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The Association Between School Climate and Teacher Positive Health: The Mediating Role of Proactive Personality | ||
| School Administration | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 مهر 1405 | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/jsa.2026.144693.2618 | ||
| نویسندگان | ||
| Hajar Massah* 1؛ Sayyed Meysam Dibaji2 | ||
| 1Department of Psychology, Kho.C., Islamic Azad University, Khomeinishahr, Iran | ||
| 2Assistant Professor, Department of Psychology, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran | ||
| چکیده | ||
| Positive health has emerged as a significant construct in occupational settings, yet its multidimensional nature and underlying mechanisms remain underexplored in teacher populations. This study pursued three objectives: (a) to validate the factor structure of teacher positive health, (b) to examine the relationship between school climate and positive health, and (c) to test the mediating role of proactive personality in this relationship. A quantitative, descriptive-correlational design with a cross-sectional survey was employed. The statistical population comprised all female high school teachers in Isfahan, Iran, during the 2023–2024 academic year. A sample of 130 female teachers was selected through stratified cluster random sampling. Participants completed questionnaires assessing sociodemographic information, employment characteristics, school climate perception, proactive personality, and positive health. Data were analyzed using structural equation modeling (SEM) via SPSS 26 and AMOS 24, with bootstrapping procedures (5,000 resamples). The results confirmed a three-factor model of teacher positive health, comprising teacher engagement, thriving at work, and effective communication. he direct association between school climate and positive health remained significant after accounting for proactive personality (β = 0.40, p < 0.05). Proactive personality partially accounted for this association (indirect effect = 0.21, 95% CI [0.03, 0.47]), with a medium effect size (κ² = 0.18) and accounting for 34.4% of the total association. These findings suggest that school climate functions as a key contextual resource and proactive personality as a key individual resource in promoting teacher positive health. | ||
| کلیدواژه‌ها | ||
| positive health؛ teacher engagement؛ school climate؛ thriving؛ proactive personality | ||
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