Azam Saberi; Houriyhe Dehghanpouri; Hasan Bahrololoum
Abstract
The main aim of the present study is to investigate the effect of job involvement on the performance of physical education teachers in Razavi Khorasan Province with the role of moderating job stress.The present study was applied in terms of purpose, cross-sectional in terms of time, descriptive-correlational ...
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The main aim of the present study is to investigate the effect of job involvement on the performance of physical education teachers in Razavi Khorasan Province with the role of moderating job stress.The present study was applied in terms of purpose, cross-sectional in terms of time, descriptive-correlational in terms of data collection method, and applied research. The statistical population of the study was all physical education teachers in Razavi Khorasan province in the academic year 2023-2024 (2057 people). The sample size was estimated between 70-350 using Kline's theory (2014) and considering the number of items. The data collection tools were Kanungo's job involvement questionnaire (1982), Patterson & Husband's job performance (1970), and Hellriegel and Slocum's job stress questionnaire (2004). The reliability of the questionnaires was examined and confirmed with Cronbach's alpha. After distributing the questionnaires in an accessible manner, 223 questionnaires were analyzed. Data analysis was performed using structural equation modeling in PLS software.The results of the research model analysis also showed that job stress does not play a moderating role in the relationship between job involvement and job performance of physical education teachers in Razavi Khorasan Province. Although job stress did not play a moderating role in this study, this result does not mean that stress is unimportant, but rather shows that in work environments full of engagement and dynamic activities, motivational factors may overcome stressful challenges.
Fatemeh Abdi; Houriyhe Dehghanpouri; Mojtaba Rajabi
Abstract
Objective: The present study aimed to investigate the effect of positive personality traits on the self-leadership of physical education teachers in the Sari City with the role of proactive personality moderator.Methodology: The research method was applied in terms of purpose and descriptive survey in ...
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Objective: The present study aimed to investigate the effect of positive personality traits on the self-leadership of physical education teachers in the Sari City with the role of proactive personality moderator.Methodology: The research method was applied in terms of purpose and descriptive survey in terms of the data collection method. The statistical population studied were all physical education teachers of public schools in the Sari City in the academic year 2021-2022 (202 people). The amount of 138 samples was considered by the G power software as the minimum sample size for the research. The sampling method was available. Data collection tools are the standard proactive personality questionnaires of Buil et al. (2019), self-leadership by Castellano et al. (2021), hope by Snyder et al. (1996), and optimism by Scheier & Carver (1985). The reliability of the questionnaires was confirmed by Cronbach's alpha. The validity of the questionnaires was confirmed by the opinions of 10 sport management professors and physical education teachers. Data analysis was performed using the structural equation modelling method in PLS software.Results: The results showed that hope has a positive and significant effect on the self-leadership of physical education teachers. Optimism does not have a significant effect on the self-leadership of physical education teachers. Proactive personality has a moderating role in the relationship between hope and self-leadership of physical education teachers. Also a proactive personality has no moderating role in the relationship between optimism and self-leadership of physical education teachers.Conclusion: Therefore, it can be stated that hope increases the self-leadership of physical education teachers; but optimism has no effect on increasing or decreasing teachers' self-leadership. Also hope and optimism with the moderating role of active personality increased teachers' self-leadership. Therefore, paying attention to creating and increasing hope as one of the personality traits of physical education teachers can lead to their self-leadership in school educational activities.
