سید محسن حسین زاده

The purpose of this study was to investigate the relationship between psychological capital, teachers' job satisfaction, and organizational climate with teachers' innovative behaviors. The method of conducting the current research was descriptive correlation. The study population was public school teachers in Mahabad city, who selected 341 people by random sampling method and participated in the research (N=3000). A standard questionnaire was used to collect field data. The questionnaires included the Psychological Capital Questionnaire (Luthans et al, 2007), Job Satisfaction (Spector, 1985), Organizational Climate (Jao and Leo, 2009), and Employee Innovative Behavior (DeJong and Dan Hartog, 2008). The results showed that the correlation coefficient of psychological capital and its components i.e. hope, optimism, resilience and self-efficacy with teachers' innovative behaviors is positive and significant. The correlation coefficient of job satisfaction and its components i.e. pay, promotion opportunities, supervisor, working conditions and job benefits, colleagues and work environment factors with teachers' innovative behaviors is positive and significant. The correlation coefficient of the organizational atmosphere and its components, i.e. group spirit, intimacy, disinterestedness, distancing, considerateness, influence and dynamism and emphasis on production with innovative behaviors of teachers is positive and significant. The results obtained from the step-by-step regression analysis showed that psychological capital, organizational atmosphere and job satisfaction have a significant effect on teachers' innovative behaviors. Therefore, it can be concluded that psychological capital, teachers' job satisfaction and organizational atmosphere lead to an increase in teachers' innovative behaviors.