The Causal Effect of Enabling school Structure and Teacher's Collective Responsibility on Academic Optimism in Mediating Affective Commitment

The purpose of this study is to survey and discover the mediating effect of Affective Commitment on the relationship between Enabling school structure and Collective Responsibility andAcademic Optimism Present research is applied in terms of objective and data collection method is descriptive- correlations. statistical population of the research includes all 500teachers of Razan city that 217 of them were selected through simple random sampling method based on Morgan table. Data were gathered through Enabling school structure, Collective responsibility, Academic Optimism, and Affective Commitment questionnaires. The structural Equation modeling was used to investigate relationship between the variables in the conceptual model. The results showed that relationship between Enabling structure and Academic Optimism is mediated through Affective Commitment. also, the mediating role of affective commitment was in the relationship between Collective responsibility and Academic Optimism. The findings also showed that   the most significant correlation was achieved in the relationship between Collective responsibility and Academic Optimism. In the considered model, all regression weights were statically significant except the relationship between Enabling structure and Academic Optimism. As the result of this research indicate, the empowerment and increasing of collective responsibility in schools in mediation of Affective Commitment can have observable effect on positive results such as academic optimism of teachers, as one of the most important and effective factors in achieving education goals