اشتیاق شغلی

The purpose of this research is to determine the relationship between digital literacy, personal development and job commitment with individual professional competence in preschool teachers: the mediating role of job enthusiasm. The descriptive research method was correlation type. The statistical population was all the preschool teachers of Baghdad city in the academic year 1402-1403, of which 200 were selected using the available sampling method and research tools including digital literacy questionnaires (Tawhidi Asl and Nik Iqbalzadeh, 2014), personal development (Peralt, 2008), job commitment (Blau et al., 1993), individual professional competence (Molainejad, 2011) and job enthusiasm (Utrecht et al., 2004). Data were analyzed by using Spss26 and PLS 3.2.8 software. The results of the findings showed that the research model has a good fit. Findings indicate the direct effect of personal development and job commitment on individual professional competence. But the direct effect of digital literacy on individual professional competence of teachers was not significant. Also, job enthusiasm has a mediating role in the relationship between digital literacy, personal development, and job commitment with individual professional competence. (β=0.071) and (t=2.903). Considering the mediating role of job enthusiasm, the professional competence of teachers can be increased by using appropriate interventions to promote job enthusiasm.

This research was conducted with the aim of investigating the effect of servant leadership on job engagement and perceived social support of employees, taking into account the mediating role of emotional energy. The current research is a structural equation model in terms of applied purpose and in terms of descriptive-correlation data collection. The statistical population was 17933 non-faculty employees of Tehran University of Medical Sciences. Sampling was done by stratified random method and the final sample size was considered to be 403 according to Cochran's formula. To collect research data, the standard questionnaires of servant leadership, job engagement, perceived social support and emotional energy were used. The validity of the questionnaires was confirmed using confirmatory factor analysis and their reliability was obtained using Cronbach's alpha 0/97, 0/95, 0/92 and 0/96 respectively. SPSS and SmartPLS software were used to analyze information. The findings showed that servant leadership has a positive effect on job engagement and perceived social support of employees. Emotional energy plays a mediating role in the relationship between servant leadership and job engagement (t-value=5/19). But the role of emotional energy in the relationship between servant leadership and perceived social support as a mediator was not confirmed (t-value=1/82). Based on the results, servant leadership has a positive effect on job engagement (t-value=6/10), perceived social support (t-value=4/32) and emotional energy (t-value=5/18). Therefore, it is suggested that managers in educational institutions and organizations, due to the special roles and duties they play in serving, educating, and increasing the efficiency of the society, have characteristics of servant leadership such as empathy and understanding needs, active listening, professional development, creating a supportive environment, paying attention to social welfare, encourage cooperationcooperation, transparency and honesty, respond to the needs of society and motivate and use these characteristics as a good model to serve the employees and increase their motivation and performance.

Job performance is considered one of the most important components of an organization's success, which is why managers pay special attention to this issue.

 This research aimed to investigate the effect of spiritual intelligence and job self-efficacy on job performance with the mediating role of job enthusiasm. The current research is applied research in terms of its purpose, and descriptive correlational in terms of data collection the method. The statistical population consists of all principals of public boys' schools of primary level in Kermanshah city, numbering 90 people in the academic year of 1400-1401, of which 73 people were selected by simple random sampling according to Morgan's table. The data measurement tools were standard questionnaires. Descriptive statistics and inferential statistics indicators: confirmatory factor analysis, path analysis, and structural equation modeling with partial least squares (PLS) approach using smart PLS software were used to analyze the data.

According to the results, all the hypotheses proposed in the research were confirmed.

In general, it can be concluded that the causal model of job performance based on spiritual intelligence and job self-efficacy with the mediating role of job enthusiasm fits with the empirical model.

Human resource management is the most key and main type of management in organizations. And paying attention to mental health, creating motivation and passion for work and identifying the factors that affect their performance will improve the performance of employees, increase productivity and ultimately the growth and health of the organization and society.The purpose of this research is to analyze the work engagement of faculty members of Islamic Azad Universities in Kurdistan province with a combined approach.This research is a type of mixed research (qualitative-quantitative). In the qualitative phase of the research, the foundation data method was used, and in the quantitative phase, the survey method was used. The studied population includes academic faculty members of Islamic Azad Universities in Kurdistan Province, who were selected for interviews in the qualitative section by means of purposeful sampling. The quantitative section has 432 members.The main topic of the current research is the academic faculty members' passion for work, which was investigated in four dimensions: personal, professional, educational and social. Also, the prioritization of extracted variables in work engagement according to the causal conditions, background conditions, and intervening conditions and the necessary strategies were developed, and the consequences of that were individual, organizational, and social, and based on them, the final model was extracted.Also, in the quantitative section, the prioritization of causal factors, contextual factors, moderating factors, strategies, consequences, and central factors were determined based on the opinion of faculty members.

The current research was conducted with the aim of providing a conceptual model of job requirements and resources affecting the employees' job engagement. The statistical population includes 200 employees of the cinema and audio-visual organization. The research is of mixed exploratory type (qualitative and quantitative). To collect qualitative data, semi-structured interviews (with a sample size of 17 experts using a purposive sampling method) were used, and to collect quantitative data, a questionnaire was designed among the employees of the cinema and audio-visual organization (127 people). The basis of Morgan's table and simple random sampling method) have been used.Thematic analysis method was used to analyze qualitative data and confirmatory factor analysis was used to analyze quantitative data. Based on the qualitative results of the research, seven main components consisting of 64 items for job requirements and job resources affecting job engagement have been identified. The results of the quantitative analysis have also confirmed the significance of the relationship between the indicators, components and dimensions of the model. This model can be a basis for human resource managers to design intervention programs in order to improve the employees’ job engagement based on the job requirements and job resources appropriate to their subsidiary organization.

Based on an hypothetical structural model of the relationship between personality, organizational indifference, and occupational enthusiasm an accessible group of 239 personnel working at the offices of the provincial department of education in Chaharmahal and Bakhtiari was given three scales and one questionnaire of assumed validity and reliability, to measure originality of personality, triad of dark personality, occupational enthusiasm, and organizational indifference. Analysis of the collected data revealed that originality of personality is both positively and significantly correlated with occupational enthusiasm while this correlation with organizational indifference is negative and significant, while the triad of dark personality is the other way around. The structural model can predict organizational indifference through personalities mediated by occupational enthusiasm. Observed goodness of fit render the model a useful tool for determining organizational indifference among the personnel.

The most important factor in the development of the society's education system is the existence of motivated and effective teachers. Teachers are the main factor in the teaching and learning process and they can guarantee the effectiveness of the country's education system by having a high level of motivation, spirit and satisfaction. The purpose of this research is to examine the relationship between ethical leadership and work engagement with teacher empowerment.

This research is applied in terms of descriptive-correlation method. The statistical population of the research consists of all male and female elementary school teachers of Khalkhal city, numbering 350 people, and 183 people were selected as a sample using the cluster sampling method and based on Morgan's table. In order to collect data, three standard questionnaires of ethical leadership by Kalshoven et al. (2011), empowerment by Spritzer and Mishra (1997) and work engagement by Shoufeli and Salanova (2001) were used. To analyze the data, SPSS and Lisrel software were used (conducting confirmatory factor analysis in the research tools standardization section).

The findings show that the correlation coefficient between moral leadership and empowerment (r=0.62) and work engagement and empowerment (r=0.61) is significant. Also, the standard regression coefficient of ethical leadership is 0.45 and work engagement is 0.40, and these two variables explain 51% of the variance of the empowerment variable.

According to the findings of the research, it is concluded that the variables of ethical leadership and work engagement can predict the empowerment of teachers, and with the development of the ethical leadership style of managers in educational organizations, the work engagement and empowerment of teachers increases. Therefore, it is suggested that managers use ethical leadership style in schools to develop the work engagement and empowerment of teachers and thereby improve organizational performance.

The institution of education is considered one of the most important institutions of all societies. Due to the high importance and sensitivity of the teaching job, job passion in education and among teachers is very important. Based on this, the purpose of this research was to investigate the mediating role of social capital in the relationship between social responsibility and job enthusiasm of teachers in Dehdasht city.. The current research was applied in terms of purpose, in terms of nature and in terms of data collection method, it was a correlational descriptive research and cross-sectional in terms of time. The statistical population of secondary school teachers in Kohgiluyeh city was 400 people in the academic year 1400-1401. The statistical sample was based on Cochran's formula and by simple cluster random sampling, 196 teachers were selected. The data were used with the help of standard questionnaires of job enthusiasm Salvano and Shafli (2008), social responsibility Heydarzadeh and Rahe Pima (2012) and social capital, Nahapit and Ghoshal (1998). The combined reliability of social responsibility questionnaire was 0.89, social capital was 0.91, and job enthusiasm was 0.92. The convergent validity of social responsibility questionnaire was 0.63, social capital was 0.77, and job enthusiasm was 0.80. Path coefficients between social responsibility and job passion equal to 0.44, social responsibility and social capital equal to 0.58, social capital and job passion equal to 0.35, and the indirect path coefficient of social responsibility with the mediating role of social capital and job passion 0.33 was obtained. Teachers' job enthusiasm as a psychological variable can be promoted and improved with the help of social variables. In this research, the variables of social capital and social responsibility had a significant effect on improving teachers' job enthusiasm.

The present study was conducted with the aim of investigating the causal relationship between authentic leadership style, school culture and proactive personality with teachers' job engagement and the mediating role of psychological contract in elementary school teachers of Khorram Abad city.

This research was applied in terms of purpose and descriptive-correlation in terms of method. The statistical population of the research included all the teachers working in elementary education in districts one and two of Khorramabad city in the academic year 1402-1401, whose number was equal to 1450 according to the statistics obtained from the employment offices of these districts. The size of the statistical sample based on the Stevens rule was equal to 255 people who were selected based on the staged cluster sampling method. In order to collect data from the authentic leadership questionnaires of Walumbwa et al. (2008), Gruenert & Valentine (1998), school culture, Bateman & Crant (1993), the psychological contract of Robinson & Rousseau (1994), and Schaufeli et al. (2002) was used. SPSS version 21 software and structural equation analysis in PLS software were used for data analysis in addition to descriptive indices.

The results of structural equation modeling of the research showed that the relationship between authentic leadership style and teachers' job engagement (P=0.333), the relationship between school culture and teachers' job engagement (P=0.327), the relationship between proactive personality and teachers' job engagement (P=0.246), and the relationship between psychological contract and teachers' job engagement (P=0.601) are positive and significant. Also, the relationship between authentic leadership style and teachers' job engagement with the mediating role of psychological contract (P=0.352), the relationship between school culture and teachers' job engagement with the mediating role of psychological contract (P=0.382), and the relationship between proactive personality and teachers' job engagement with the mediating role of psychological contract (P=0.284) is also positive and significant.

Engagement employees are completely absorbed in their jobs and perform their job duties efficiently. This is more important for teachers, who are the basic factors of society, because teachers are responsible for guiding and nurturing a generation and even several generations, and they can guarantee the effectiveness of the country's education system if a high level of have passion and motivation in their job.

The aim of the current research was to investigate the relationship between ethical climate and professional ethics with regard to the mediating role of job engagement of elementary school teachers in Qorve city.

The statistical population includes all elementary school teachers of Qorve city, who are teaching in the year 2022-2023, and the size of the population is 324 people based on the statistics obtained from the deputy of elementary education of the Department of Education. A sample of 176 teachers was selected through proportional stratified random sampling method based on Cochran's formula. The quantitative research method is of correlation type and covariance-based structural equation modeling approach. To collect data, Victor and Cullen's ethical climate questionnaire (1988), Salanova and Schaufeli's work engagement questionnaire (2001), and Cadozier's professional ethics questionnaire (2002) were used. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques and confirmatory factor analysis and structural equation modeling was used to analyze the data using Lisrel 10.20 software.

Ethical climate had a direct, positive and significant effect at the 0.05 level on the variable of professional ethics. Ethical climate had a direct, positive and significant effect at the 0.05 level on the variables of professional ethics and job engagement. Due to job engagement, ethical climate had an indirect, positive and significant effect at the 0.05 level on teachers' professional ethics; also ethical climate and work engagement were able to explain 56% of the variance of teachers' professional ethics.

Job engagement plays a mediating role in the relationship between teachers' ethical climate and professional ethics.

One of the desirable mechanisms for organizations to respond quickly and appropriately to increasing environmental changes is the creation of entrepreneurial organizations. The purpose of this study is to determine the effect of job motivation on organizational entrepreneurship mediated by organizational commitment. The present study is descriptive-correlational in nature of the type of structural equation model and applied in terms of purpose. The statistical population of this study consists of 1340 teachers in the elementary period of 1401-1400 urban and rural areas. The sampling method used is multi-stage cluster sampling method. Also, due to the heterogeneity of the statistical population, the stratified sampling method was used. From the aforementioned statistical population, a sample of 310 people (223 females and 87 males) were selected based on Morgan's table. Data were collected using the Salanova and Shuffley (2004) Job Achievement Questionnaire, Allen and Meyer (1990) Organizational Commitment Questionnaire, and the Baringer & Bleudern (1999) Organizational Entrepreneurship Questionnaire. The collected data were analyzed by Spss, lisrel software. The results show that the direct effect of job motivation and organizational commitment on organizational entrepreneurship is 0.18 and 0.82, respectively. Also, the indirect effect of job motivation on organizational entrepreneurship mediated by organizational commitment was 0.47. Given the role of organizational entrepreneurship in achieving the goals of the organization and its impact on job motivation and organizational commitment, managers in organizations should support the field to promote entrepreneurial culture in the organization.

The growth and development of any country depends on its education and teachers are an important factor affecting this progress.. This research was an applied research in terms of the aim and regarding data collection was correlation. The data analysis method is path analysis type.The statistical population were all senior high-school teachers in Urmia city that between them 306 teachers were selected as research sample by utilizing Morgan table and proportionate stratified random sampling technique. Tools of this research included researcher-made questionnaire for appraisal the performance of teachers)Pourheydar&etal,1398), job enthusiasm (Schaufeli&Baker,2003), organizational trust (Skut & Rader,2003) and learning enjoyment (pekran,2005), job autonomy(Fridman,1999). The content validity, confirmatory and exploratory factor analysis for validity of instrument were tested, and confirmed. Reliability of instruments were confirmed by Cronbach’s alpha test. According to findings tested model is fitness. Mediating role of teachers performance appraisal in relationship between learning enjoyment, job enthusiasm with job autonomy and organizationa l trust was confirmed. In order to creat e learning enjoyment in students and job enthusiasm in teachers we can develop teachers job autonomy and creat e a climate of trust in the school while accurately appraisal their performance.

The teacher is one of the key and important elements of the educational system, especially the school, who must have the necessary skills and qualifications to be able to take on this important job. The current research aims to investigate the relationship between job enthusiastic and job performance of teachers with the mediating role of communication skills.

The current research was a descriptive research of the correlation type. The population of the research included all the teachers of Farashband city in the academic year 1402-1401 in the number of 812 people (427 women and 385 men), of which 248 people (131 women) were selected using the stratified random sampling method. and 117 men) were selected as members of the statistical sample.

There is a statistically significant relationship between job enthusiasm and job performance of teachers. Also, there is a significant relationship between job enthusiastic and communication skills of teachers. There is a significant relationship between communication skills and teachers' job performance. On the other hand, the results of this research showed that there is a significant relationship between teachers' job enthusiastic and job performance with the mediating role of communication skills.

Professional performance of teachers is one of the most important factors in facilitating students' learning. On the other hand, teachers with high job enthusiastic have a correct understanding of the educational perspective and their duties, and they are companions and helpers of their managers with follow-up and perseverance.

The aim of this study was to determine the fit of the conceptual model of organizational excellence based on knowledge management and organizational innovation with the role of mediating job motivation with the experimental model in first and second grade high school teachers in Ivan Gharb. The present study was a descriptive- correlation. The statistical population of this study included all teachers of the first and second year of high school in Ivan Gharb city, 250 people in the academic year 2021-2022, and 148 people were selected as a sample by simple random sampling method. Tools used for data collection, Deming Organizational Excellence Questionnaire (1950); Salonova and Shuffley Job Achievement Questionnaire (2001); Salehi Knowledge Management Questionnaire (2012) and Pastoral Organizational Innovation Questionnaire (2011). To analyze the data collected inferential statistics tests including confirmatory factor analysis and structural equation modeling with partial least squares approach using SmartPLS software; was used. The results showed that all hypotheses in the study were confirmed. Knowledge management (P = 0.002, B = 0.002), organizational innovation (P = 0.021, B = 0.019) and job enthusiasm (P = 0.001, B = 0.007) on organizational excellence they have a direct and significant effect. In summary, the organizational excellence model based on knowledge management and organizational innovation fits the role of job motivation with the experimental model.

The present study was conducted to evaluate the effectiveness of Vocational empowerment based on Shafiabady's multi-axial pattern of Vocational Choice (SMPVC) on Job Engagement among Female Heads of Families in Tehran. This quasi-experimental study was performed as a pretest-posttest experiment with the control group. The statistical population of the study consisted of all women heads of families in Tehran in 2019, and 30 people were determined as the sample size. Of these, 15 were selected in the experimental group and 15 in the control group by the available sampling method and randomly assigned to the groups. Research tool included the Otrich Work Engagement Scale (Schoffley et al., 2002). A multivariate covariance test was used to analyze the data. The findings showed that there was a significant difference between the mean scores of job Engagement of the experimental group in the pre-test and post-test stages. Therefore, based on the findings, it can be concluded that the vocational empowerment training package based on Shafi'abadi's multi-axis model is effective in job Engagement (and subscales include passion for work, dedication to work, and absorption in work) of Female Heads of Families in Tehran

The present study was conducted with the aim of investigating the relationship between the ethical leadership of managers and the job enthusiasm of teachers. This research is correlational descriptive study. The statistical population included 110 male primary school teachers in district 5 of Isfahan city, from among whom 86 teachers were randomly selected as the sample using Morgan's sampling table. In order to collect data Ethical Leadership Questionnaires (Karlshon et al., 2011) with alpha coefficient reliability of 0.91% and Job Passion with Dimensions (immersion, enthusiasm and dedication to work) (Shafli et al., 2002) with Alpha coefficient of 0.85% were used. Content validity of the instruments was approved by experts’ reviews done by some university professors. Data analysis was also done by Pearson correlation method using SPSS software (version 19). According to the obtained results, the test of the main hypothesis showed that there is a relationship between the ethical leadership of managers and the job enthusiasm of teachers (P<0.05). Also, there is a relationship between dedication to work andteachers' job enthusiasm with ethical leadership (P<0.05). It was also found that there is no relationship between the ethical leadership of managers and the dimension of immersion in work (p<0.05). In general, in educational organizations, the ethical leadership of managers can predict the job enthusiasm of teachers. Therefore, the ethical leadership style is known as one of the influential factors in the level of job enthusiasm.

The purpose of this study aimed to explain the relationship between the creativity and the creativity of the elementary teachers in Ilam. The research method, in terms of purpose, is a descriptive nature of the type of correlation based on the modeling of structural equation. The statistical population, all elementary teachers in the city of Ilam, are 576, using Cochran formula 230 people were selected as a simple random method. The data collection tool has been a questionnaire. In order to assess the variables, the McDuel questionnaire, the Schuffoli questionnaire etc. are used. Two types of descriptive and inferential statistics have been used to analyze the data.

optimal and desirable education can be considered one of the basic elements of every society, and teachers, as the guardians of this matter, are considered one of the most important factors in advancing the goals of education. Any society's survival, durability, and progress depend on the quality of its education. Therefore, this research was carried out to explain the mediating role of work engagement in the relationship between psychological climate and productivity and job satisfaction among education teachers in Yasouj city.

The research design was descriptive and correlational. The statistical population of the research was formed by all the teachers of Yasouj city in 1400. Among the statistical population, 162 people were selected and studied by purposeful sampling. To collect data, the questionnaires on work engagement, Salanova, and Schaufeli (2001), Hersey et al.'s productivity (1980), the psychological climate of organization of Quiz and Decotiz (1991), and Spector's job satisfaction (1985) were used. After collecting and extracting the data, the participants' scores were analyzed using Pearson correlation, path analysis, statistical software (SPSS), and (AMOS).

The findings showed a significant positive relationship between psychological climate and productivity and job satisfaction among education teachers in Yasouj city.

The results showed that work engagement significantly mediates the relationship between psychological climate and productivity and job satisfaction among education teachers in Yasouj city.

The purpose of this study was to analyse the role of teachers performance appraisal in school effectiveness with mediating role of job enthusiasm, justice perception and organizational trust. . This research was an applied research in terms of the aim and it was descriptive correlational of causal type research in terms of method The statistical population were all senior high-school teachers) 831) in Urmia city among them 306 teachers were selected as research sample utilizing Morgan table and proportionate stratified random sampling technique. Tools of this research included researcher-made questionnaire for appraisal the performance of teachers, an abridged questionnaire of school effectiveness (Baldwin,1995) standard questionnaire of justice perception (kolcoit, 2001), job enthusiasm (salanova, Schaufeli,2003) , trust (Skut, Rader,2003), and. The content and construct validity and reliability of instruments were tested and confirmed by using experts opinion, confirmatory and exploratory factor analysis and Cronbach’s alpha test.Path analysis method was used to test the model. SPSS 25 and LISREL 9/2 were two statistical soft-wares to serve the purpose of data analysis. Findings illustrated that there was not significant relationship between school effectiveness and teacher performance appraisal. Significant relationship between justice perception and teacher performance appraisal was not confirmed. Also the mediating role of job enthusiasm and trust in relationships of school effectiveness and teacher performance appraisal were confirmed. In order for schools to be effective it is necessary to increase teachers’ enthusiasm by accurately evaluating their performance and allocating rewards, and to create an atmosphere of trust in the schoolThe purpose of this study was to analyse the role of teachers performance appraisal in school effectiveness with mediating role of job enthusiasm, justice perception and organizational trust. . This research was an applied research in terms of the aim and it was descriptive correlational of causal type research in terms of method The statistical population were all senior high-school teachers) 831) in Urmia city among them 306 teachers were selected as research sample utilizing Morgan table and proportionate stratified random sampling technique. Tools of this research included researcher-made questionnaire for appraisal the performance of teachers, an abridged questionnaire of school effectiveness (Baldwin,1995) standard questionnaire of justice perception (kolcoit, 2001), job enthusiasm (salanova, Schaufeli,2003) , trust (Skut, Rader,2003), and. The content and construct validity and reliability of instruments were tested and confirmed by using experts opinion, confirmatory and exploratory factor analysis and Cronbach’s alpha test.Path analysis method was used to test the model. SPSS 25 and LISREL 9/2 were two statistical soft-wares to serve the purpose of data analysis. Findings illustrated that there was not significant relationship between school effectiveness and teacher performance appraisal. Significant relationship between justice perception and teacher performance appraisal was not confirmed. Also the mediating role of job enthusiasm and trust in relationships of school effectiveness and teacher performance appraisal were confirmed. In order for schools to be effective it is necessary to increase teachers’ enthusiasm by accurately evaluating their performance and allocating rewards, and to create an atmosphere of trust in the school

The purpose of this study was to compare the effect of the virtual training of mindfulness and integrative training of emotional competencies intervention on psychological well-being with the moderating role of job engagement. Research population comprised all teachers working in Education Office in Khorasan Razavi Province who were also undergraduate students at Islamic Azad University. Of the study population, 353 consented to participate in the study, and 90 individuals who scored the highest in UWES-9 were purposively selected and allocated into experimental and control groups. Experimental groups received twelve 90-minute sessions via video conference training. The data were collected through Ryff's Scales of Psychological Well-Being (2006) and UWES–9S (2002). The results showed that both educational methods led to a significant improvement in psychological well-being in experimental groups (P ˂ 0.05). Also, the dimensions of job engagement played a moderating role in this research.IntroductionTeachers are constantly anxious and stressed due to the intense activities and problems they encounter at school with the principal, parents, and coworkers. Therefore, it is necessary to consider their health from a positive perspective and to address issues such as psychological well-being (PW) that can determine mental health (Alzina & Paniello, 2017). One of the factors affecting PW is job engagement (JE). JE is a concept that is often used in contrast to job stress. Some researchers, including Schaufeli et al. (2006), have divided JE into three dimensions: Vigor (high levels of energy and mental flexibility while working), absorption (full focus, and immersion at work), and dedication (experience of a sense of importance, desire, intuition, honor, and challenge at work). All such training tries to control stress, but at present, what has attracted experts in the field of occupational health is the use of cognitive-behavioral interventions with a preventive approach. As such, workplace mindfulness training (WMT) (Kersemaekers et al., 2018) and emotional competence training (ECT) (Housman et al., 2018) are among the most effective preventive methods. Rahimi Klor and Kazemzadeh (2015) found a significant negative relationship of JE scores with burnout and job stress. The present study focuses on the theoretical foundations, research background, and research gaps on the effectiveness of virtual training of WMT and ECT on psychological well-being as well as the moderating role of JE, seeking to answer the question of whether virtual training ECT and WMT techniques are effective on teachers' PW due to the moderating effects of JE on teachers. This study aimed to compare the effect of the virtual training of WMT and ECT intervention on PW with the moderating role of JE.Methods and MaterialsThe present study was a semi-experimental study with pretest-posttest and a control group. Study population comprised all teachers working in the Education Office in Khorasan Razavi Province, who were also undergraduate students at Islamic Azad University. Of the study population, 353 consented to participate in the study, and 90 individuals who scored the highest in Utrecht Work Engagement Scale (UWES-9) were purposively selected and allocated into two experimental groups and a control group. That is, 10 individuals from each dimension were randomly assigned to WMT, ECT, and control groups (Table 1). For each of the experimental groups, twelve 90-minute sessions were provided via video conference training. The control group received only regular medical care in this period.  Before and after the training, Ryff’s Scales of Psychological Well-Being (2006) was administered to experimental and control groups (Figure 2).The Utrecht Work Engagement Scale (UWES–9S) This questionnaire was prepared by Schaufeli et al. (2006) and has 17 items. Schaufeli et al. (2006) reported the validity and reliability of UWEA-9S as 0.66 and 0.85, respectively.Ryff’s Scales of Psychological Well-BeingThis questionnaire consists of 54 items with an overall score (Ryff and Singer, 2006). Internal consistency of this questionnaire confirmed with a Cronbach's alpha of 0.94 for the whole scale and between 0.62 and 0.92 for its subscales (Ryff and Singer, 2006).ResultsAs seen in Table 2, participants in both groups have the same mean level in the PW pre-test based on different dimensions of JE, but participants in the experimental groups had higher mean scores than those of the control group in the post-test PW based on different dimensions of JE.The results of ANCOVA in Table 2 show that the effect of each main group was significant, but the effect of subgroups and the effect of interaction between the group and subgroup on PW was not significant. Therefore, by considering pre-test scores as a variable (auxiliary), ECT and WMT techniques have led to a significant difference between the experimental and control groups in the PW variable by JE dimensions. This effect was 81%, 57.5%, and 87.1% in the ECT group and 82.1%, 71.9%, and 88.1% in the WMT group respectively for vigor, absorption, and dedication. Statistical power 1 also indicates the adequacy of sample size and acceptable statistical accuracy for this conclusion.Bonferroni test (Table 3) revealed a statistically significant difference between ECT and WMT (P ˂ 0.05) in all three dimensions of vigor, absorption, and dedication. Furthermore, there was a statistically significant difference between WMT and the control group and between ECT and the control group in all three dimensions of JE (P ˂ 0.05). The results showed that both ECT and WMT techniques led to a significant improvement in the experimental groups compared to the control group in PW by dimensions of JE (P ˂ 0.05). However, according to the mean difference, the significance level was higher in the WMT experimental group compared to that in the ECT experimental group. Also, there was a statistically significant difference between the mean PW of the experimental groups and the control group in the JE dimensions (vigor, absorption, and dedication); dimensions of JE moderated the effect of teaching ECT and WMT on teachers' PW. Also, according to eta coefficients and test power (Table 2), it can be suggested that in both experimental groups (ECT and WMT), the dedication subgroup had a greater adjustment effect than the vigor and absorption subgroups. The vigor subgroup had a greater moderating effect than the absorption subgroup on PW.Conclusions and DiscussionThe results showed that the training of WMT and ECT techniques led to a significant improvement in PW of the experimental groups compared to the control group. Also, training WMT technique was more effective than training ECT technique. All three dimensions of JE (vigor, absorption, and dedication) had a moderating role in the effectiveness of training WMT and ECT techniques on participants’ PW. Also, the dedication subgroup had a greater adjustment effect than the vigor and absorption subgroups. The vigor subgroup had a greater moderating effect compared to the absorption subgroup on PW. Given that this research was conducted among primary school teachers, care should be taken in generalizing the results to other groups. The innovative aspects of this study include reporting the moderating role of JE between WMT and ECT with PW for the first time, as well as providing WMT and ECT training.