Presenting a Model of the Effect of Psychological Capital on Improving the Professional Performance of Teachers in Alborz Province

Background &

Job performance is one of the most important variables in industrial and organizational psychology, and its importance is clear for both individuals and organizations, in other words, all major activities in industrial and organizational psychology focus on improving performance. Job is focused. Job performance is the amount of productivity that is obtained from the employment of an individual in the organization. Job performance shows how employees perform in their jobs, initiative, problem-solving, and ways of using resources. Job performance in the field of education is an important factor in the development and advancement of organizational goals; therefore, educational organizations should always try to identify, develop and maintain human capital. Psychological capital is one of the branches of positive psychology, which emphasizes a person's belief in his abilities to achieve success, to be persistent in pursuing goals, to create positive documents about himself, and to endure difficulties. This capital has characteristics such as having confidence in making the necessary efforts for success in challenging tasks (self-efficacy); Creating a positive document about current and future success (optimism); Being steadfast in the path of the goals and if necessary changing the paths to achieve the goals and achieve success (hope) and try harder to achieve success when surrounded by problems and hardships or even positive events, progress and More responsibility (resilience). Psychological capital in teachers as a guide and facilitator of the academic performance of teachers, by providing a human and moral perspective for schools, and also, by relying on the strengths and positive aspects of the organization's members and human resources, and relying on Ethical behaviors provide teachers with a performance beyond expectations, and by changing the conventional views and perspectives towards the school system, tasks, and roles, communication, the behavior of organization members (administrators, teachers, students, and employees). Therefore, teachers with high psychological capital create and create a positive atmosphere based on self-efficacy, hope, optimism, and resilience in themselves and their students. Considering that the education organization is considered one of the most important educational and service institutions of a country that has an important place in the improvement and prosperity of the society, increasing attention to the role of psychological capital in various ways can lead to improve the performance of employees (teachers). Therefore, according to the presented materials, the present research seeks to answer the question: What is the effect of psychological capital on improving the professional performance of teachers in Alborz province in order to present a model?

The purpose of this research is practical, which was carried out with a mixed approach (qualitative and quantitative) with an exploratory design and was approved by the Code of Ethics Commission of the Islamic Azad University of Sari branch with the code IR.IAU.SARI.REC.1401.194. The statistical population studied in the qualitative section included senior managers and education experts of Alborz province who had doctorate degrees and management experience of more than 10 years, and 20 people were identified and their opinions were used in the qualitative section. The statistical population studied in the quantitative section included all official and contract teachers of Alborz province (public sector) in the number of 25,402 people, and their opinions were used in the quantitative section. In the qualitative section, 10 people were selected as a statistical sample using the purposeful sampling method and considering the saturation law. In the quantitative part, based on Cochran's formula, 378 people were selected by stratified random sampling method. To collect data in the qualitative part of this research from semi-structured interviews in the form of a Delphi design and the quantitative part based on the criteria extracted from the qualitative stage, a researcher-made psychological capital questionnaire, and a job performance questionnaire were used. Patterson (1990) was used to collect the required data. The researcher-made psychological capital questionnaire had 51 questions and 2 "individual and organizational" dimensions and 8 components (spirituality, creativity, critical thinking, self-confidence, flexibility, responsibility, successful experiences, and organizational trust). Which was designed in the range of 5 Likert options (very low, low, medium, high, and very high) and was scored from 1 to 5 respectively. Job Performance Questionnaire was designed by Patterson in 1990 this questionnaire has 15 questions and was designed on a 4-point Likert scale (rarely, often, sometimes, and always) and scored from 1 to 4 respectively. To collect data, a researcher-made psychological capital questionnaire and Patterson's occupational performance questionnaire (1990) were used. Data analysis was done using SPSS21 and PLS software.

The results showed that there is a factor load of 0.683 between the variable of psychological capital and the promotion of job performance based on path coefficients, so the effect of psychological capital on the promotion of job performance of teachers in Alborz province is significant at the level of 0.99.

In general, it can be said that psychological capital is one of the influencing factors in the formation of job performance, therefore, by strengthening cognitive capital among employees, it is possible to provide the basis for more effective work in the organizational environment. One of the limitations of this study is the problem of communicating with some specialists, experts, and experts in the field of academic entrepreneurship and determining the time required to conduct interviews, as well as the low interest of some samples to participate in the research process and complete the questionnaires. A little research indicated. According to the results of the study, it is suggested to identify the causes of the ineffectiveness of educational centers regarding not entering the field of psychological capital and trying to increase it as much as possible, especially in in-service classes, which in turn can increase the performance level of teachers. Also, due to the educational nature of psychological capital, it can be considered in different training courses among the employees of different organizations and benefit from its material and non-material benefits.