درخت حوزه‌های تخصصی

Purpose: Considering the importance of job motivation in educational jobs, the present study was conducted to construct and evaluate the psychometric properties of teachers' job motivation questionnaire. Methodology: The present study was applied in terms of purpose and descriptive-correlational in terms of implementation method. The study population was elementary school teachers in Tehran in 2019-20, which the sample size was estimated 400 people based on Cochran's formula and were selected as a sample by multi-stage cluster random sampling. Data were collected by a researcher-made job motivation questionnaire (49 items) and analyzed by exploratory factor analysis and structural equation modeling in SPSS-22 and AMOS-24 software. Findings: The results showed that teachers' job motivation had 2 factors and 9 components; so that the external factor of job motivation includes four components of school environment, payroll system, leadership style / managerial support and performance appraisal and reward and the internal factor of job motivation includes five components of in-service training, work and cognitive interests, effective communication, perfectionist thoughts and selection and the factor loading of both factors and all nine components were significant at the confidence level of 0.99. Also, the content validity of the instrument was confirmed by experts and the convergent validity of the instrument was confirmed by the correlation coefficient of the score of each factor or component with the total score of the instrument. In addition, Cronbach's alpha reliability for the whole instrument was 0.92, external factor of job motivation 0.85, internal factor of job motivation 0.89 and components of school environment 0.75, payroll system 0.66, leadership style / managerial support 0.91, performance appraisal and reward 0.65, in-service training 0.82, work and cognitive interests 0.90, effective communication style 0.81, perfectionist thoughts 0.83 and selection was 0.71. Conclusion: Teachers' job motivation questionnaire was a valid and reliable instrument. As a result, specialists and planners of the education system can use it to review and evaluate the current situation of teachers' job motivation and provide solutions to strengthen their job motivation.

Purpose: The aim of this study was to investigate the causal pattern of perceived competence on psychological capital mediated by the academic emotions of 10th grade male high school students in Tehran. Methodology: The research method was applied in terms of purpose, quantitative approach, cross-sectional in terms of data collection time and correlational in terms of research method. The statistical population of this study consisted of all tenth grade male students of the second year of high school in Tehran in the academic year 2019-20, from which 510 people were selected by multi-stage cluster random sampling. In this study, the tools of perceived competence (De Perna and Elliott, 2000), psychological capital (Lutans, 2011) and academic excitement (Pekrun, et al., 2005) were used, all of which had acceptable validity and reliability. SPSS-V23 and Amos-V8.8 software were used to analyze the data. Structural equation modeling was also used to answer the research hypotheses. Findings: The research findings showed that the model has a good fit. The results showed that perceived competence has an effect on psychological capital in students. Academic excitement affects the psychological capital of students. Perceived competence also affects psychological capital through the mediation of academic emotions. Conclusion: Therefore, it can be said that increasing psychological capital and perceived competence can improve the academic excitement in students.