New Model about the Role of Soft Social Investments on Teachers’ Performance: Case Study of the Relationship between Social Collective Investment with Affective Collective Investment and Performance

  The capitalistic view at human capacities has expanded dramatically in recent years in line with the development of a positive approach to psychology. This research was administered with the aim of investigating structural model of the relationship between social collective investment with affective collective investment and job performance among teachers. Research method was correlation and research statistical population was the primary school teachers in Borkhar district in Isfahan city, among them two hundred and ninety persons were selected using simple random sampling. Research instrument were included social collective investment (Golparvar, 2017), affective collective investment (Golparvar, 2017) and job performance (Vigoda-Gadot et al, 2007). Data were analyzed using Pearson’s correlation coefficient and structural equation modeling (SEM). Results revealed that there is a positive significant relationship between social collective investment with affective collective investment and job performance (p<0.01), and between affective collective investment with job performance (p<0.01). Results of structural equation modeling and mediation analysis indicated that affective collective investment is a complete mediator on the relationship between social collective investment and job performance. In general, the results of current research showed that trough social collective investment and affective collective investment we can enhance teachers’ job performance