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Purpose: This study aims to examine the structural relationships between teacher-student interaction styles, the fulfillment of basic psychological needs, and students' social competence among female middle school students in Lahijan city. Methods and Materials: A descriptive-correlational research design was employed, involving 203 female middle school students selected through cluster random sampling from two schools in Lahijan city during the 2023-2024 academic year. Data were collected using standard questionnaires: the Teacher-Student Interaction Questionnaire by Murray and Zvoch (2011), the Basic Psychological Needs Scale by Guardia, Deci, and Ryan (2000), and the Social Competence Questionnaire by Parandin (2006). Structural equation modeling (SEM) using Smart PLS software was utilized for data analysis to explore the hypothesized relationships. Findings: The study revealed significant positive relationships between teacher-student interaction styles and the fulfillment of students' basic psychological needs. Additionally, the fulfillment of these needs significantly mediated the relationship between teacher-student interactions and students' social competence. Positive interaction styles characterized by effective communication and trust were found to directly enhance students' social competence. The structural model fit indices indicated that the proposed model adequately explained the data, highlighting the critical role of supportive teacher-student interactions in promoting social competence. Conclusion: The findings underscore the importance of teacher-student interaction styles in fulfilling students' basic psychological needs, which in turn, enhances their social competence. Effective communication, trust, and support for autonomy are pivotal in creating a

Purpose: Flexible working hours can impact employee productivity. Therefore, the current research aimed to present a model for flexible working hours in public organizations, emphasizing increasing the productivity level of knowledge workers. Methodology: The present study was applied in objective and mixed-method (qualitative and quantitative) in execution. The qualitative study population included all academic and organizational experts familiar with the research domain, with a sample size of 25 determined based on theoretical saturation principle and selected through purposive sampling. The quantitative study population comprised all staff members of the Ministry of Cooperatives, Labor, and Social Welfare, with a sample size of 205 determined by Cochran's formula and selected through simple random sampling. Data for qualitative and quantitative sections were collected respectively using interviews and researcher-made questionnaires and analyzed with thematic analysis and exploratory factor analysis methods in Maxqda and Smart-PLS software, respectively. Findings: Qualitative findings revealed that flexible working hours encompassed 15 sub-themes in 3 main themes: floating work hours, floating work location, and collaborative work; and employee productivity comprised 20 sub-themes in 3 main themes: self-management, self-control, and self-organization. Quantitative findings indicated that all themes of flexible working hours and employee productivity had a factor loading and extracted variance mean higher than 0.50 and Cronbach's alpha and composite reliability higher than 0.80. Other findings showed that the themes of floating work hours, floating work location, and collaborative work had a direct and significant effect on flexible working hours, and the themes of self-management, self-control, and self-organization had a direct and significant effect on employee productivity, and flexible working hours had a direct and significant effect on employee productivity (P<0.05). Conclusion: The results of this study indicate that flexible working hours play an effective role in enhancing the level of employee productivity. Therefore, to improve employee productivity, the themes of floating work hours, floating work location, and collaborative work can be utilized.

Purpose: The efficacy of postmethod pedagogy (PMP) in Iran remains undetermined despite the growing attention being paid to it. A multitude of factors may contribute to differing levels of motivation among teachers in effectively implementing postmethod principles. The Achievement Goal Theory (AGT), rooted in a socio-cognitive perspective, provides a framework for understanding the types of goals individuals tend to pursue in achievement situations. Hence, this study aims to investigate the goal orientations of experienced English as a Foreign Language (EFL) teachers who are practicing postmethod tenets. Methodology: The current study employed an applied qualitative approach to explore the goal orientations of 18 experienced EFL teachers from various language institutes in Kermanshah, Iran. Participants were selected in two phases: first, a postmethod questionnaire was administered to identify respondents familiar with Postmethod Pedagogy (PMP) principles. Next, a semi-structured interview was conducted to elicit their goal orientations while adopting PMP conditions. Field notes were also used to document the researcher’s reflections and opinions, facilitating data analysis. The researchers utilized a three-stage approach for data analysis, following the inductive data coding method of open, axial, and selective coding. Findings: After analyzing the interview transcripts, it became apparent that the implementation of postmethod pedagogy tenets in teachers' teaching practice was influenced by their achievement goal orientations. This included learning, relational, and performance-approach goal orientations. The findings revealed that expert teachers predominantly exhibited learning goal orientations. In contrast, performance-approach goal orientations were the least prevalent among these educators. Conclusion: Examining teachers’ goal orientations through the socio-cognitive lens of postmethod language teaching can benefit the growth and development of teacher training programs, curriculum planning, and policymakers.