Document Type : Research Paper
Authors
Assistance professor, Department of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran
Abstract
The current study was conducted with the aim of conducting structural equation modeling of emotionality in teaching based on attributional styles and social capital with the moderating role of Job Burnout. This study utilized the descriptive-correlational method and employed structural equation modeling (SEM). The sample consisted of 341 middle and high school teachers from Tehran in the academic years 2023-2024. The participants were selected through a multi-stage cluster sampling method. Data were collected using various inventories including: Teacher Emotion Inventory (Chen, 2016), Attributional Styles Questionnaire (Peterson et al., 1982), Social Capital Questionnaire (Nahapiet & Ghoshal, 1998), and Job Burnout Inventory (Maslach et al., 1997). Statistical analysis was carried out using SPSS-25 and Smart-PLS-4 software. The results of path analysis and factor loadings in this research showed that pessimistic attribution styles and job burnout have a positive significant direct effect on the increase of negative emotionality in teaching such as experiencing sadness, anger and fear. While the calculation of the path coefficients and factor loadings for social capital with negative emotionality in teaching showed a negative and significant direct effect. Furthermore, the calculated results of mutual effects revealed that all the observed components of job burnout have a both positive and negative significant impact on the intensity of the relationship between attributional styles and social capital with emotionality in teaching in two different directions. These results have practical implications for psychotherapy intervention and community-based programs for teachers with pessimistic attributional styles, burnout, and negative emotionality.
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