عملکرد شغلی معلمان

The purpose of this study was to investigate the role of managers’ ethical leadership in teachers' job performance with the mediating role of professional commitment. This study used quantitative descriptive-correlational method with structural equations modeling. The study population comprised all elementary school teachers in Tuyserkan (n=332), who were selected by census because the statistical population was small. Data were collected through the Ethical Leadership Questionnaire of Kalshovenet al. (2011), Clikeman & Hening's Professional Commitment (2000), and Patterson (1996) Job Performance Questionnaire. Cronbach's alpha coefficient and confirmatory factor analysis were used to determine the reliability of the instruments. Data were analyzed using Pearson’s correlation test and structural equation modeling technique in LISREL10.30 software. Findings showed that managers' ethical leadership and teachers' professional commitment have a significant effect on job performance (0.05). Ethical leadership mediated by professional commitment also affects teachers' job performance (0.05).

Education is considered as the pillar of development and progress of any country and the teacher has a fundamental role in this structure, and that is why improving the performance of teachers is an important issue. The current research was carried out with the aim of providing a model to improve the level of teachers' professional performance based on educational justice. This research was carried out using a mixed quantitative and qualitative method; In the qualitative part, using the foundational data theory method and using the opinions of 14 scientific and executive experts in the field of educational management and primary education experts, the components and indicators of the identification model and the hypothetical research model have been drawn. Quantitative part was carried out in a descriptive way and in the form of a survey and using a researcher questionnaire, the required data was collected from among 200 elementary school teachers in Bojnord city as a statistical population and using the method of structural equations using software. Amos software has been analyzed. The findings of the research show that educational justice has a positive and significant effect on teachers' job performance, and the prepared model is an acceptable model.

In today's world, the success of organizations directly depends on the effective use of human resources. In fact, it can be said that great organizational changes originate from the unlimited intellectual capabilities of human beings. On the other hand, the "performance" of each person in any situation, indicates his insight and awareness of a particular situation or issue. Performance means achieving and completing the goals, tasks or tasks of the organization. Performance is seen as a degree of cognition of goals and shows that any individual, group or unit of work can achieve their goal through it. Performance is an action or behavior that is related to the purpose of the organization and can be measured based on an individual's competence such as individual participation. Job performance is the behavior or action of an individual towards specific tasks that he or she must be aware of as an employee. Job performance is the set of job-related behaviors that individuals display. Also, performance is defined as activities that are normally part of a person's job and activities and should be done. In another definition, job performance is defined as the organizational value of an employee's job behaviors at different times and job situations. Organizational value is an estimate of the activities and services of its employees, such as doing a job with a good working relationship with other employees. In educational organizations, due to its sensitivity and infrastructure, the discussion of evaluation and attention to teacher performance is of particular importance, so that every year teacher performance is measured and compared based on specific worksheets. The survival and efficiency of educational systems depend on the diverse knowledge and expertise, abilities and skills of human resources, especially teachers. The more prepared, competent and capable teachers are, the more they will contribute to improving the efficiency of systems. More broadly, teachers' job performance is defined as their contribution to the achievement of educational goals and objectives. While in some studies it is limited to teaching behavior. However, the job performance of teachers applies not only to the classroom or school, but to all the environments in which students are present. Therefore, the job performance of teachers can be considered multidimensional. These dimensions include lesson preparation, education, student evaluation, commitment, extracurricular activities, effective supervision and supervision, effective leadership, motivation and discipline, educational, professional, personal characteristics, classroom management, taking into account students' individual differences Continuous use of motivational tools, teaching style and method, finding solutions to problems and guiding students. In this regard, previous research shows that many variables can play a role in improving teachers' job performance, one of which is curriculum literacy. Education in today's societies is the most important pillar for achieving development and transformation. Among these, the largest share of efforts goes to teachers as operational models of educational systems, which are at the forefront of designing and implementing educational programs to achieve the goals. The curriculum planning process is one of these models that includes the organization of activities and evaluation and its purpose is to create the desired changes and the learner axis. Curriculum literacy can be defined as the process of teachers' understanding and analysis of a formal curriculum with high-level mental skills. Because the main factor reflecting the programs to the process of teaching and teaching teachers. In this context, teachers need to understand and analyze programs, in other words, be literate in the curriculum so that programs are reflected in the learning and teaching process. Curriculum planning literacy is an important competency of the teacher, he presented the competencies that teachers should have in relation to this type of literacy under the headings of purpose, content, learning-teaching processes and evaluation. these competencies are essential skills that can be reproduced and improved. Improving the quality of education in each level and field of study requires the application of the principles and techniques of the curriculum. The application of curriculum techniques is important due to its basics and the implementation of learning principles in reviewing and improving existing programs and trainings in schools, universities and human resources training centers. In this case, it is necessary for teachers to have full knowledge of curriculum planning. Teacher curriculum literacy also allows teachers to sometimes develop the most appropriate curriculum for the class, as it is the only teacher who has sufficient knowledge of his or her students. Prefabricated curricula oblige the teacher to follow guidelines that may conflict with the teacher's values. In this case, such a procedure will destroy the independence of the teacher. Studies show that programs that are designed to be more flexible give the teacher more leeway and are more proportionate. In this case, teachers should have the necessary knowledge and literacy for curriculum planning and be familiar with the basics of curriculum planning and curriculum elements so that they can select and prepare the necessary teaching aids and the type of learning activities appropriate for students based on their creativity and innovation. One of the variables through which curriculum literacy affects teachers' job performance is teaching orientation.Teachers should consider the orientation of teaching, learning, and individual differences of students while continuously learning the psychological findings and improving their performance, and also try to increase the quality of their job performance. Teaching orientation; Methods, activities, and techniques that a teacher uses in front of a class. Teaching orientation is considered as a level above a classification that includes two or more impressions. Perceptions of teaching and learning in general include teachers 'knowledge of teaching and, in particular, their beliefs about teachers' preferred teaching and learning methods and their ideas about the role of teachers and learners in the knowledge acquisition process.The research conducted on teachers' perceptions of teaching classifies them into two groups: 1- Teachers who look at teaching as knowledge transfer 2.Teachers who view teaching as facilitating the construction of knowledge by students. The research on teachers' beliefs about teaching and learning, which is in full relation with the two perspectives of transition and constructivism of teaching, was organized under two more general titles: teaching-oriented orientations and learning-oriented orientations. The main characteristic of teaching-oriented orientation is the dominant role played by the teacher. Teachers who express this orientation believe that if they teach well and provide information to students in a well-organized and interesting way, learning will be achieved automatically. In contrast, the main feature of learning-oriented orientations is the role for students to be involved in the learning process and the construction of knowledge by themselves.

The aim of this study was to investigate the relationship between ethical leadership with performance and job self-efficacy of first grade high school teachers in District 9 of Tehran. The present study is an applied descriptive research that has been conducted by survey method. The statistical population of this study is 295 first grade high school teachers in District 9 of Tehran, of which 167 people were selected as a statistical sample by simple random sampling and by distributing a questionnaire, the required data were collected. The research instruments are three standards of ethical leadership standard, standard performance questionnaire, and job self-efficacy questionnaire. Pearson correlation coefficient and multivariate analysis of variance (MANOVA) were used to analyze the data by SPSS software. The results showed that there is a significant positive relationship between ethical leadership with job performance and self-efficacy of junior high school teachers in Tehran's 9th district. Changes in job performance and 39.9% of changes related to teacher self-efficacy explained by ethical leadership have an effect on teachers' self-efficacy more than job performance. Among the components of ethical leadership, fairness has the greatest impact and relationship with the discussion of job performance and job self-efficacy.

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.