Job motivation

Background: One of the concepts that has been proposed in order to increase human resources is to pay attention to the factors affecting employee motivation. The purpose of this study is to "investigate the relationship between ethical factors and job motivation in the employees of North Khorasan Power Distribution Company". Method: The present study was applied in terms of purpose and descriptive-survey in terms of type of research. The statistical population includes all employees of 191 North Khorasan Power Distribution Company and the sample according to Cochranchr('39')s formula is 127 people and the stratified random sampling method. Research data were collected by two researcher-made questionnaires of effective factors for job motivation and job motivation questionnaire. Pearson correlation coefficient and regression tests were used to analyze the data and generalize the results using SPSS21 statistical software. Results: The results showed that ethical factors have a significant relationship with job motivation and job motivation of employees of North Khorasan Power Distribution Company and the highest relationship with the factors of ethical relationship between manager and employees (0.430), non-abuse of authority (respectively). 0.340), had a sense of responsibility (0.163), moral empowerment (0.131) with job motivation of employees. Conclusion: The main achievement of the study showed that there is a significant relationship between ethical factors (empowerment, managerchr('39')s relationship, delegation, job appreciation, and feeling of ownership) and job motivation.

Purpose: The aim of this study was to present a causal model of job motivation with organizational-citizenship behavior (OCB) and the mediating role of organizational commitment in teachers in Ramhormoz, Iran. Methodology: The sample was 250 (125 females and 125 male) teachers, selected by stratified random sampling method, in the academic year of 2016-2017. The study was applied and research method was correlation using structural equations. The measurement tools used were Herzberg Job Motivation Questionnaire (1966), Oregon and Kanovsky (1996) OCB Questionnaire (1996), and Allen and Meyer (1990) Organizational Commitment Questionnaire (OCQ). Coefficients and structural equation modeling were used for data analysis. Findings: The findings in the direct paths of the model indicated positive direct effect of citizenship behavior on different aspects of organizational commitment and job motivation. Moreover, continuous commitment and emotional commitment had a direct effect on job motivation, but normative commitment did not have this effect. In the intermediary path of the model, citizenship-organizational behavior had positive indirect and negative indirect effects on job motivation, respectively through emotional and continuous commitment, but this effect was not significant through normative commitment. Discussion: According to the results of the research fitness of the proposed model increased after eliminating irrelevant paths and adding up new paths, so a good fit analysis was created for the final model.

Abstract Purpose: The aim of this study was to predict the job satisfaction in managers and staff of the university units in District 5. Methodology: Among the statistical population of the study, 130 people (55 females and 75 males) were selected by cluster sampling method. Data were collected using job satisfaction, emotional intelligence of Schutt, and job motivation questionnaires. Finding: For data analysis, Pearson correlation coefficient and multi-variable regression analysis were used simultaneously. So, the two predictor variables are a significant predictor of the criterion variable, that is, the variable of job satisfaction. The share of job motivation variable is higher than emotional intelligence. In other words, job motivation 57% and emotional intelligence 31% explain the variable of job satisfaction variance. Discussion: The results showed that there is a significant correlation between job satisfaction, job motivation and emotional intelligence, and on the other hand, emotional intelligence and job motivation are a significant predictor of job satisfaction.

Purpose: The present study is a sociological study of the level of work commitment among teachers working in education in Maku city in West Azerbaijan province. Since one of the most important goals in the growth and development of society is its efficient workforce and human resources, so paying attention to this important resource is one of the duties of managers, officials and specialists to identify and identify relevant quality factors in the workforce. Maintain and enhance it and make employees committed to the organization. Methodology: In this research, the required data were collected using the survey method and questionnaire technique. The statistical population of the study consisted of teachers working in three elementary, middle and high schools in Mikumi education, among whom 286 students were selected using Cochran sampling formula and using quota sampling. Findings: After analyzing the data, the mean score of job commitment index was about 3.16 out of 5 and it was found that organizational participation, work attitude, perception of organizational justice, job motivation, management style, alienation from work, job satisfaction and job base with The dependent variable of work commitment had a significant relationship, but the underlying variables had no significant relationship with the dependent variable. The results of the multivariate regression test also showed that the remaining variables in the equation account for about 60% of the variance of the dependent variable of work commitment. Conclusion: Exchange theories of tendency and tendency theories, which state that motivations have a great influence on people's behavior and behavior, are confirmed.

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 purpose of this study was to consider the goodness of fit of a structural model of the relationship between teachers' job motivation and their social capital and social-emotional skills with mediation of self-efficacy. Methodology: The research method was descriptive-correlational. The statistical population included female teachers working in the 10th and 5th districts of Tehran in the second secondary school in academic year 2020-2021. Two hundred and fifty teachers were randomly selected via the multi-stage method. Data collected using four questionnaires: Hackman and Oldham's social capital (1976), Nahapit and Ghasal's social capital (1998), Sherer's general self-efficacy (1982), and Tom's social-emotional skills questionnaires (2012). Data were analyzed using structural equation modeling. Findings: The findings showed that the structural model was fitted with collected data. Social capital, social-emotional skills and self- efficacy positively and significantly predicts the teacher's job motivation. In addition, self-efficacy mediates the relationship between teacher's job motivation and social-emotional skills and social capital. In total, 35% of the variance of job motivation is explained by predictor variables. Conclusion: Educational psychologists are advised to consider the role of teachers' self-efficacy, social capital, and socio-emotional skills in order to enhance their job motivation.

This study was conducted in order to provide a structural model of social-emotional competence based on psychological capital with the mediation of career motivation among primary teachers. The correlation method was applied in this cross-sectional research. The statistical population of the present study was consisted of all teachers who were teaching in the elementary schools of Tehran in 2021-2022 and among them 350 people were selected by multi-stages cluster-sampling method. Psychological capital (Luthans, 2007), career motivation (Robinson, 2004) and social-emotional competence (Boyatzis, 2007) methods were applied which had acceptable validity and reliability. SPSS-V23 and Lisrel-V7.8 software were applied in order to analyze the data. Structural equation modeling was used to respond to the research hypotheses. The research findings suggested that psychological capital has a direct effect on social-emotional competencies of elementary teachers (p<0.05). Psychological capital has an indirect effect on social-emotional competencies of primary teachers (p<0.05). Also, the results showed that the indirect effect of psychological capital along with social-emotional competencies mediated by career motivation was confirmed by 95% confidence. Therefore, social-emotional competencies can play a better role in increasing their career motivation through making psychological capital among teachers.