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Showing 6 results for Teacher
The relationship between teachers’ job involvement and demographic characteristics in Dalahou (Kermanshah) secondary schools in 2013
Mansour Ziaei, Ghobad Rezaei, Hamed Yarmohammadi, Elahe Khoshboo, Faramarz Gharagozlou,
Volume 3, Issue 1 (6-2015)
Abstract
 

Introduction: Job involvement is defined as one’s psychological dependence on his/her job. Employees with high job involvement pay more attention to their job. The present study aimed to determine the relationship between teachers’ job involvement and demographic characteristics in Kermanshah (Iran) secondary schools during 2013.

Materials and Methods: This cross-sectional study was performed on 211 teachers (161 male and 50 female). Data were collected using the Job Involvement Scale. The collected data were analyzed using Spearman’s correlation coefficient, independent t-test, and analysis of variance (ANOVA). P values less than 0.05 were considered significant.

Results: The teachers’ mean age and work experience were 32.21 and 8.49 years, respectively. Low, moderate, and high levels of job involvement were detected in 22.3%, 54.5%, and 23.2% of the teachers, respectively. Job involvement was significantly higher in married teachers than single subjects (p = 0.027). Moreover, teachers without a second job had higher job involvement than those with a second job (p = 0.006). There were no statistical correlations between job involvement and age, sex, work experience, or level of education.

Conclusion: The participating teachers generally had low-moderate levels of job involvement. Low salary, working multiple jobs, and low social prestige were mostly responsible for such low levels of job involvement. Therefore, increasing teachers’ salary, providing teachers with special facilities (e.g. low-interest loans), and developing a system for teachers’ promotion (similar to that existing for faculty members) can be effective in increasing job involvement among teachers


Designing the Questionnaire of Teachers’ Work Life Quality
Rahmkhoda Javadi, Mohsen Rasouli, Jafar Hasani,
Volume 7, Issue 1 (5-2019)
Abstract

Background and Objectives: Quality of work life is one of the most important factors in promotion of teachers and having them continue their jobs. This study aimed at designing and evaluating a questionnaire for teachers’ work life quality. 
Methods: In this research, a sequential exploratory approach (instrument editing model) was used and in the qualitative stage, a semi-structured interview method was used to determine the quality of life of teachers. In the qualitative stage, indices of work life quality were identified using semi-structured interviews with 12 teachers (9 men and 3 women) of Karaj city (2014-2015 educational year) selected through purposive sampling method. The qualitative data was analyzed using Straus and Corbin method. Subsequently, a questionnaire of teachers’ working life quality was constructed based on these indices and was validiated in the quantitative stage.
Results: Content validity was confirmed by five experts using content validity index. A sample of 760 (387women) teachers selected through multistage cluster sampling were handed out two questionnaires including a researcher-made questionnaire of teachers quality of working life and Walton (1973) quality of work life questionnaire. Construct validity of the research-made questionnaire was examined using exploratory factor analysis. Eight factors were extracted and confirmed through confirmatory factor analysis. Fit indices of model indicate compliance. Convergent validity was confirmed by its correlation with the quality of work life questionnaire (P<0.01). Reliability was confirmed by calculating Cronbach’s alpha coefficient (0/74-0/88).
Conclusion: The results of the study indicated that the researcher-made questionnaire with regard to its design in the job context of Iranian teachers, with 54 items, is an appropriate tool for assessing the quality of their working life.
 


The Effect of Family-work Conflict on Teachers' Emotional Burnout: The Moderating Role of Perceived Organizational Support (Study Case: Teachers in Qom City)
Ali Zoghi, Hamid Rahimi,
Volume 12, Issue 3 (12-2024)
Abstract
Objectives: The phenomenon of work-family conflict in organizations leads to important consequences, such as job burnout, emotional burnout, reduced job performance, and decreased individual well-being. Based on this, the aim of the present study was to investigate the effect of work-family conflict on the emotional burnout of teachers in Qom City with the moderating role of organizational support.
Methods: The research was conducted based on structural equation modeling, and the statistical population included all teachers in Qom, totaling 3,864 people, of whom 390 were selected as a sample using the Cochran formula and stratified random sampling method. Three questionnaires of work-family conflict, emotional burnout, and organizational support were used. Research data analysis was performed using SPSS version 26 and Pls software at descriptive (frequency, percentage, mean, and standard deviation) and inferential levels (structural equation model).
Results: The path coefficient of the variables showed that work-family conflict on emotional burnout (Beta=0.625, t=19.45, P=0.000) had a positive and significant effect, and perceived organizational support had a negative and significant effect on emotional burnout (Beta=0.127, t=-2.97; P=0.004).
Conclusion: Organizational support can have a moderating role in the relationship between work-family conflict and burnout. Therefore, the more the individual and his/her environmental conditions can control work-family conflict, and the more support the individual perceives from the organization, the less emotional burnout the individual will experience. Therefore, in addition to the courses it holds to increase teachers' knowledge in specialized fields, the education organization can also hold courses aimed at preparing them psychologically to deal with such stressful situations, which are sometimes unavoidable given today's life and improve their self-control and self-management skills to manage these situations.

Predicting Teachers' Job Vitality Based on The Variables of Person-Job Fit, Person-Organization Fit, Workload, and Job Engagement (Case Study: Teachers in Ardakan City)
Fatemeh Beki, Hamid Rahimi,
Volume 14, Issue 2 (6-2026)
Abstract
Objectives: Job vitality is one of the most important psychological components in the workplace and is affected by several factors. The present study aimed to predict teachers' job vitality based on person-job fit, person-organization fit, workload, and job engagement.
Methods: This study is quantitative in nature and applied in purpose. The statistical population of the study consisted of teachers in schools in Ardakan City, of which 263 people were selected using convenience sampling. The data collection tools included standard questionnaires measuring job engagement, job vitality, person-job fit, person-organization fit, and workload. Based on Cronbach's alpha, the reliability of the person-organization fit questionnaire was 0.72, person-job fit 0.80, workload 0.75, job engagement 0.795, and job vitality 0.84. Data analysis was performed using SPSS (version 24) and SmartPLS software (version 3).
Results: The findings showed that all four variables of workload, person-organization fit, person-job fit, and job engagement have a significant effect on job vitality. However, job engagement (β=0.574) is the strongest positive predictor, and workload (β=-0.098) is the main factor reducing job vitality in the study population.
Conclusion: Paying attention to the fit between the person and the job and organization, enhancing job engagement, and reducing teachers' workload can serve as key strategies to improve motivation and vitality in the education system. The results of this study can also guide education managers in improving the work climate and enhancing teachers' psychological capabilities.

Analysis of Teachers' Willingness to Pay for Ergonomic Interventions: A Cross-Sectional Study Among Education Staff
Maryam Afshari, Vajihe Ramazani-Doroh, Elham Najafi, Roghayyeh Hasanzadeh,
Volume 14, Issue 3 (10-2026)
Abstract
Background and objectives: Musculoskeletal disorders (MSDs) are among the most common occupational health problems among teachers. Ergonomic interventions can play an important role in preventing and reducing these disorders; however, successful implementation of such interventions requires understanding employees’ acceptance and willingness to contribute financially. This study aimed to assess teachers’ willingness to pay (WTP) for ergonomic interventions and identify factors associated with it.
Method: This cross-sectional study was conducted among 361 teachers. Data on demographic, socioeconomic, occupational, psychosocial, and musculoskeletal health characteristics were collected using a structured questionnaire. Willingness to pay for ergonomic interventions was assessed using the contingent valuation method (CVM). Multivariable logistic regression analysis was performed to identify factors associated with WTP.
Results: Overall, 186 participants (51.5%) reported willingness to pay for ergonomic interventions. The mean WTP was 193,490 Iranian Tomans, while the median WTP was 50,000 Tomans. Bivariate analyses showed significant associations between WTP and adequate rest, sleep disorders, workplace violence, overall support, and supervisor support (P < 0.05). In the multivariable logistic regression model, managerial support was associated with more than a twofold increase in the likelihood of WTP (OR = 2.32, 95% CI: 1.41–3.82). Poor working posture (OR = 1.81, P = 0.021) and employment status (OR = 2.17, P = 0.039) were also positively associated with WTP, whereas workplace violence was negatively associated with WTP (OR = 0.57, P = 0.028). Musculoskeletal pain and activity limitation during the previous 12 months were not significantly associated with WTP.
Conclusion: Teachers’ willingness to pay for ergonomic interventions was influenced more by organizational and workplace-related factors than by individual characteristics or musculoskeletal health conditions. Strengthening managerial support and improving workplace conditions may enhance employees’ acceptance of and participation in ergonomic intervention programs. 

Psychosocial Factors of Job Burnout Among Elementary School Teachers: The Role of Parental Expectations, Collaboration, and Respect for Teachers’ Professional Status
Kiumars Azizmalayeri, Emad Sormei,
Volume 14, Issue 3 (10-2026)
Abstract
Background and Objective: Occupational burnout is one of the major psychosocial factors affecting teachers’ occupational health and may have substantial individual and organizational consequences. This study aimed to predict occupational burnout among elementary school teachers based on psychosocial factors related to parents’ interactions with schools.
Methods: This descriptive correlational study was conducted during the 2024–2025 academic year among elementary school teachers in Borujerd, Iran. The study sample consisted of 384 teachers, determined based on the Krejcie and Morgan table. Data were collected using a researcher-developed questionnaire assessing psychosocial factors associated with the role of parents in teachers’ occupational burnout and the Maslach and Jackson Burnout Inventory. Cronbach’s alpha coefficients for the two questionnaires were 0.87 and 0.84, respectively. The content and construct validity of the researcher-developed questionnaire were also confirmed at an acceptable level. Data were analyzed using Pearson’s correlation coefficient and multiple regression analysis.
Results: Significant relationships were found between teachers’ occupational burnout and parents’ unrealistic organizational expectations, parental cooperation in educational and pedagogical activities, parents’ awareness of educational and pedagogical responsibilities, and parents’ respect for teachers’ professional status. The regression model was statistically significant, and parents’ unrealistic organizational expectations were the strongest predictor of occupational burnout, with a standardized beta coefficient of 0.63.
Conclusion: Managing parental expectations, clarifying reciprocal responsibilities, and strengthening family–school communication and collaboration may contribute to creating a supportive psychosocial environment and reducing occupational burnout among teachers.
 
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