management” Sharon Lawson (2003), “teamwork” Lanchioni (2004), “job performance” Patterson (2008) and “social capital” Nahapit and Gushal (1998), respectively, whose Cronbach's alpha coefficient is 0.94, 0.82, 0.80 and 0.92 was obtained and their content validity was confirmed by experts. Data analysis was performed at both descriptive and inferential levels (structural equation model) which was performed through SPSS 24 and Lisrel 8.8 software.

The results showed that between Variables knowledge management and job performance (β=0.46), teamwork and job performance (β=0.91), knowledge management and social capital (β = 0.47), teamwork and Social capital (β=0.36), there is a direct and significant relationship between job performance and social capital (β= 0.71). Social capital has an indirect effect on the relationship between knowledge management and job performance (β=0.33) and teamwork with job performance (β= 0.25). Therefore, the mediating effect of social capital in this study is confirmed

According to the findings, social capital had a positive relationship with knowledge management and teamwork on teachers' job performance. Therefore, by paying attention to social capital, knowledge management and teamwork, it is possible to provide grounds for improvement in teachers' job performance.

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.

Teacher performance is the main thing that determines the merits of education in schools. Good teacher performance will produce a good quality and can help the quality of schools to achieve the goals set. The aim of this study was to investigate the effect of spirituality in the workplace on teachers' job performance mediated by organizational commitment to provide a structural equation model among first grade high school teachers in District 4 of Karaj.

The statistical population of the study was all high school teachers in District 4 of Karaj, which numbered 485 people, of which 215 people were selected as a sample through random sampling table of Krejcie and Morgan. Research tools included Milliman et al. (2003) Spirituality in the Workplace Questionnaire, Allen and Meyer (1991) Organizational Commitment Questionnaire, and Patterson (1999) Job Performance Questionnaire. to collect the data questionnaire was used. The reliability of the questionnaires was calculated using Cronbach's alpha coefficient for the questionnaires of spirituality at work, organizational commitment, and job performance, (a = / 92), (a / 91), (a = / 92), respectively. The validity of the questionnaires was verified using confirmatory factor analysis. to analyze the hypotheses and examine the relationships between variables was used Pearson correlation coefficient and structural equation modeling method.The results of Pearson correlation coefficient showed that there is a positive and significant relationship between spirituality in the workplace and commitment (p <0.01, 0.59). From the analysis of correlation between variables, it can be concluded that any increase in the spirituality of the workplace is accompanied by an increase in the score of organizational commitment. Based on the significance of the path coefficient, there is a positive relationship between spirituality in the workplace and organizational commitment. There is also a positive and significant relationship between spirituality in the workplace and job performance (p <0.01, 0.51). At the same time, commitment is a mediator (p <0.01 - 0.19) in the relationship between spirituality in the workplace and job performance. Therefore organizational commitment to Significantly modulates the effect of spirituality in the workplace on employees' job performance.

The main purpose of this research was to investigate the effect of organizational justice and freedom of action on the job performance and organizational commitment of employees of  the first education district of Urmia. In terms of purpose, this research was practical and descriptive correlation and structural equation research.The statistical population of  this research was made up of 110 employees of  the 1st education district of Urmia, which due to the smallness of the statistical population, sampling was not done and the enumeration method was used. To collect information, Niehoff and Moor man's organizational justice questionnaire, Short and Reinhart's standard freedom of action questionnaire, Moody et al.'s organizational commitment questionnaire, and Greenhouse's job performance questionnaire were used. In the present study, the validity of the tools was checked by respondents, professors and confirmatory factor analysis. as well as Cronbach's alpha test was used to measure the reliability, and the reliability of the questionnaires was 0.929, 0.953, 0.767 and 0.887, respectively. Descriptive and inferential statistics (structural equation model) were used to SPSS25 and Smart PLS3 analyze the data. The results of this research indicate the impact of organizational justice and freedom of action on job performance and organizational commitment, the impact of all components of justice. organizational on organizational commitment and the effect of two components of procedural and relational justice on job performance and the effect of all freedom of action components on job performance and organizational commitment.

The present research aimed to develop and validate self-development training package and evaluate its effect on job performance and human capital agility among secondary school principals. In terms of purpose, it was practical and in terms of method, it was of a mixed method (qualitative and quantitative) with an exploratory design. In the qualitative part, the self-development components of the present research were first identified using content analysis method and interview. Then, a training package was developed. The method in the quantitative part was semi-experimental with a pre-test, post-test design with a 3-month follow-up with a control group. The statistical population of the research was all the principals of secondary schools in Isfahan city in the academic year 2020-2021, among which, 50 people were selected as a sample using available sampling method, and randomly replaced in two experimental and control groups (25 people in each group). Data analysis was done by multivariate covariance analysis. The results showed that the implementation of the self-development training package in the experimental group had a significant effect on job performance and its dimensions, as well as human capital agility. The training package of the current research has increased job performance (52.33% in the post-test phase and 51.99% in the follow-up phase) and human capital agility (47.16% in the post-test phase and 47.32% in the follow-up phase). It is possible to increase the level of job performance and human capital agility among secondary school principals with the self-development training package.

 The aim of the current research is to investigate the prediction of teachers' job performance and life satisfaction by self-compassion, compassion for others and mediating role of resilience. The statistical population of the research of public school teachers of the first grade of elementary school in Baharestan city, District 3 of Isfahan in 1400-1401 was 198 people, and the number of required sample was 127 people based on Cochran's formula. The data collection tool was a questionnaire. After distributing the questionnaires, finally, 124 completed questionnaires became the basis of the analysis. The validity of the questionnaires was confirmed using face validity and content validity. Their reliability was also checked and confirmed by Cronbach's alpha index and composite reliability. The software used for data analysis at two levels of descriptive statistics and inferential statistics was SPSS 20 and PLS version 3. The relationship of self-compassion with resilience and life satisfaction was confirmed, and in relation to the variable of compassion for others, only its relationship with job performance was confirmed. The relationship of resilience with life satisfaction and job performance was positive and significant. The results showed that resilience plays a mediating role between self-compassion and life satisfaction and job performance. Meanwhile, the mediating role of resilience in relation to the variable of compassion for others was not confirmed with the dependent variables of life satisfaction and job performance.

A spiritual leader is someone who uses the values, attitudes, and behaviors that are necessary for their own and others' inner motivation to improve the job performance of the members of the organization to ensure the spiritual survival of the organization by doing common goals and establishing organizational culture. In this work, the relationship between the dimensions of spiritual leadership and job performance of elementary teachers in Pakdasht city has been studied.

This is an applied research that has been done in a descriptive way. The statistical population included all the primary school teachers of Pakdasht city in the number of 800 people, and 260 people were selected for the study by stratified random sampling method and based on the Karjesi and Morgan table. The data collection tool was a questionnaire which its validity was reviewed and confirmed based on the collective opinion of experts and university professors. Also, its reliability was obtained using Cronbach's alpha test for different parts of the questionnaire from 0.74 to 0.94. Data analysis in this study was performed in two parts: descriptive statistics and inferential statistics using SPSS/22 software.

Regression analysis of independent variables affecting job performance in Pakdasht primary schools showed that the five variables of organizational commitment, altruism, productivity, faith and perspective in Pakdasht primary schools explain a total of 52% of changes in job performance in teachers.It can be concluded that teachers' job performance can be improved through the dimensions of spiritual leadership, because in the new global conditions, this leadership style can save organizations in turbulent conditions.

The present research has aimed to study the correlation between innovative organizational climate and teachers' job performance according to the intermediary role of innovative work behavior in vocational high schools in the province of Gilan. This was an applied study regarding the goal, while regarding data collection, it was a survey study, and descriptive-correlational in nature. The statistical population consisted of vocational school teachers in the province of Gilan, 287 of whom were selected by means of simple random sampling as the research sample. Questionnaires were used in order to collect data. The questionnaire devised by Yeoh and Mahmood (2013) was used to measure innovative organizational climate, and the questionnaire devised by Ang et al. (2007) was used to measure job performance. SPSS 20 and SmartPLS 2 software have been used for hypothesis testing. Hypothesis testing results have pointed out that innovative organizational climate has a positive, significant correlation with teachers' job performance and teachers' innovative work behavior. Innovative work behavior has a positive, significant correlation with teachers' job performance. The correlation between innovative organizational climate and the job performance of vocational school teachers in the province of Gilan, given the intermediary role of innovative work behavior, has been verified. Moreover, as the direct correlation between innovative organizational climate and the job performance of vocational school teachers in the province of Gilan has been confirmed, innovative work behavior thus plays a partial intermediary role. Innovative work behavior does not play a moderating role in the correlation between innovative organizational climate and the job performance of vocational school teachers in the province of Gilan.

The main goal of the present research has been to predict the job performance of female high school teachers in Sirjan based on knowledge management components, and correlation research has been used in order to achieve this goal. The statistical population of the study consisted of all female high school teachers in Sirjan, 209 of whom were selected by means of random cluster sampling and then tested. Lawson’s knowledge management questionnaire (2003) and Paterson’s job performance questionnaire (1922) were used for data collection. Cronbach's alpha, calculated for the reliability of the questionnaires, was shown to be 0.95 for the knowledge management questionnaire and 0.82 for the job performance questionnaire. Based on the results obtained, the level of the components being applied by high school teachers was lower than average. Moreover, regarding the level of use of knowledge management and the level of job performance based on teachers' education and major, there was a significant difference among teachers, while based on age and experience, no significant difference between them was identified. Furthermore, the results indicated a positive, significant correlation between all knowledge management components and job performance. The results obtained from regression analysis pointed out teachers' job performances to be predictable based on knowledge management components. The component of dissemination of knowledge showed to have the highest share in predicting teachers' job performances, while the component of absorption of knowledge had the lowest.

This research aimed to analyze the relationship between job satisfaction and job performance of out-of-field assigned novice teachers who graduates from Farhangian University. This research was an applied, descriptive-analytical, and correlational method. The statistical population was graduates between 2016 to 2019. The statistical sample was selected using cluster sampling among out-of-field assigned novice teachers in three fields’ physics, chemistry, and biology. 165 people participated in this research. The data collection tool was two researcher-made questionnaires. The validity of the questionnaire confirms by seven faculty members of Farhangian University. Reliability by Cronbach's alpha method was 0.89 for job satisfaction and 0.96 for job performance. The average score of job satisfaction is 2.6 that was less than medium and, for the components of service compensation, opportunities for advancement, physical condition, and nature of work, organizational climate, and leadership were low up to medium. The job performance was about 3.8 and in the range of less than high. The relationship between job satisfaction and job performance and the components studied was positive and significant (P< 0.01).

The aim of this study was to investigate the impact of occupational stress on job autonomy and job performance of physical education teachers in elementary schools in Fars province.

The descriptive-correlational method was used in this research. The study population included all physical education teachers in Fars province, and convenience sampling was used for data collection. A total of 337 individuals completed the questionnaires. The occupational stress questionnaire of Andam and Asadi (2015) was used to collect data on occupational stress, and its reliability and validity were reported as acceptable. The job autonomy questionnaire of T.I.S with 18 questions was used to collect data on job autonomy, and its reliability and validity were also reported as acceptable. The job performance questionnaire of Patterson (1990) was used to collect data on job performance.

The results showed a significant and inverse relationship between perceived occupational stress of physical education teachers and their job autonomy and job performance in elementary schools in Fars province, with the correlation coefficient being -0.719 and -0.770 respectively. Occupational stress had a significant effect on both job autonomy and job performance, with the beta coefficient of occupational stress having the greatest impact on job performance with a value of -0.535. Occupational stress also had a significant impact on general autonomy and curriculum autonomy, with the beta coefficient of occupational stress having the greatest impact on curriculum autonomy with a value of -0.668 However, occupational stress also had a significant impact on general autonomy with a beta coefficient of 0.117, which was less than the impact on curriculum autonomy.

It is necessary to consider that in order to improve performance and job independence, one should focus on reducing the level of job stress

The teacher is one of the key and important elements of the educational system, especially the school, who must have the necessary skills and qualifications to be able to take on this important job. The current research aims to investigate the relationship between job enthusiastic and job performance of teachers with the mediating role of communication skills.

The current research was a descriptive research of the correlation type. The population of the research included all the teachers of Farashband city in the academic year 1402-1401 in the number of 812 people (427 women and 385 men), of which 248 people (131 women) were selected using the stratified random sampling method. and 117 men) were selected as members of the statistical sample.

There is a statistically significant relationship between job enthusiasm and job performance of teachers. Also, there is a significant relationship between job enthusiastic and communication skills of teachers. There is a significant relationship between communication skills and teachers' job performance. On the other hand, the results of this research showed that there is a significant relationship between teachers' job enthusiastic and job performance with the mediating role of communication skills.

Professional performance of teachers is one of the most important factors in facilitating students' learning. On the other hand, teachers with high job enthusiastic have a correct understanding of the educational perspective and their duties, and they are companions and helpers of their managers with follow-up and perseverance.