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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


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
Purpose: Job vitality is one of the most key psychological components in the workplace that is affected by several factors. The present study aimed to predict teachers' job vitality based on the variables of person-job fit, person-organization fit, workload, and job engagement.

Method: 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 of job engagement, job vitality, person-job fit, person-organization fit, and workload. Through Cronbach's alpha coefficient, the reliability of the person-organization fit questionnaire obtained equal to 0.72, person-job fit 0.80, workload 0.75, job engagement 0.795, and job vitality 0.84. Data analysis was performed using SPSS24 and Smart PLS software’s.

Result: 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, according to the findings, 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 with job and organization, enhancing job engagement, and reducing teachers' workload can be used as key strategies to improve motivation and vitality in the education system, and the results of this study can also be a guide for education managers to improve the work climate and enhance the psychological capabilities of teachers.


 

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