Impact of Identity Style on Teachers' Academic Optimism Through Mediating Role Self-Management Strategies

The present study aimed to investigate the mediating role of self-management strategies in the relationship between identity style and teachers' educational optimism. This research is applied and correlational. The statistical population of this research was all male and female primary school teachers in Zahedan city in 2020. The participants were 334 people (67 men and 267 women) who were selected by stratified random sampling. Data were collected using Berzonsky's Identity Style Questionnaire (ISI-6G), Teacher sense of academic optimism scale and Self-management strategies scale (short form). The findings indicated there was a significant relationship between informational identity style and academic optimism (r=0.20) and between normative identity style and academic optimism (r=0.30). Also, there was a positive and significant relationship between self-management strategies and teachers' academic optimism (r=0.123). In addition, path analysis revealed that the effect of normative identity style on academic optimism was positive and significant (β=0.29). Also, the effect of informational identity style on self-management strategies was positive and significant (β=0.32). Furthermore, the effect of avoidant identity style on self-management strategies was negative and significant (β = 0.27). The effect of self-management strategies on teachers' academic optimism was also positive and significant (β=0.12). Therefore, it can be concluded that identity styles affects teachers' academic optimism directly and through self-management strategies as well.