Mediating Role of Self-Efficacy in the Relationship between Psychological Capital and Innovative Job Performance of Teachers

The present study was conducted with the aim of determining the mediating role of self-efficacy in the relationship between psychological capital and innovative job performance of primary school teachers in Karaj. This research is practical in terms of purpose; In terms of the type of data, little; Also, in terms of the nature of the research, it was descriptive-correlational. The statistical population of the research was all primary school teachers in Karaj city. 242 people were selected based on the calculation of the sample size in structural equations and the stepwise cluster random sampling method. Data collection tools were the standard psychological capital questionnaires of Luthans et al. (2010), Scott and Brass (1994) innovative job performance, and Riggs and Knight (1994) self-efficacy. In the quantitative part, in order to calculate validity, content and construct validity were used, as well as in order to calculate reliability, Cronbach's alpha coefficients (α < 0.7) and composite (α < 0.7) were used, the results of which indicate validity (5.5) AVE<0) and the reliability of research questionnaires. Data analysis was performed in two parts: descriptive statistics (mean, standard deviation, etc.) and inferential (Pearson correlation and structural equation modeling) through Spss-V23 and LISREL-V8.8 software. The findings showed that there is a relationship between psychological capital (0.63) and self-efficacy (0.57) on innovative job performance; Also, self-efficacy plays a mediating role in the relationship between psychological capital and self-efficacy (0.74). Finally, the findings showed that the research model has a good fit.