Predicting Positive and Negative Occupational Outcomes Through Individual and Organizational Factors Among Teachers in Urmia County
Keywords:
Individual Factors, Organizational Factors, Positive Occupational Outcomes, Negative Occupational Outcomes, Elementary School Teachers, Path AnalysisAbstract
The present study aimed to predict positive and negative occupational outcomes through individual and organizational factors among elementary school teachers in Urmia County. This applied study employed a descriptive-correlational design using path analysis. The statistical population consisted of all elementary school teachers in Urmia County during the 2021–2022 academic year, totaling approximately 10,000 individuals. A sample of 370 teachers was selected using proportional stratified random sampling. Research instruments included the Individual and Occupational Factors Questionnaire, Organizational Factors Questionnaire, and Positive and Negative Occupational Outcomes Questionnaire. Data were analyzed using SPSS version 28 and LISREL version 10. Pearson correlation coefficients and path analysis were used to test the research hypotheses. The findings indicated that individual factors had a significant positive relationship with positive occupational outcomes (β=0.45, p<0.001) and a significant negative relationship with negative occupational outcomes (β=-0.20, p<0.001). Organizational factors also showed a significant positive relationship with positive occupational outcomes (β=0.37, p<0.001) and a significant negative relationship with negative occupational outcomes (β=-0.16, p<0.001). Correlation analysis further revealed that organizational factors had the strongest negative association with negative occupational outcomes (r=-0.695). All path coefficients were statistically significant at the 0.001 level, and model fit indices confirmed the adequacy of the proposed model. The findings demonstrated that individual and organizational factors play a critical role in increasing positive occupational outcomes and reducing negative occupational outcomes among teachers. Therefore, enhancing organizational support, improving the psychological climate of schools, and strengthening teachers’ psychological resources may improve occupational well-being and professional performance.
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Copyright (c) 2025 Shokoufeh Kasraie (Author); Jahangir Yari Haj Ataloo; Sadegh Maleki Avarsin , Hamdullah Habibi (Author)
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