Effect of School Organizational Conditions, Leadership Perception and Teacher Motivation on Improving Teaching Activity through the Mediation of Professional Development of Elementary Teachers

In educational systems, one of the most important tasks of teachers is teaching. Improvement of teaching activity is one of the concerns of education today which requires studying factors and variables that influence teaching improvement.  In this regards, the purpose of this study was to investigate the effect of school organizational conditions, leadership perception and teacher motivation on improving teacher activity with mediating role of teacher professional development. Research method was descriptive-correlative. The statistical population consisted of all elementary teachers in West Azerbaijan, with Cochran formula and multistage cluster sampling method, 376 persons were choosen as sample. Measurement Tools included standard questionnaires whose validity and reliability were confirmed. Data was analyzed using structural equation modeling technique with SPSS and Pls software. Findings showed that the direct effect of teacher development and teacher motivation on teaching were significant. The direct effect of leadership perception and school organizational conditions on teaching were not significant. The indirect effect of teacher motivation, leadership perception and school organizational conditions mediated by professional development on teaching is significant. Based on the findings of the study, it can be concluded that in order to improve teaching in the school, we can work more motivated, appropriate leadership style and improve the organizational conditions of the school in developing teachers' skills in order to improve the teaching activity in schools.