The relationship of job calling on job successes and mastery instructional practices with mediating job crafting and professional commitment in teachers

The purpose of this research was the relationship between job calling on job success and mastery of instructional practices while mediating job crafting and professional commitment among teachers of Karman City. The research method was descriptive-correlation based on structural equation modeling. The statistical population includes all teachers working in Kerman city in 2021. The sample consisted of 283 teachers who were selected by the multiple-stage sampling method. Job Calling Questionnaires (JCQ, Dobrow & Tosti-Kharas, 2011), Job Successes Questionnaire (JSQ, Grebner et al., 2008), Patterns of Adaptive Learning Scales (PALS, Midgley et al., 2000), Job Crafting Questionnaire (JCQ, Laurence, 2010) and Professional Commitment Questionnaire (PCQ , Allen and Meyer, 1990) were used to collect the data. The findings showed that the coefficients of the direct paths of job calling to perceived career success, job crafting, professional commitment, and training orientation; Also, job crafting is perceived as career success and training orientation; professional commitment to perceived career success and mastery instructional practices were significant (p<0.01). findings indicated that job calling on perceived job success and mastery instructional practices through job crafting, as well as job calling on mastery instructional practices through professional commitment, and job calling on mastery instructional practices through professional commitment was significant (p<0.01). The fit index also showed that the study model had a good fit. Therefore, job crafting and professional commitment play a mediating role in the relationship between job calling, job success, and mastery of instructional practices.