مالک میرهاشمی

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.

Background: The aim of this study was to compare the ethical status of public and non-profit elementary school students. Method: The method of the present study was descriptive-correlational and in terms of purpose, it is an applied study. The statistical population of the whole elementary students of the second period (fourth to sixth grades) in Tehran in the academic year 2018-2019, based on Krejcie and Morgan table, 531 people were selected as the sample size and the sampling method was stratified sampling. The research instrument was Latifabadi Moral Development Questionnaire (2005), the validity of which was confirmed by the views of professors of psychology and educational sciences and its reliability was obtained by Cronbachchr('39')s alpha test (0.89). Data were analyzed through descriptive and inferential statistics by SPSS 24 software. Results: Data analysis showed that there is a significant difference between the moral status of non-profit and public schools (p <0.05). In other words, the average of moral status in non-profit schools is slightly higher. There was a significant difference between the moral status of boyschr('39') and girlschr('39') schools (p <0.05). There was a significant difference between non-profit and public girlschr('39') schools (p <0.05), but there was no significant difference between non-profit and public schools for boys (p <0.05). Conclusion: Based on the research findings, it can be said that non-profit schools have a better moral status than public schools.