توانمندسازی روان شناختی

The most important factor in the success of the education and training system is the employees of that organization, and considering the goal of education and training, which is the education of people, it can be said that human resources in the education and training organization are more important than other organizations. The aim of the current research was to investigate the relationship between quantum management and psychological empowerment of employees (case study of education and training employees in Darab city). The research was a description of the type of correlation and its statistical population included all the employees working in the education department of Darab city in 1401-1402 in the number of 116 people, from which all the employees were selected as a statistical sample using the census method and Altafi quantum management questionnaires (1390) with a reliability of 0.91 and completed Spritzer's Psychological Empowerment Questionnaire (1995) with a reliability of 0.95. The collected data were analyzed by Pearson correlation and multiple regression. The findings of the research showed that there is a positive and significant relationship between quantum management and the psychological empowerment of education and training staff in Darab city. All aspects of quantum management have a positive and significant relationship with the psychological empowerment of Darab education workers.

Abstract The purpose of this research was to analyze the effect of professional ethics of managers and job supports on employees' occupational content plots by examining the mediating role of psychological empowerment among employees of Urmia University. The statistical population of this research includes 596 employees of this university of Urmia, 220 of them were selected as simple random samples. This descriptive study was a correlational survey. The data were collected from Ghasmzadeh's Professional Ethics Questionnaire (1392), Shin Career Questionnaire (1990), Spreader's Psychological Empowerment Questionnaire (1995) and Mailman Questionnaire for occupying the field (1992). Validity (content, convergent divergent) and reliability (factor load, composite reliability coefficient and Cronbach's alpha coefficient) showed that the measurement tools had good validity and reliability. The results of testing the hypotheses by SMART-PLS software and using t-test and path coefficients (β) showed that there are strong and strong relations between the research variables. On the other hand, psychological empowerment can play the role of mediation in the relationship between professional ethics and occupational support with occupational content, and on the other hand, professional ethics and job support can be promoted as a moderating variable of the negative effect that psychological empowerment has on the content of the job.

To determine the extent to which learning agility mediates the effect of psychological empowerment on personal development, a sample of 325 physical education teachers from among 1500 in Tehran was randomly selected and given three questionnaires to measure their learning agility (Gravett & Caldwell, 2016), personal development (Dachner, 2013), and psychological empowerment (Hatami & Dastar, 2012). Data analysis revealed that psychological empowerment affects teachers’ personal development, both directly (0.36), and indirectly through learning agility (0.21). Teachers with high empowerment and agility scores showed greater inclination towards learning new subjects that help them with their personal growth. Such individuals are curious and constantly in pursuit of personal development and improvement. It is recommended that responsible authorities pay attention to these findings and provide the necessary conditions for improving the learning agility of physical education teachers.

The purpose of this study was to investigate the relationship between level five leadership and distributive leadership with organizational excellence in schools through structural and psychological empowerment of teachers. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all primary school teachers in Fars province in the academic year 1399-1400 with 16264 people, according to the classes of the research community such as the type of region (privileged, semi-privileged and deprived), the number of cities / districts (39) and gender (male and female) by stratified random sampling method based on Cochran's formula The volume of 375 people was selected. Data collection was based on five questionnaires of level five leadership Cham Asmani, Almore distributive leadership, psychological empowerment of Spritzer, structural empowerment of Kordanij, Bakhshizadeh and Fatehalahi and Amarloo organizational excellence, whose Cronbach's alpha coefficient 0.96, 0.92, 0.94, 0.93 and 0.91 were obtained, respectively. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data were analyzed using SPSS and LISREL software. The results showed that: level five leadership has a direct, positive and significant relationship with psychological empowerment and organizational excellence of schools; Level five leadership has an indirect, positive and significant relationship with the organizational excellence of schools through psychological empowerment; Distributive leadership has a direct, positive and significant relationship with structural empowerment and organizational excellence of schools; Distributive leadership has an indirect, positive and significant relationship with the organizational excellence of schools through structural empowerment. In fact, level five and distribution leaders, along with the mediating role of psychological empowerment and structural empowerment of teachers, have an effective role in the excellence and organizational excellence of schools. Therefore, if school principals and leaders use Level five leadership and distributive leadership strategies and in this process use strategies such as psychological and structural empowerment, they can create favorable conditions for cooperation and participation of teachers as much as possible to grow and improve the level. Provide schools in all dimensions and organizational excellence of the school.

The present study sought to investigate the relationship between interpersonal and organizational factors with organizational excellence and test the mediating role of professional ethics, psychological empowerment and organizational agility. This study is applied in terms of purpose and in terms of descriptive-correlation method and in terms of the type of structural equation model. The statistical population included all employees of the education staff of West Azerbaijan province in the academic year 2018-19. in the number of 1250 people, among whom 332 people were selected as a sample using Morgan formula and stratified randomly. A questionnaire was used to collect data. Which includes Bordbar(2012) teamwork questionnaires(α=0/86), Matson (1983) interpersonal communication skills(α=0/93), Erabi and Rahimzadeh organizational culture (2007)(α=0/95), Choopani participatory management (2010) (α=0/94), Jang (1995) job independence(α=0/85), Organizational Learning Nifeh (2001) (α=0/94), Kadozir's Professional Ethics (2002) )α=0/81), Spriters and Mishra (1997) Psychological Empowerment(α=0/90), Sharifi and Zhang(1999) organizational agility(α=0/94), and Asgari (2014) Organizational Excellence Questionnaire(α=0/97), The validity of the instrument was confirmed by confirmatory factor analysis and reliability by Cronbach's alpha. Data were analyzed using structural equation modeling approach and AMOS and SPSS software. The results showed that professional ethics (0.17), psychological empowerment (0.20) and organizational agility (0.15) have a positive and direct effect on organizational excellence. Also, the indirect effect of interpersonal factors (0.15) and organizational factors (0.17) on organizational excellence was positive and significant. The direct effect of interpersonal factors (0.43) and organizational factors (0.33) on positive and significant professional ethics. The direct effect of interpersonal factors (0.29) and organizational factors (0.20) on psychological empowerment is positive and significant. The direct effect of organizational factors (0.47) on positive organizational agility is significant but interpersonal factors (0.11) do not have a significant direct effect on this variable. According to the fit indices of the tested model, the final research model has a good fit.

The aim of this study was to investigate the impact of digital leadership style on teachers’ digital teaching with the mediating role of psychological empowerment. To achieve this purpose, the descriptive-correlation method was used by the structural equation modeling. The research population consisted of all the teachers in public and non-public schools in Khodābande city (N= 956), from whom, 274 teachers were selected as sample, according to Krejcie & Morgan's table and using quota sampling. The research tool consisted of three questionnaires including the digital leadership of ISTE (2014), the digital teaching of Hamzah, Nasir, & Wahab (2021), and the psychological empowerment of Spritzer & Mishra (1997). To analyze the data, the researchers used two softwares, i.e., SPSS (Version 26) and Smart PLS (Version 3). Findings showed that the digital leadership style has a direct and significant effect on two variables: digital teaching (β=0.89) and psychological empowerment (β=0.65). Also, psychological empowerment has a direct and significant effect on the digital teaching of teachers (β=0.82). Finally, digital leadership with the mediating role of psychological empowerment has an indirect and significant effect on digital teaching (β=0.24). Based on the research findings, it could be said that the success of digital leadership style in teachers’ digital teaching requires culturalization in the use of digital tools in the teaching-learning process, providing the infrastructures necessary to teach teachers, and increasing the competency, skill, and confidence of teachers in the use of digital tools in the teaching-learning process.

Employees can handle assigned tasks well when they have the necessary skills, knowledge and ability and know the goals of the organization well. A tool that can help managers in this field is the process of psychological empowerment. Therefore, the purpose of the present study was to investigate and analyze the importance and cause and effect relationships of the dimensions and components of the effective model of psychological empowerment of the employees of command and staff University and the headquarters of the Islamic Republic of Iran Army from the point of view of the experts of this organization. The research is applied in terms of purpose, qualitative in terms of approach and descriptive-survey in terms of research method. The statistical population of the research was formed by 40 experts from the Command University and the Headquarters of the Islamic Republic of Iran Army in the field of psychological empowerment - who had complete knowledge of the organization and its goals and tasks. The purposeful sampling method, the number of sample people, 10 experts and the measurement tool, a questionnaire based on Dematel technique was made by the researcher and the calculations were done with the help of Excel software. The findings of the research indicate that the "organizational" dimension is the most influential and the "individual" dimension is the most influential, the "management strategies" component has the most influencing power and the "special abilities" component is the most influential component. "Organizational and extra-organizational" dimensions are part of the cause factors and the "individual" dimension of the disabled factor, the components of "management strategies, organizational culture, organizational, cultural-social, economic, political-legal and technological structure" are part of the cause factors and components of "individual traits, mental health”, religious, moral and special abilities are considered among the disabled factors.

The aim of this study was to investigate The role of job commitment, creative self-efficacy and psychological empowerment in predicting teachers' creative teaching. To achieve this important, The research method of this study was descriptive causal – correlational.The statistical population of this research includes all teachers working in the education and training of Fardis city in the academic year of 2018- 2019 According to sampling morgan table and using available random cluster, 306 sample among teachers were selected. Participants responded to job commitment of Blau (2009) questionnaire, psychological Empowerment of Spreitzer (1995) questionnaire, creative teaching By a group of Thailand university professors (2003) and Creative self-efficacy Beghtto (2006) questionnaire. The tools had a good validity and reliability. Data were analyzed by Descriptive Statistics )mean, standard deviations(,  and Inferential statistics (pearson correlation and multiple regression) analysis software SPSS were used. The results showed that is a positive and significant relationship between creative teaching of teachers with job commitment, creative self-efficacy and psychological empowerment. Also, the results showed that the three variables considered had a significant contribution in predicting teachers' creative teaching. That's why it can be said, The results of this research indicate the importance of the role of job commitment, creative self-efficacy and psychological empowerment in promoting the teaching of creative teachers, and recommended that workshops pedagogyin this context should be hold. In such a way that teachers are able to decide on their own, find new solutions to problems, and feel competent, self-reliant, committed and responsible for work.

This study was conducted to compare the effect of education programs based on PERMA model and psychological empowerment training on the future orientation and self-actualization of junior high school students. This study used a quasi-experimental pretest-posttest control group design. The statistical population of the study consisted of all ninth grade students in Shiraz, Iran, in the 2019-2020 academic year. Purposive sampling was used to select 175 students. The sample consisted of three intact classes with 87 girls and three other intact classes with 88 boys. The six classes were randomly assigned, based on the type of instruction offered to them, to three groups, namely PERMA =55, psychological empowerment= 47, and control =73. Considering data collection, the Future Orientation Questionnaire (Di Maggio et al., 2016), and Ahvaz SelfActualization Inventory (Ismaeelkhani et al., 2001) were distributed among participants at pre, post, and follow up phases. The experimental groups were taught based on either PERMA or psychological empowerment packages for eight 90-minute sessions. The control group, however, received no intervention. ANCOVA results showed a significant increase in post-test mean scores concerning participants' future orientation in both PERMA and Empowering groups (P=0.01). Similar finding was concerned in relation to participants' selfactualization. However, only the effect of PERMA intervention on selfactualization was significant in the follow-up phase. Based on the overall findings, it can be concluded that the two types of intervention can be helpful in overcoming the adolescent crises and in increasing students' empowerment and self-actualization.

The purpose of this study was to investigate mediating effect of Psychological Empowerment the relationship between collective teacher efficacyand teaching emotions on elementary school teachers in the city of Maybod. The method of this study was descriptive-correlation of structural equations modeling type. The population included 550 primary school teachers who have been teaching in academic years 2018-2019. Among them, 234 teachers were selected using cluster random sampling. The measurement tools in this research were collective Tschannen-Moran & Barr’s (2004) Teacher Efficacy Questionnaire, Spreitzer’s (1995) psychological empowerment Questionnaire and Frenzel et al’s (2010) Teaching Emotions Questionnaire. Data were analyzed using Pearson correlation coefficient and Modeling. The results showed that the proposed model has good fit (GFI= 0.94 & RAMSEA= 0.07). The results of Modeling showed that collective teacher efficacycan predicts positively teachers’ Positive emotions through the mediation of Empowerment Dimensions. Besides, collective teacher efficacycan predict positively teachers’ negatively emotions through the mediation of empowerment dimensions. These results suggest that promoting of collective self-efficacy among teachers increases the effectiveness of teaching and enjoyable experience in the teaching profession.

The aim of this study was to investigate the effect of ethical leadership on the organizational effectiveness of schools with the mediating role of creativity and psychological empowerment of teachers. The research method was descriptive-correlational. The study population consisted of 2209 teachers in Shiraz District 1 in the academic year 1399-1400, which was selected using a simple random sampling method and based on Cochran's formula, a sample of 327 teachers from this community. To collect data from four ethical leadership questionnaires, Kalshoven, Den Hartog, and De Hoogh (2011); Spritzer Psychological Empowerment (1995); Torrance Staff Creativity (1963) and the Organizational Effectiveness Questionnaire of Serjivani, Strata, and Robert (1992) schools were used. Data analysis was performed using structural equation modeling and Spss and lisrel software. Findings showed that: Ethical leadership, psychological empowerment and creativity have a direct, positive and significant effect at the level of 0.05 on organizational effectiveness; Ethical leadership also has an indirect, positive and significant effect on organizational effectiveness through the mediation of psychological empowerment and creativity. From the findings, it can be concluded that ethical leaders, along with the mediating role of psychological empowerment and creativity of teachers, have an effective role in the organizational effectiveness of schools. Therefore, if school principals and leaders have positive qualities of ethical leadership and in this process use strategies such as psychological empowerment and creativity of teachers, they can create favorable conditions for cooperation and participation of teachers in various school affairs and ultimately. Provide school effectiveness.

Teachers are the most influential factor at schools, and their job performance is essential indicator of success and persistence of the goals of educational organizations, and the ability of teachers and leadership style of headmasters play significant role on it. This study aim to predict job performance of teachers based on psychological empowerment and leadership style of headmasters. Descriptive-correlation method was used and statistical society include all female teachers (413 individuals) of primary schools at 2 and 4 district of Tabriz, 198 individuals were selected as sample by multi-stage random cluster method. Data collected using standard questionnaires of Paterson’s job performance, Spritzer’s psychological empowerment, and leadership style of Hersey-Blanchard. Alpha-Cronbach was calculated for each of the variables as 0.93, 0.91 and 0.62, respectively. For data analysis, Pearson’s correlation coefficient, multiple regression tests and SPSS software (version 16) were used. Results of the Pearson correlation coefficient indicated that job performance of psychological empowerment was positive (0.50) and meaningful (p < 0.01). Results of the multiple regression with step by step approach indicated that meaningful elements of reliability, effectiveness and competency are the best predictors of job performance of teachers (p < 0.05) among psychological empowerment elements, and imperative leadership style was the best predictor of job performance in leadership styles (p < 0.05). Therefore, optimizing psychological ability of teachers and selecting desired leadership style of headmasters lead to positive effect on job performance of teachers.

This research is applied to consider the effects of the organizational culture (based on Cameron & Quinn model) on organizational learning & psychological empowerment. The research plan is correlation through structural equations modeling. Population of the research includes all of the employees of Social Security Organization, which 341 ones of them were selected by simple random sampling. The data was collected by the questionnaires of organizational learning's culture (Cameron & Quinn, 2006), organizational learning (Neefe, 2001), psychological empowerment (Espritzer, 1995) and analysized by Lizerel structural equations modeling. The analysis of structural equations modeling confirmed the propriety of the proposed model with the data. The results show that organizational culture has a positive direct and meaningful effect on organizational learning and also on psychological empowerment.

In the future, societies will be expected to develop and progress with a larger share of knowledge. In the meantime, organizational health leads to a successful encounter of the organization with external barriers, and improving the indicators of psychological empowerment of employees improves employee performance and productivity of the organization.
The purpose of this study was to investigate the effect of knowledge management on organizational health and psychological empowerment of staff of the technical and vocational training organization of the country. The research type is applied, and the research method is survey. The research samples were randomly selected using Cochran's formula (196 people). The data gathering tool was Hemmatian Knowledge Management Standard (2010), Hui et al. (1996), and Organizational Health Questionnaire (1996) and Spittis and Mishra's (1997) Psychological Empowerment Questionnaire. Validity and reliability of the questionnaires were evaluated from the point of view of the experts. Data were analyzed by descriptive statistics, correlation and linear regression tests using SPSS24 software.
The findings of the research showed that knowledge management and its components had a positive and significant effect on organizational health and psychological empowerment variables and there was no significant relationship between "knowledge use" and organizational health. Research results can be used as a tool for better planning and decision making in the areas of knowledge management, organizational health and psychological empowerment in organizations.

Introduction Learning in the workplace can be seen as a way to improve communication processes. Learning not only helps to improve individual and organizational performance but also enhance the integrity of the process that requires the interaction of people and the environment; environmental learning as a process of formal and informal relationships transfers technical knowledge, culture and norms. Previous research about learning at work insisted on the process of collective learning and social communication at work. Understanding workplace learning means to detect complications and social processes of individual and organizational contexts that have an impact on the socialization. Various variables in the workplace can influence the individuals, groups and organizations learning. Good learning environment can encourage employees to stay in the organization for a long time. The purpose of this study was to investigate the direct and indirect relationships between organizational learning culture, managerial effectiveness, psychological empowerment and workplace learning.
Research hypotheses According to empirical literature review, direct and indirect relationships between the variables of organizational learning culture, managerial effectiveness, psychological empowerment and the workplace learning, in this study six hypotheses were investigated: 1) organizational learning culture increases managerial effectiveness; 2) organizational learning culture facilitates learning in the workplace; 3) organizational learning culture will facilitate the psychological empowerment; 4) the effectiveness of managerial increases workplace learning; 5) employee's psychological empowerment improve learning in the workplace 6) psychological empowerment is improved by the managerial effectiveness.
Methods In this correlational study (structural equation modeling), the internal relationship between exogenous construct, organizational learning culture, and endogenous, managerial effectiveness, psychological empowerment and workplace learning were investigated. Data with the participation of 117 employees of two public organizations in Tehran were gathered. The population included all employees of the two organizations excepting those who had less than one year of work experience because these staff did not have the opportunity to gain experience on the field. Information in this study was collected by using four standard questionnaires: a) Learning organization questionnaire (Marsick and Watkins, 2003) with 7 items, b) Psychological empowerment questionnaire (Spreitzer, 1995) with 12 items c) Managerial effectiveness inventory (Denison et al. 1995) with 5 items and d) Workplace learning questionnaire (Reio, 1997) with 18 items. The validity of all instruments was investigated by confirmatory factor analysis and testing of the average variance extracted (AVE). The Cronbach's alpha coefficients (between 0.79 and 0.94) verified the reliability of the questionnaires. In order to test the hypotheses or structural equation model of organizational learning culture, managerial effectiveness, psychological empowerment and workplace learning Smart PLS was used.
Results More than half of the participants were aged between 30 and 39. The work experience of 45.30% of the participants was between 10 and 19 years. Also 44% of respondents were males. According to the results the highest average learning in the workplace related to the relationship (28.3) and the highest mean of organizational learning culture related to the communications system (2.71). The correlations among all variables were significant. The highest significant correlation between "managerial effectiveness" and "learning in the workplace" (r = 0.63) and the lowest significant correlation between "managerial effectiveness" and "psychological empowerment" (r = 0.50) have been reported. Based on the model of this study, organizational learning culture, managerial effectiveness, psychological empowerment and learning in the workplace were entered into the analysis. The finding of this study determined that organizational learning culture, managerial effectiveness, and psychological empowerment had a significant direct and indirect effect, through managerial effectiveness, and psychological empowerment on workplace learning. In particular, organizational learning culture had a strong impact (Total effect = 0.62) on workplace learning. Organizational learning culture had significant direct and indirect effects on the psychological empowerment and managerial effectiveness. Finally, the results showed that managerial effectiveness had a significant direct effect on the psychological empowerment.
Discussion and Conclusion Based on these results, organizational learning culture had the greatest role directly and indirectly by improving management effectiveness and psychological empowerment and influenced the employees learning in the workplace. These results revealed the importance of organizational culture for managers who might be encouraged to promote a culture of learning in the organization. In this study, social aspect of learning in the workplace is considered and psychological and economic factors such as the strength of the organization, use of technology, management values and identity have not been studied.

The aim of this study was to investigation of the relationship between organizational learning culture with psychological empowerment and organizational innovation, as well as the mediating role of organizational learning. The method was correlation through Structural equation modeling (SEM) design. The study population will consist of all the employees of National Iranian Drilling Company which 240 people were selected using stratified random sampling. Data have been gathered by organizational learning culture questionnaire (Watkins & Marsick, 2003), organizational learning questionnaire (Lopez, Peon & Ordas), psychological empowerment questionnaire (Spreitzer, 1995) and organizational innovation questionnaire (Wang & Ahmed, 2004), and analyzed with structural equation modeling and bootstrap method. Structural equation modeling analyses indicated that the proposed model fit the data properly. The results supported the direct effect of organizational learning culture on organizational learning, direct effect of organizational learning on psychological empowerment and organizational innovation and indirect effect of organizational learning culture on psychological empowerment and organizational innovation through organizational learning.

This study investigates the relationship between psychology empowerment and job satisfaction and mediating role of self-efficacy and self-regulation. Psychological empowerment, selfefficacy, self-regulation and job satisfaction questionnaires were executed on 310 experts of staff domain of Kharazmi University in 2013. This research used correlation method and the performance in questionnaires was done with full count method. The structural equation model contained one exogenous construct–psychologicalempowerment; and 3 endogenous constructs –selfefficacy, self-regulation and job satisfaction. Thestudy demonstrated that psychological empowerment had significant and direct effect on self-efficacy (γ = 0/37), self-regulation (γ = 0/55), and job satisfaction (γ = 0/86); direct and significant effect of selfefficacy on self-regulation (β = 0/34) and on job satisfaction (β = 0/37); and indirect and significant effect of self-regulation on job satisfaction (β = - 0/54). Results showed psychological empowerment that is self-determination, risk-taking, personal growth and high responsibility in decision-making has direct effect on self-efficacy i.e. people’s judgments of their capabilities to organize, execute courses of actions and also both of two constructs have direct effects on self-regulation and job satisfaction and success of organization subsequently; whereas self-regulation that is regular effort to obtain personal and organizational goals has indirect effect on job satisfaction.

Thepurpose of the Present study was to concept of psychological empowerment and its relationship with psychological capital among teachers.This study was descriptive - correlation and the statistical. Population included all of the primary school teachers who have been teaching in academics years 2013-14, totaled of 4805 teacher.Of these, 200 teacher were selected according to method of determining sample size of Stevens (1996) and by using stratified random sampling from the stratifical society.Research tools were psychological empowerment questionnaire (Spreitzer and Mishra, 1995) and psychological capital questionnaire (Luthans et al 2007).Both of the questionnaires were reviewed and confirmed in term of content validity by seven experts. The results showed that significant and positive correlation exited between psychological capital and its dimensions (self-efficacy, hope,flexibility and optimism)withpsychological empowerment of teachers in primary schools at (p≤0/05). Also multiple regression analysis showed that although psychological capital be able to predict the psychological empowerment of teachers butamong dimensions of psychological capital, dimensions of hope 21.9 percent and flexibility 3.6 percent explain psychological empowerment among teachers, while other dimensions of self-efficacy and optimism could not predict any psychological empowerment of elementary school teachers.

By new reflections and basic changes which have been made in the field of Human Resources Administration (HRA), the way for using the professional ability of employees has paved and managers pay more attention to workers who are the main property of organizations. This has caused to design and provide spread and various programs in order to improve the professional ability of employees, boasts, satisfaction, affection and also the quality of their work life. This research has been done with the aim of investigating the quality of work life and making clear the role of its predictive terms with psychological empowerment of primary teachers in Birjand. The research method was descriptive-corrolational and the statistic society was all the teachers of grades 4 and 5 in Birjand primary schools in academic years 1390_91. The samples size has been estimated base on Korchi and Murugan chart and was 188 teachers whom have been chosen by Random Sampling. The research tools were two questionnaires: Quality of Work Life (Walton, 1973) and Psychological Empowerment (Spreatrez, 1995), which their reliabilities were respectively 0/895 and 0/827, base on Conbach’s Alpha. The results showed that the condition of quality of work life and psychological empowerment of teachers were higher than average. There were statistically significant correlation between the components of quality of work life (instead of general atmosphere) and psychological empowerment. In addition, social dependence of work life, securing the opportunity of growth, continuing security and expanding the human abilities predicts psychological empowerment. Furthermore, there were statistically significant differences between the components of quality of work life and psychological empowerment of male and female teachers.