Educational Psychology

Abstract The aim of this study was to investigate the mediating role of resilience in the relationship between personality traits and job satisfaction in teachers in Baft city. The statistical population of this study included all teachers in Baft city, Kerman province, from which 320 teachers were selected as the sample by available sampling method. Connor and Davidson Resilience Questionnair, NEO Short Form and Minnesota Job Satisfaction Questionnaire were used to collect data. Data analysis was performed, structural equation modeling and bootstrap method to test the intermediate paths. Based on the results of the present study, the proposed research model has a good fit. The results indicate that neuroticism has a significant decreasing (inverse) relationship but openness to experience and agreement has a significant increasing (direct) relationship with job satisfaction. Resilience has a significant increase (direct) relationship with job satisfaction. Neuroticism has a significant decreasing (inverse) relationship with resilience, while extroversion-introversion and conscientiousness have a significant decreasing (direct) relationship with resilience. Neuroticism, extraversion and conscientiousness have a direct indirect relationship with resilience and a significant indirect relationship with job satisfaction through resilience. Therefore, it can be concluded that resilience has a mediating role between some personality traits with teachers 'job satisfaction and decision makers in the field of education should pay attention to the role of this variable in teachers' job satisfaction.

Abstract Given the theoretical and practical shift of orientation, mostly in mainstream education, towards acknowledging the teachers as the key elements of any pedagogical program, a growing research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in the world of classroom. As a result, teacher-related variables have enjoyed much popularity over the recent decades in both mainstream education and English Language Teaching (ELT). As an attempt to shed more light on teacher-related variables in EFL context, this study examined the role of collective teacher efficacy and self-efficacy as predictors of job satisfaction among Iranian EFL teachers. In so doing, a sample of 179 Iranian English as a Foreign Language (EFL) teachers were selected using convenience sampling to complete three surveys measuring these constructs. The findings revealed that collective teacher efficacy accounted for 16.8 % of the variance in job satisfaction, and teacher self-efficacy accounted for 24 % of the variance. Although each of them had a unique impact on teacher job satisfaction, teacher self-efficacy outweighs collective teacher efficacy as a predictor of teacher job satisfaction. Finally, the theoretical and pedagogical implications were discussed.

Abstract The object of this study is to compare job satisfaction and mental health of teachers in exceptional and normal primary schools in ,O Ahwaz city. The research sample included 180 teachers (90 teachers ; from exceptional schools and 90 teachers from normal schools) teaching in primary schools of Ahwaz city who were randomly selected using classified-quota sampling method from educational districts of Ahwaz city. Research instruments were Job Description Inventory (JDI) for measuring job satisfaction and revised mental signs list (SCL90-R) was used for measuring mental health. Person Correlation Coefficient, T test and one-way ANOVA were used to analyze the results. The results showed that there is a relationship between mental health and job satisfaction. Also, there was a meaningful difference between job satisfaction and mental health of normal and exceptional schools' teachers. Nonna! school teachers had higher J ob satisfaction and mental health than normal schoolsteachers.Female teachers had higher job satisfaction than male teachers while in terms of total health criterion, they had lower mental health. There is not however a significant relationship between job satisfactions among teachers with different education levels, although the difference in their mental health was significant