TThis research aims to investigate the role of school organizational trust, self-efficacy on the The professional development of elementary school female teachers, was conducted with the mediating role of leadership perception.The statistical population consisted of all elementary school Formal female teachers in Urmia city1400 people. Using a Stratified random sampling method, 302 subjects were selected as the sample from Cochran Formula. Measurement tools included standardized questionnaires whose validity and reliability were confirmed. Reliability of self-efficacy questionnaires, organizational trust, leadership perception, and professional development based on Cronbach's alpha were 0.91, 0.92, 0.89, 0.86, respectively. The research method was a descriptive correlation study which was analyzed using SPSS and Amos software using structural equation modeling.The results show that teacher self-efficacy, trust, and leadership are positively and significantly correlated with teacher's professional development, but self-efficacy has no direct and significant effect on professional development.The indirect effect of trust is an incentive for professional development through positive and meaningful leadership perceptions, and leadership perception is also an intermediary in the relationship of trust and self-efficacy with professional development.Based on research findings, it can be concluded that in order to enhance the professional development of elementary female teachers, it is possible to strengthen and enhance organizational trust and self-efficacy, which can also be the modification and selection of appropriate leadership styles as one of the mediators of professional development.

Unhappy marital relationship is often the result of negative communicational patterns. One approach to the study of marital communication is the explanation of couple’s communication patterns through the search for mechanisms of the formation of these patterns. The purpose of this study was to predict marital communication patterns by health spiritual and psychological well-being. For this purpose، in a descriptive study، 361 elementary female teacher were selected randomly from schools in Karaj. They were then chosen in cluster random sampling and were tested in terms of the communicational patterns، spiritual health and psychological well-being. Multiple regression analyzes indicated that there is a significant difference between the spiritual health، psychological wellbeing and couple’s communication patterns. It also became clear that the spiritual health and psychological well-being have the power to anticipate the positive and significant difference of mutual constructive communicational pattern. Spiritual health and psychological well-being have a significant and negative anticipating power for avoidant communicational patterns of avoidance and expectancy/withdrawal. It Seems couple’s awareness of the impact of their spiritual health and psychological well-being can increase mutual constructive communication and is effective in reducing inefficient communication between couples.

The aim of this study was to investigate the effectiveness of cognitive self-compassion training in increasing the resiliency, psychological well-being and distress tolerance of female teachers of elementary schools in Sabzevar. This research was quasi-experimental study using pre-test-post-test with control group. The sample included 40 female teachers of the mentioned population who volunteered to participate in training program. They were selected by random sampling and randomly assigned to experimental and control groups (each group, n=20). After conducting the pre-test using the Connor and Davidson Resilience, Ryff psychological well-being Scale, and distress tolerance scale by Simmons and Gahir, covariance analysis was used to analyze the data. The results showed that cognitive self-compassion training has a significant positive effect on female teachers of elementary schools for resiliency, psychological well-being and distress tolerance (p < 0.05). Accordingly, cognitive self-compassion training is an effective intervention program for helping female teachers of elementary schools.

The purpose of this study was to investigate the model of marital life quality through equity perception, and daily spiritual experiences mediated by self-differentiation among married female teachers of elementary schools in Ahvaz. The statistical population included married female teachers of elementary schools in Ahvaz. The samples subsumed 200 participants whom were selected by multi-phase random sampling. The research was designed as correlational of structural equations type. To collect data Marital Quality Index (Nortoon, 1983), Measurement of Equity Perception (Perry, 2004), Daily Spiritual Experiences Scale (Alipour et al., 2016) and Self-Determination Inventory (Skowron & Friedlander, 1998) were implemented. To analyze data structural equations analysis was applied. The results indicated that equity perception and daily spiritual experiences had direct significant impact on marital life quality. The findings also showed that equity perception and daily spiritual experiences had indirect significant impact on marital life quality through self-differentiation among married female teachers of elementary schools in Ahvaz. The evaluated model had an optimal goodness of fit.

The purpose of this study was to explain teachers' job innovation based on transformational leadership components in elementary schools of East Azerbaijan province. The research method was descriptive-correlational. The statistical population includes all the elementary school teachers in East Azarbaijan province with 14004 (9633 female and 4371 male). Using Morgan table, 375 teachers (257 females and 118 males) were selected through stratified random sampling. Measurement tools were Martin Patchen's Job Innovation Questionnaire (1965) and Bass & Aliev's (1997) Transformational Leadership Questionnaire. Face and content validity were used to assess the validity of the tool and Cronbach's alpha coefficient was used to measure the reliability of the questionnaires, which was 0.94 for job innovation and 0.79 for transformational leadership. The results of correlation test showed that there is a significant relationship between transformational leadership of principals and its components and teachers' job innovation. But the results of Structural Equation Modeling to explain teachers ' job innovation based on their transformational leadership components showed that only idealistic features with a coefficient of 0.82 are able to predict teachers' job innovation significantly, and and inspirational motivation, subjective motivation, and individual considerations are not able to predict teachers' job innovation.

The purpose of this study was to evaluate the elementary physical education teacher's guide book. The methodology of this research was mixed methods. The statistical population of this research was all elementary school PE teachers (N=52) in Yazd city and whole of them were participated in research. The validity of the questionnaire was approved by 15 sport management and educational management experts,anditssuitable reliability was obtained in a pilot study (α= 0.92).The findings showed that teachers rarely use the guidebookand male teachers use the book much more than female teachers. In spite of the requisiteness of the book for elementary PE teachers but it's content needserious modifications to get adjusted to existing situation of schools facilities and student growing population.

The aim of the present study was to evaluate psychology of modern management "life skills education" in elementary schools of the Islamic Republic of Iran. It is a non-experimental descriptive study. The statistical population included all elementary school teachers in of first to fifth grade in Ilam. 164 people were selected by simple random sampling through a sampling formula of Morgan. The research instrument was a self-made questionnaire. Its validity was confirmed by experts and instructors, and its reliability was approved through Cronbach alpha Coefficient (.867) and confirmatory factor analysis. The results showed that teachers believe more than average in students' life skills development through teaching life skills in elementary school. The female teachers' viewpoint about this training role in developing student skills was better than male teachers' viewpoint but there was not a significant difference in term of education level and work experience.

The object of this study was to examine the relationship between academic optimism culture and enable school structure of Tehran elementary schools’ teachers. The sample of this research was 250 teachers of elementary schools that selected multi-level randomly and use academic optimism and enable bureaucracy of Hoy and colleagues as a data analysis. The result indicated that teachers academic optimism culture have statistically significant and lower than average, but trust in parent and students have not statistically significant and lower than average. Academic optimism culture of female teachers is higher than that of men. Teachers with higher education have higher academic optimism than lower education. Also, teachers academic optimism have direct relationship with enabling bureaucracy. Trust in students and parents have highest relationship with enabling structure. At the end, creating COP (community of practice) for reinforcing the collective efficacy of teachers, development of teachers and involvement of parents in schools activity for creating trust between parents, students and teachers are recommended.

The objective of the present study has been investigating the degree of teacher students’ resilience at farhangian university in the city of Isfahan and offering resilience education in teacher students curriculum. The research method was descriptive- survey in the first stage and the statistical population included all 390 male and female teacher students studying in BA level at elementary education field at farhangian university of Isfahan from whom 104 male students and 167 female students were selected through stratified sampling appropriate for the sample size. The data collection instrument was Conner-Davidson resilience questionnaire with reliability of coefficient of 0.84 and the data analysis was conducted via independent sample t-test. The research method in the second stage was conducted through review method and the analysis of the findings was done via descriptive-analytical method. The findings showed that the degree of resilience among female and male teacher students was above medium level. Moreover the results implied that there is a significant difference among male and female teacher students; that is the degree of resilience in female teacher students is more than male teacher students.

This study aimed to explore Shadegan elementary school teachers’ and students’ lived experiences of problems associated with students’ bilingualism in the academic year of 2021-2022. This qualitative study adopted a descriptive phenomenological approach. The statistical population of the study consisted of all teachers and students at the elementary schools of Shadegan, Khuzestan province, Iran. The selection of participants was done through purposive sampling and continued until data saturation was achieved. Participants included six teachers (three male and three female) and six bilingual students (three male and three female) selected from elementary schools. Colaizzi’s seven-step method of data analysis was used to analyze the data. Findings yielded four main themes, each consisting of a number of sub-themes. The first theme was “psychological issues and problems”, incorporating the sub-themes of feeling humiliation and despair and experiencing confusion and ambiguity. The second theme was “language issues”, including the sub-themes of failing to understand the educational materials and having difficulty in reading and writing. ”Educational issues” formed the third major theme, which comprised the sub-themes of decline and reduction in educational progress and increase in teachers’ responsibilities. Finally, the fourth theme was “structural and environmental factors”, which consisted of the sub-themes of economic and environmental factors, the incompatibility of the evaluation method with the ability of bilingual students, and bilingual families’ lack of language skills. The result of the study revealed that the elementary school teachers’ and students’ lived experiences of the problems related to students’ bilingualism were multi-dimensional and involved psychological, linguistic, structural, and environmental issues. These lived experiences can be improved through the cultural cooperation of families.