Predicting job conflict based on lesson planning literacy, transformative teaching, teaching self-efficacy and communication skills in primary school teachers

This research was conducted with the aim of predicting job conflict based on lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills. The descriptive research method was correlation type. The statistical population of the study included 396 elementary school teachers of Kohnani city, 200 of whom were selected as a sample using stratified random sampling. In order to collect data, the questionnaire of job engagement, lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills were used. The content validity and reliability of the questionnaires were obtained as 0.85, 0.90, 0.79, 0.89, and 0.82, respectively, and for data analysis, descriptive statistics methods (prevalence, mean, standard deviation) were used. and inferential statistics methods (normality tests, Pearson correlation coefficient and stepwise multiple regression) were used under spss software version 23. The results of data analysis showed that there is a significant relationship between curriculum planning literacy and job involvement, between teaching self-efficacy and job involvement, between transformative teaching and job involvement, and between communication skills and job involvement, and the components of lesson planning literacy, transformative teaching, teaching self-efficacy and Communication skills have the power to predict job engagement. The general result is that lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills are among the variables that affect teachers' job involvement, and it is necessary for researchers in the field of education to have a special look at these variables.