درخت حوزه‌های تخصصی

The present study aims to examine the mediating role of narcissism in the relationship between organizational commitment and job burnout among secondary school teachers in Zahedan. This research utilized a descriptive-correlational design. The study sample consisted of 213 teachers from elementary and secondary schools in Zahedan during the academic year 2024-2025, selected through multi-stage cluster sampling. Participants completed the Maslach and Jackson Burnout Inventory (1981), the Allen and Meyer Organizational Commitment Scale (1990), and the Ames Narcissistic Personality Inventory (NPI-16). The data were analysed using Pearson’s correlation coefficient and structural equation modelling. The results indicated that there was a significant positive relationship between organizational commitment and job burnout among secondary school teachers in Zahedan, with narcissism acting as a mediating variable. Narcissism serves as a mediator between organizational commitment and job burnout among teachers; therefore, increasing narcissism and enhancing organizational commitment are recommended as preventive measures against teacher burnout.

The present research was conducted with the aim of comparing the effectiveness of reality therapy and schema therapy on the perfectionism of working women. The materials and methods of this research are Quasi-experiment with a pre-test and post-test design. The statistical population consists of working women based in Shiraz. First, a number of 150 working women completed Hill et al.'s perfectionism inventory (2004), then 45 individuals who had the higher scores compared to the rest, were selected and randomly placed in three groups of 15, including two experimental groups and one control group; and then the first experimental group was exposed to 8 sessions of reality therapy and the second experimental group was exposed to 8 sessions of schema therapy and the control group did not receive any intervention. The information obtained from covariance analysis was analyzed with the SPSS software. The findings obtained from the covariance analysis showed that both methods led to a significant reduction in the perfectionism of the participants of the experimental groups. Among the two types of therapy, schema therapy had a greater effect in reducing perfectionism; but there was no significant difference between the two methods in reducing perfectionism. Based on the results, both reality therapy and schema therapy can be used to reduce the perfectionism of working women.

AbstractThis study aimed to predict the quality of working life from organizational citizenship behavior and psychological empowerment in elementary school teachers in Rasht city, Iran. The research's statistical population consisted of all government and non-government primary school teachers employed during the academic year 2024-2025, from which a sample of 150 individuals was chosen, and they were requested to complete questionnaires regarding Organizational Citizenship Behavior, Psychological Empowerment, and Quality of Work Life. The results were evaluated using SPSS-24. The Pearson correlation coefficient and regression analysis were utilized to interpret the data. The findings indicated that organizational citizenship behavior and psychological empowerment positively and significantly correlated with the quality of work life among primary school teachers. The two predictors accounted for 41% of the variance in quality of work life, leading to the conclusion that organizational citizenship behavior and psychological empowerment were strong predictors of the quality of work life for elementary school teachers in the city of Rasht in Iran.

This study examined the influence of time management practices and workplace bullying on organizational commitment amongst employees at Zahedan University of Medical Sciences. This study employed a descriptive-correlational research design. A convenience sample of 195 participants (93 women and 102 men) was recruited. Data collection utilized questionnaires that measured time management, workplace bullying, and organizational commitment. Pearson correlation coefficients and stepwise multiple regression analyses were conducted using SPSS software version 26. Analysis revealed significant positive correlations between organizational commitment and short-range planning skills and total time management scores. Conversely, negative correlations emerged between organizational commitment and victimization experiences, instances of fighting, and overall workplace bullying. Stepwise multiple regressions indicated that workplace bullying scores entered the model first, explaining 12.4% of the variance in organizational commitment. Short-range planning scores entered the second step, explaining an additional 2.3% of the variance. Interestingly, however, both bullying and short-range planning emerged as negative predictors of organizational commitment. These findings suggest that fostering short-range planning skills and addressing workplace bullying could be beneficial in enhancing employee organizational commitment. Future research could investigate potential interventions to improve time management and mitigate bullying behaviors within similar organizational contexts.

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.

Objective: When individuals encounter stressful and potentially life-threatening situations, they often experience significant tension that can be challenging to manage without adequate emotional regulation and effective coping mechanisms. This study seeks to explore the function of coping strategies as a mediating factor in the connection between stressful experiences and resilience in university students. Method: The research population consists of all university students enrolled in the academic year 2017-2018, characterized by a basic correlation approach. A total of 373 students were chosen using Morgan’s table and a multi-stage cluster sampling method. Data collection was done utilizing the resilience questionnaire (CD-RSC), the coping strategies questionnaire (CISS), and the stressful events questionnaire (LEQ-12). Research hypotheses were tested using correlation analysis, path analysis, and simultaneous multiple regression techniques. Results: The findings indicate a significant negative correlation between stressful events and resilience (p < 0.01), while a positive correlation exists between problem-oriented strategies and resilience (p < 0.01). Additionally, there is a negative association between emotion-oriented strategies and resilience (p < 0.01), as well as between avoidance strategies and resilience (p < 0.01). Furthermore, a negative relationship is observed between problem-oriented strategies and stressful events (p < 0.01), alongside a positive correlation between emotion-oriented strategies and stressful events (p < 0.01), and a positive relationship between avoidance strategies and stressful events (p < 0.01). Conclusions: According to the results, teaching coping strategies can lead to increased resilience.