فصلنامه مشاوره شغلی و سازمانی
پیاپی 51 (تابستان 1401)

Obsessive-compulsive disorder is a type of neurotic disorder that is included in the category of anxiety disorders, so it may affect the career development of individuals. Thus, the purpose of the study is to compare people with obsessive-compulsive disorder and normal people regarding their career development, career decision-making, and career identity. The research method was causal-comparative, and the study population included all the students of the University of Isfahan in the academic year 2015-2016. The sample was selected by random time sampling from the University of Isfahan students who had visited the counseling center. Then, the subjects were assessed by the Yale-Brown obsessive-compulsive scale, and we diagnosed 85 with obsessive-compulsive disorder, and 50 others were normal. The students in the sample responded to Career Development Inventory-Australia (Creed & Patton, 2004), My Vocational Situation Inventory (Holland et al., 1980), Career Indecision (Osipow et al., 1976), and Career Self-awareness (Kermani, 2011). The results showed that there were significant differences between the two groups, namely people with obsessive-compulsive disorder and normal people, regarding the variables of planning, discovery, self-awareness, and indecision (p<0.001) and the variable of decision-making (p<0.05). But the difference between the two groups regarding the career identity variable was insignificant. Obsessive-compulsive disorder plays a significant role in career development and career decision-making. Differential analysis showed that the research variables explain approximately 50% of the group membership variance. Therefore, focusing on these variables in job counseling for obsessive individuals is very important.

The purpose of this research was to examine the present situation of job abundance for faculty members at public institutions in the western part of the country by developing and validating a valid and reliable instrument. This study is an exploratory blend of qualitative and quantitative methods. Twenty-five experts and key informants were selected and interviewed in a targeted and snowball fashion for the qualitative component of the participants. We coded the data in this part at the open and axial levels to determine the symptoms and dimensions of job enrichment. Self-review, acceptance criteria assessment, and control by members (qualitative validation verified by the identified location). The signs were then transformed into questions for a 24-item questionnaire on a 5-point Likert scale, whose content validity was determined via expert validation. In the quantitative phase, 324 faculty members from western institutions (Ilam, Kermanshah, Kurdistan, and Hamedan) were chosen to use a stratified random selection approach and asked to answer a questionnaire developed in the qualitative section. We assessed the results in this section to establish the questionnaire’s construct validity (quantitative validation) by confirmatory factor analysis and its reliability via the internal consistency method (Cronbach’s alpha). We then evaluated the data using a one-sample t-test to determine the present situation of affairs. Job enrichment as educational, research, specialized, individual and organizational services was discovered and verified in the qualitative component of the symptom set (24 markers). Experts also validated the questionnaire’s content validity. We validated the validity and reliability of the questionnaire in the quantitative section, and the results of the present situation assessment revealed that the job enrichment of faculty members is not in good condition. While this research presents a new tool for academics interested in the work's topic enrichment of faculty members, it also has the potential to change the perspectives of stakeholders, decision-makers, and higher education management to promote the job enrichment of faculty members.

The current study aimed to evaluate the reliability and validation of the Persian version of the Job Boredom Scale among Iranian teachers. The present study was descriptive-analytical, and we selected 500 teachers working in Tehran using the convenience sampling method. We collected data using Lee’s Job Boredom Questionnaire (1986), Schaufeli Work Engagement (2002), Maslach Job Burnout Questionnaire (1981), and Smith’s Job Satisfaction Questionnaire (1969). Exploratory factor analysis using principal components and confirmatory factor analysis were used to analyze the data. The results of the experimental study confirmed the factor structure of job boredom with 17 items; we classified all 17 items into uniformity, low arousal, and reluctance to work. The confirmatory factor analysis results confirmed the excellent fit of the three-factor model. Convergent validity coefficients of job boredom with burnout were 0.47, divergent validity coefficients with job satisfaction were -0.50, and job enthusiasm was -0.74. Also, the reliability of the questionnaire was evaluated by the test-retest method in quarterly periods, which had a significant correlation of 0.87 and a Cronbach’s alpha coefficient of 0.94, which showed the confirmation of reliability by the internal synchronization method. Therefore, researchers and practitioners can be suggested to use this tool in research related to determining job boredom and reviewing the job status of teachers.

Today, human resources are the most important and valuable organizational assets that affect the success and growth of organizations. Empowering teachers because of their role and importance in the process of education can play a significant role in improving the activities of the education system and lead to the formation of an effective, sustainable, and quality education system, so the present study models teacher teaching skills based on organizational citizen behavior mediated by empowerment. The present study is applied and descriptive-correlational research according to the purpose. Random cluster sampling selected three hundred teachers working in high schools in the metropolitan area of Karaj in the academic year. Hajizadeh’s Teaching Skills Questionnaire, Spritzer Empowerment, Organization, and the Organizational Citizenship Behavior Questionnaire were used to collect data. We analyzed data using structural equation model analysis through PASW and LISREL software.The findings showed that the model fits well with the data and that teaching skills with the mediation of empowerment have an indirect and significant effect on organizational citizenship behavior. Also, besides educational technology, other dimensions of teaching skills directly affect teachers’ empowerment. According to the research, for developing organizational citizenship behavior in teachers, attention should be paid to their empowerment. For the development of assignments, skills such as design, evaluation, and teaching methods should be strengthened.

Nurses endure a lot of stress that can leave unpleasant effects on personal and professional dimensions. The present study aimed to investigate the role of mindfulness and work engagement in predicting the quality of the working life of nurses. The current research design was descriptive and of the correlation research type. The statistical population was all nurses working in different departments of public hospitals in Tehran city in 2021, of which 314 participated in this study. Mindfulness Scale, Quality of Working Life Questionnaire, and Work Engagement Scale were used. Pearson’s correlation and multiple regression analysis were used to analyze the data using SPSS version 22 software. The results showed a positive and significant correlation between awareness and quality of working life and between work engagement and quality of working life. By having the scores of the components of nurses’ mindfulness and work engagement, it is possible to predict their quality of working life (p<0.001). According to the results, it is possible to improve the quality of work-life skills of nurses by increasing awareness and work engagement so that by being aware of emotions, they can use them better and improve their performance.

This research aimed to compare the professional and personal qualifications of teachers who graduated from Farhangian University with other universities. This research was applied, and its method was causal-comparative. The sample size was 296 school principals in Tehran province in the academic year of 2021-2022, who had a history of working with both groups of teachers, and answered 26 questions from two dimensions of professional competence and personality traits, which were adjusted with a five-point Likert scale. The experts have confirmed the face and content validity of the questionnaire, and their reliability has been approved by Cronbach’s alpha method of 0.92 and 0.90, respectively. The statistical process in this research was descriptive statistics (mean and standard deviation) and inferential statistics (independent t-test). The results show that the superiority of the graduates of Farhangian University was noticeable in all two dimensions. Considering the importance of elementary school in forming students’ personalities, we should use graduates of Farhangian University in this course and the first secondary school. Until the conditions of specialized education at Farhangian University are improved, we should use graduates of other universities at this stage.

Career calling means believing in this principle that the person’s life is a fundamental part of the broad sense of goal and meaning in life and is used in helping people to advance their goals particularly. The purpose of the current study was to investigate career calling from the perspective of the Quran as a case study by Surah Yusuf. The findings showed that we had addressed all aspects of job calling in the Quran, particularly in Surah Yusuf. By studying and collecting evidence, we can conclude that a significant part of the fundamental roots of the career calling Theory (WCT) concentrates on the Quran and, in particular, Surah Yusuf, which has functioned as a model for this theory. The Quran emphasizes the characteristics and goals of an issue that has rarely been addressed in the existing ideas or assessment tools. As a result, through being inspired by the commands of the Quran in terms of career and providing a professional-religious model, context for successful employment can be provided, and also assess new variables, such as calling characteristics.