آسیه گردهانی

Given the severe psychological stress of teachers in educational settings, it is of particular value to pay attention to improving their psychological well-being and to identify the factors that contribute to the decrease or increase in teachers' psychological well-being. For this reason, the aim of the present study was to investigate the role of predictor variables of psychological resilience, happiness, and mindfulness in the criterion variable of teachers' psychological well-being. For this reason, 113 people were selected from the statistical population of elementary school teachers in Rasht in the academic year (2023-2024) using the convenience sampling method and responded to the questionnaires of psychological well-being (Reif and Keyes, 1995), psychological resilience (Connor and Davidson, 2003), Oxford Happiness (Hills and Argyle, 2002), and Freiburg Mindfulness (Wallach et al., 2006). The results were analyzed in SPSS22 software using Pearson's correlation coefficient and stepwise regression, and the results showed that the relationship between psychological resilience and psychological well-being (r=0.61), the relationship between happiness and psychological well-being (r=0.49), and the relationship between mindfulness and psychological well-being (r=0.41) was positive and significant (p<0.01), and the three variables explained 50% of the variance in the changes in teachers' psychological well-being. Therefore, the psychological well-being of elementary school teachers can be predicted based on psychological resilience, mindfulness, and happiness.

This study aimed to explore the influence of teachers' sleep quality and self-efficacy on burnout in Iranshahr City. The statistical population for this study comprised all secondary high school teachers in Iranshahr city during the academic year 2023 – 2024. The sample consisted of 118 teachers who were chosen using the convenience sampling method. To gather the data, the job burnout questionnaires developed by Maslach, Jackson, and Leiter (1986), the Petersburg sleep quality questionnaire (1989), and the teacher self-efficacy questionnaire created by Schanen, Moran, and Woolfolk (2001) were utilized. To analyze the data, Pearson correlation and multiple regression were conducted, with all analyses carried out using SPSS software version 24. The results of the Pearson correlation coefficient indicated that emotional exhaustion and depersonalization had a negative correlation with comprehensive involvement, educational strategies, and class management (p<.01), while personal accomplishment showed a notable positive correlation with comprehensive involvement, educational strategies, class management, and sleep quality (p<.01). The overall model accounted for 24.7% of the variance in emotional exhaustion and 11% of the variance in depersonalization. Thorough involvement accounted for 14.5% of the variance in personal accomplishment, while sleep quality explained 9% of the variance in personal accomplishment.