Management and Educational Perspective

Abstract This study aimed to examine the structural relationship between quality of life and teaching career acceptance among student-teachers at Farhangian University in East Azerbaijan Province. The research was applicable in purpose, quantitative in nature, and descriptive-correlational in design, conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). A sample of 500 participants was randomly selected from a population of 5,000 student-teachers. Data were collected using two questionnaires: The Teaching Career Acceptance Scale by Richardson and Watt (2006), consisting of 14 items across four dimensions (teaching ability, intrinsic value of the profession, job satisfaction, and shaping the future of children and adolescents), and the Quality of Life Scale by Ainley and Bourke (1992), consisting of 10 items across three dimensions (overall satisfaction, achievement, and opportunity). Data analysis was conducted using SmartPLS version 3. Results indicated that quality of life had a positive and significant effect on teaching career acceptance (β = 0.673, p=0.001<0.05). Specifically, overall satisfaction (β = 0.340) and achievement (β = 0.423) exerted positive and significant effects, whereas the opportunity dimension showed a non-significant effect (β = -0.051, p=0.480>0.05). Findings suggest that enhancing quality of life, particularly overall satisfaction and a sense of achievement can strengthen motivation and commitment to the teaching profession. Accordingly, it is recommended that educational and welfare programs at Farhangian University focus on improving students’ mental health and living conditions to foster the development of competent and committed teachers.
Introduction
Occupation constitutes a fundamental aspect of individual and social identity. Beyond financial income, individuals expect meaning, satisfaction, and psychological security from their profession. Within teaching, two concepts; career acceptance and quality of life, play pivotal roles. Career acceptance refers to the degree of satisfaction and willingness to engage in teaching, while quality of life reflects subjective perceptions of well-being across multiple dimensions. Internal factors such as interest, service motivation, and academic success, alongside external factors such as salary, job security, and social status, influence teaching career acceptance. Previous studies have demonstrated that a favorable quality of life enhances job satisfaction, reduces stress, and improves instructional performance, whereas poor quality of life accelerates attrition. International experiences highlight the necessity of financial, psychological, and social support to improve teachers’ quality of life. In Iran, supportive educational environments and institutional backing during teacher training are critical for retention. The relationship between teaching career acceptance and quality of life is reciprocal: a positive quality of life fosters favorable attitudes toward teaching, while challenges such as low salaries and limited resources diminish motivation. Educational policymakers must combine material and non-material supports to make teacher training more attractive. The novelty of this study lies in its structural analysis of the relationship between quality of life and career acceptance during initial teacher education using SEM. The main research question is: Does quality of life significantly relate to teaching career acceptance among student-teachers?
Theoretical Framework
Teaching Career Acceptance
Teaching career acceptance, as a key construct in educational and human resource management literature, refers to the process by which individuals choose and remain in the teaching profession for personal, social, and organizational reasons (Amobi, 2003). It overlaps with career orientation, job-person fit, and professional identity. Holland’s career choice theory emphasizes the congruence between personality type and work environment in shaping satisfaction and career choice (Bariga, Salameh, & Ayoubi, 2023). Similarly, the professional identity dynamics approach underscores the importance of early educational experiences and social interactions in fostering positive attitudes toward teaching (Zhou, Slemp, & Vella-Brodrick, 2024).
Quality of Life
Quality of life refers to an individual’s subjective evaluation of their position in life within the context of personal goals and values, encompassing both subjective and objective dimensions such as physical and mental health, autonomy, and social interactions (Arabaci & Deveci, 2022). Expectancy-Value Theory posits that individuals’ motivation to enter and remain in a profession depends on their expectations of success and the value they assign to its outcomes (Damani et al., 2021). In educational settings with favorable quality of life, the perceived value of teaching increases, leading to more stable career acceptance (Ghavami Rad et al., 2015).
Recent studies reinforce this perspective. Modarresi et al. (2025), drawing on Social Capital Theory, demonstrated that positive interactions and supportive networks in educational environments enhance teachers’ career attitudes and professional motivation. Assaf and Antoun (2024) found that job satisfaction positively correlates with quality of life and teaching acceptance among Lebanese teachers. Dotta et al. (2024), in a systematic review, identified economic conditions, external opportunities, and alternative career paths as critical determinants of teaching career choice. Garmabi and Seyedi-Niasar (2023) showed that improving livelihood conditions, in-service training, and organizational participation enhance teachers’ quality of life and career acceptance. Kashani and Shafieifar (2023) reported that positive quality of life during teacher training directly influences future professional attitudes. Mahmoudi et al. (2021) highlighted the role of financial, psychological, and educational support during training in sustaining teaching career acceptance post-graduation.
Methodology
This study was applicable research in purpose, quantitative in nature, and descriptive-correlational in design. The statistical population comprised all student-teachers at Farhangian University in East Azerbaijan Province (Allameh Tabataba’i and Al-Zahra campuses), totaling approximately 5,000 individuals. Using Krejcie and Morgan’s table, a sample size of 500 was determined and selected through simple random sampling. Data were collected using two standardized questionnaires: Richardson and Watt’s (2006) Teaching Career Choice Questionnaire, and Ainley and Bourke’s (1992) Quality of Life Questionnaire.
Findings
Structural equation modeling using PLS-SEM (Smart-PLS v3) revealed a positive and significant relationship between quality of life and teaching career acceptance. Specifically, overall satisfaction and achievement dimensions significantly predicted career acceptance, while the opportunity dimension did not exert a meaningful effect. Overall, favorable quality of life, satisfaction with living conditions, and academic success emerged as key drivers of motivation and commitment to teaching.
Conclusion
This study examined the relationship between quality of life and teaching career acceptance among student-teachers at Farhangian University. Findings confirmed that quality of life, particularly overall satisfaction and achievement, positively and significantly influences career acceptance, whereas the opportunity dimension was non-significant. These results align with prior studies of Modarresi et al. (2025); Assaf & Antoun (2024); Kashani & Shafieifar (2023); and Mahmoudi et al. (2021), underscoring the importance of satisfaction and achievement in career choice and persistence, consistent with psychological and expectancy–value theories. Within the context of Farhangian University, where employment is guaranteed, internal factors such as well-being, satisfaction, and self-efficacy outweigh external opportunities in shaping career decisions. Educational policy should therefore prioritize enhancing psychological health, supportive environments, teaching skills, and resilience among student-teachers. Ultimately, improving quality of life can strengthen acceptance and sustained commitment to teaching, fostering the preparation of capable and dedicated educators. It is recommended that Farhangian University prioritize welfare and educational programs aimed at improving students’ living conditions and mental health, thereby ensuring higher-quality instruction and long-term retention in the teaching profession. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The aim of the present study is to design a collaborative leadership model in government offices in Kerman. The research population includes 21 managers and experts in the field of collaborative leadership, faculty members, managers and experts in government offices in Kerman, selected based on purposive sampling and using the data saturation technique. The data collection tool is a semi-structured in-depth interview. Thematic analysis method was used to analyze the data. The findings of the thematic network analysis showed that 10 themes (organizers) and 26 basic themes and 86 primary codes are components and categories of collaborative leadership. The themes (organizing) were presented in the form of 10 dimensions, which are: "organizational trust, organizational justice, organizational innovation and creativity, improving commitment and job satisfaction, promoting individual and organizational performance, responsible behavior with employees, emotional and psychological support, positive feedback and individual growth, strengthening group synergy, and administrative transparency." The theory of collaborative leadership is effective in creating and developing leaders' capabilities and pays special attention to social justice and the comprehensiveness of the personality of female leaders in the organization, and through it, basic leadership knowledge in the organization can be developed.
Introduction
A study of the historical history of women's presence at the top level of organization management over recent decades shows that they have always been kept from advancement because they have held positions at lower levels of the organization that have forced them to perform repetitive tasks. Also, they often worked in staff positions and as assistants to line managers and rarely held the responsibilities of line managers (Syafri et al., 2025). Therefore, women have been less involved in line tasks in organizations, and since they have mainly worked in staff jobs, they have not been able to gain much power in organizations and interfere and influence organizational decision-making (Syafri et al., 2025). Thus, they have been assigned fewer high management levels in organizations. However, in order to survive and compete in uncertain environments, today's organizations must have more mature and sustainable human capital by creating growth, development, and equal opportunity for all human capital, including women, regardless of gender, using women's synergistic capacity, and by abandoning the traditional view and negative mentality regarding women's managerial role. This is because if there is a more supportive atmosphere in organizations regarding women's management and their organization at management levels, the level of maturity of employees' capabilities increases (Mokhtari & Rasek, 2024). The collaborative leader increases the level of maturity of employees by considering employees' needs, environmental requirements, pluralistic approaches, delegation, empowerment, multicultural, democratic, and nurturing approaches. Organizations with a collaborative or collaborative leader will have more mature employees, and this is a positive effect of increasing the presence of women at the management level that is worth considering (Ghaderi Sheikhiabadi et al., 2022). The limited opportunities and career fields for women and the difference in the rate of achievement in job positions, especially in high management levels, between women and men with similar education, indicate that our society has not created a suitable space and conditions for the active presence of women and has ignored their motivations, interests, and needs. This can also cause many problems and challenges for both working women and organizations. As a result, not paying attention to the demands and needs of employees, especially female employees in government organizations, can endanger the future of the country (Dabbaghi ​​& Esmaeili, 2024). Therefore, given the newness of the issue of participatory leadership in Iranian society, and also considering the need for women to study and work on the one hand and the importance of paying attention to their needs and motivations to maintain and improve their physical and mental health, and on the other hand, which has a major contribution to the realization of family welfare, childrearing, job efficiency, and societal progress, the present study is considered to be on the list of very important research topics for specialists (Charkhab & Gholamifar, 2024). Also, by presenting a participatory leadership model, a basis for decision-making and judgment about the performance of women working in organizations to occupy managerial positions can be provided and a major step can be taken towards improving the quality level of government organizations in the country. Therefore, in this study, the researcher seeks to answer the question: What is the participatory leadership model in government offices in Kerman city?
Theoretical Framework of
Consolidation Leadership
Consolidation is the infinitive of the word "to consolidate". and means narrowing, coming together, scarcity, and the like (Dehkhoda Vocabulary Book). Among the range of leadership theories and methods derived from them, there is a theory called consolidation leadership theory and consolidation leadership style, the experiences and characteristics of female leaders have been very effective in its formation and growth. Consolidation leadership is one of the new approaches in leadership literature that has received serious attention from researchers since the mid-2010s. This approach emphasizes the ability of the leader in the organization to simultaneously manage organizational conflicts such as control and independence, stability and change, or the intimacy and authority of women's leadership in the organization. Consolidation leadership is one of the new approaches in leadership studies that was first proposed by (Zhang et al., 2015).
Beigi Nasrabadi et al. (2025) conducted a study titled Women’s Leadership in Future Organizations. The results of this study showed that women’s leadership challenges stem from the characteristics of future organizations, such as facing difficult and contradictory expectations. Strategies were also found in two main categories: women’s leadership enabling strategies, such as a supportive structure and culture, and women’s growth strategies, including thinking big and setting big goals.
Ali Emran & Elhony (2025) conducted a study titled The Role of Inclusive Leaders in the Era of Digital Transformation. The results of this study confirmed a positive and strong relationship between the existence of inclusive leadership and the digital transformation process in universities. It also showed that the existence of regulations and laws governing digital transformation, as well as comprehensive strategic plans, will help promote this process and achieve significant successes. This research recommends increasing investment in digital infrastructure and modern technologies, increasing the technical capabilities of higher education institutions, improving the legislative and legal framework, and developing comprehensive strategic plans for digital transformation at the level of higher education institutions.
Research Methodology
The research community includes 21 managers and experts in the field of participatory leadership, faculty members, managers and experts from government departments in Kerman city, who were selected based on purposive sampling using the data saturation technique. The data collection tool is a semi-structured in-depth interview.
Research Findings
Thematic analysis was used to analyze the data. The findings of the thematic network analysis showed that 10 themes (organizers), 26 basic themes, and 86 primary codes are components and categories of participatory leadership. The themes (organizing) were presented in the form of 10 dimensions, which are: "Organizational trust, organizational justice, organizational innovation and creativity, improving commitment and job satisfaction, improving individual and organizational performance, responsible behavior with employees, emotional and psychological support, positive feedback and individual growth, strengthening group synergy, and administrative transparency." The theory of participatory leadership is effective in creating and growing leaders' capabilities and pays special attention to social justice and the comprehensiveness of the personality of female leaders in the organization, and through it, basic leadership knowledge in the organization can be developed.
Conclusion
The present study was conducted with the aim of designing a participatory leadership model in government offices in Kerman city. The results of this finding are consistent with the results of Soheili et al. (2024), Foladi & Fateh Elahi Nargese (2024), and Beigi Nasrabadi et al, (2025). In explaining and justifying this question, it can be said that future research on organizations and leadership has shown that the trends in women's role-playing are moving in a direction where in the future, women will take over the leadership of organizations and society and be introduced as leaders of the 21st century. The course of developments in women's role-playing as leaders in organizations is such that although in the past they were mainly active at the operational levels of organizations, over time they have entered the levels of supervision and middle management. In the future, along with increasing influence at middle levels, we will witness their greater activity and influence at the highest levels of organizations and business leadership, even in developing countries.
According to the results of the research, the following suggestions were made:
According to the results of the research, it is suggested that one of the most important obstacles for women to managerial positions is women's limited access to informal spaces in the organization, and that senior managers of organizations can reduce these limitations by creating new and diverse informal spaces.

Acknowledgments
The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript.
Conflicts of Interest
The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work.
Data Availability Statement
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Use Statement
The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript.
Funding
The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript.
Ethics Approval
All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract This study was conducted with the aim of identifying the dimensions and validating a model of organizational capacity‑building to enhance human resource productivity. The research adopted an applicable purpose and employed a mixed‑method design. In the qualitative phase, semi‑structured interviews were conducted with 19 academic and executive experts in the fields of organizational capacity‑building and human resource productivity, selected through purposive sampling until theoretical saturation was reached. The data obtained from these interviews were analyzed by thematic analysis, leading to the extraction of basic and organizing themes.
In the quantitative phase, the statistical population consisted of all employees of Karaj Municipality in 2024. Stratified random sampling was employed, and data were collected using a researcher‑developed questionnaire designed based on the qualitative findings. Instrument validity was assessed through internal consistency, and reliability was evaluated by Cronbach’s alpha coefficient. Data analysis was performed at both descriptive and inferential levels, including confirmatory factor analysis, by SmartPLS version 3.
The findings revealed that the organizational capacity‑building model for enhancing human resource productivity is grounded in five fundamental dimensions: individual capacity‑building, process capacity‑building, institutional capacity‑building, cultural and organizational learning capacity, and governance capacity. These dimensions encompass components such as the development of job‑related knowledge and skills, enhanced motivation and job satisfaction, innovation and continuous improvement, participatory leadership, technological infrastructure development, sustainable financing, inter‑organizational collaborations, promotion of a learning culture, strengthening ethical values and organizational trust, and alignment with legal frameworks and macro‑level policies. Overall, the results indicate that applying this model can facilitate the improvement of human resource productivity within Karaj Municipality.
Introduction
In the contemporary era, where non‑governmental institutions increasingly play a significant role in addressing social and economic challenges, organizational capacity‑building is considered an inevitable necessity. Given that more than 70% of the world’s population is influenced by non‑governmental institutions, empowering these organizations can contribute to improving the quality of life for millions of people (Molaei & Bandeali, 2020). Furthermore, in circumstances where global crises such as climate change and pandemics require rapid and effective responses, organizations with stronger capacities can emerge as key actors in addressing these challenges (Marzek, 2022).
Organizational capacity‑building refers to strengthening an institution’s capabilities and resources in order to enhance its performance and productivity. In non‑governmental organizations, this process is particularly important in improving human resource productivity. According to management theories, organizational capacity‑building enables institutions to achieve better outcomes by improving internal processes, enhancing employees’ skills, and creating a positive organizational culture. In this regard, organizations can employ effective capacity‑building strategies to improve service quality and increase their impact on society (Wang et al., 2020).
One of the major challenges in organizational capacity‑building is the shortage of financial resources. Organizations often face financial constraints that limit their ability to invest in capacity‑building initiatives and employee skill development. Reports indicate that more than 60% of such organizations are unable to implement their development programs due to insufficient financial resources. This challenge directly affects human resource productivity and leads to a decline in the quality of services provided (Flink & Chen, 2021).
Another challenge is the lack of managerial and leadership skills among organizational managers. Many institutions, due to insufficient training in management, are unable to establish effective organizational structures. This issue may result in difficulties in attracting and retaining high‑quality human resources and consequently affect the overall productivity of the organization (Jafarzadeh, 2024). Therefore, addressing these challenges and identifying effective solutions to overcome them is of great importance.
To address existing issues related to organizational capacity‑building and the improvement of human resource productivity in Karaj Municipality, comprehensive and multidimensional approaches are required. One effective strategy is the development of continuous and systematic training programs for employees to enhance their technical and managerial skills. Additionally, fostering a positive and participatory organizational culture can increase employees’ motivation and work morale. Alongside these measures, improving managerial processes and increasing transparency in decision‑making are necessary to strengthen public trust in governmental institutions. Considering these issues, the present study seeks to answer the following question: What dimensions constitute organizational capacity‑building for improving human resource productivity in the Karaj metropolitan municipality, and how valid are these dimensions?
Theoretical Framework
Capacity is a multidimensional and dynamic concept that can be examined at different levels and entities within an organization, including the individual, system, and organizational levels. Capacity can be considered both as a process and as an outcome. The concept of capacity‑building is also somewhat intangible. Theoretical information in the literature generally defines capacity‑building in broad terms and emphasizes its importance rather than providing a precise definition. However, practical insights obtained through discussions with practitioners more clearly and accurately explain the concept of capacity‑building through experiential understanding, measurement of different capacity elements, and evaluation of the effects of capacity‑building interventions.
Capacity‑building involves creating an enabling environment with appropriate policies, legal frameworks, and institutional development that includes community participation, human resource development, and the strengthening of management systems (Lafond & Watts, 2004). In general, capacity‑building refers to processes or activities that improve the ability of an individual or entity to perform tasks and achieve objectives (Lafond & Watts, 2008). For example, any activity, project, or organizational change that enhances the ability of an organizational system to produce positive outcomes can be considered a capacity‑building variable.
Capacity‑building is inherently multidimensional. Understanding it requires examining its elements, strategies, dimensions, and intervention mechanisms. Scott and Wolfe (2014) define capacity‑building along a spectrum ranging from broader to more specific interpretations. In a general sense, capacity‑building refers to any activity that enhances the ability of partners to perform their work or assist others in improving the lives of disadvantaged populations. This includes equipping organizational staff with the training necessary to effectively implement their programs (Mohammadi, 2022).
Capacity‑building also encompasses multiple levels, including the community and environmental level (empowering individuals), the organizational level (empowering non‑governmental and civil society organizations), and the network level (empowering networks that function as information and collaboration systems).
Research Methodology
This study is applicable in nature, and employs a descriptive–exploratory design, utilizing a sequential mixed‑methods approach (qualitative followed by quantitative). In the qualitative phase, the phenomenological exploration of experts’ perspectives and experiences was used to identify the dimensions and components of the research subject, ultimately leading to the development of a conceptual model. Participants in this phase consisted of 19 theoretical and practical experts selected through purposive non‑random sampling until theoretical saturation was achieved (interviews 20 and 21 yielded no new insights). The experts included university faculty members and senior officials of Karaj Municipality. Semi‑structured interviews, each lasting up to 40 minutes, were conducted to examine the dimensions, components, indicators, and the current state of capacity‑building for human resource productivity.
In the quantitative phase, all employees of Karaj Municipality involved in capacity‑building and human resource functions were targeted through stratified random sampling. Structural equation modeling was employed to determine the sample size. The data collection instrument was a 65‑item Likert‑scale questionnaire (ranging from 1 = very low importance to 5 = very high importance), developed based on the qualitative findings and divided into demographic and main sections. Validity and reliability in the qualitative phase were evaluated by Guba and Lincoln’s (1982) criteria—credibility, transferability, dependability, and confirmability—through participant feedback, auditing, and diverse expert viewpoints. In the quantitative phase, content validity was confirmed by specialists; discriminant validity was assessed by the Fornell‑Larcker criterion; convergent validity was evaluated through AVE values (> 0.5); and reliability was examined by Cronbach’s alpha.
Qualitative data analysis employed inductive content analysis with three‑stage coding (open, axial, and selective). Quantitative analysis involved descriptive and inferential statistics through SPSS, and structural equation modeling was conducted with SmartPLS at a 5% significance level.
Research Findings
The qualitative interviews reached theoretical saturation with 15 experts (7 academics and 8 managers). As a result, five main dimensions and 18 components of the organizational capacity‑building model were identified, forming a conceptual network framework.
The quantitative sample indicated that 67% of the respondents were male, 78.8% held a master’s degree, and 87.7% had more than 20 years of work experience. Discriminant validity was confirmed through the Fornell–Larcker matrix. Convergent validity was also verified, with AVE values greater than 0.5 and composite reliability (CR) exceeding AVE. Model fit indices (e.g., SRMR < 0.08 and NFI > 0.90) demonstrated an acceptable model fit.
The results of the structural equation modeling confirmed all hypothesized paths as statistically significant. The individual capacity structure—including knowledge development, motivation/job satisfaction, individual evaluation, and productivity—showed strong factor loadings, with the highest loading (0.816) related to motivation. The process capacity structure, consisting of innovation, transformational/participatory leadership, process improvement, and technological infrastructure, demonstrated factor loadings above 0.70, with leadership showing the highest loading (0.821). The institutional capacity dimension, which included formal structures, human resource policies, and inter‑organizational collaboration, had factor loadings ranging from 0.733 to 0.859, with collaboration showing the highest value. The cultural and organizational learning capacity dimension—comprising a culture of continuous learning, ethical values and trust, and productivity through culture and learning—showed factor loadings in the range of approximately 0.63. Finally, the governance capacity dimension—including legal and policy compliance, stakeholder support, and monitoring, evaluation, and learning—demonstrated factor loadings around 0.718 across its components.
Conclusion
This study confirms a five‑dimensional model of organizational capacity‑building for enhancing human resource productivity in Karaj Municipality: individual, process, institutional, cultural/organizational, and governance capacities. Together with its associated components, each dimension contributes to a comprehensive framework supported by significant structural paths and strong model fit indicators.
The findings are consistent with previous research emphasizing the importance of training (Greer et al., 2023), motivation (Jahanbaz et al., 2023), leadership (Apat & Mohapatra, 2025), human resource policies (Djazilan & Arifin, 2022), and cultural learning (Rommerskirch‑Manietta et al.). These results highlight the integrated role of multiple organizational capacities in strengthening human resource productivity within public sector institutions.
However, the study has several limitations, including the restriction of the sample to Karaj Municipality, the potential for respondent bias, and the rapidly evolving technological and managerial context. Future research could expand the model to other municipalities, employ comparative or longitudinal research designs, utilize social network analysis, and conduct cross‑cultural comparisons with other countries.
From a practical perspective, policymakers and managers should prioritize employee training programs, empowerment initiatives, technological infrastructure development, clear policy frameworks, and the promotion of a capacity‑building organizational culture in order to improve productivity and enhance the quality of public services. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The aim of the present study is to analyze the effect of behavioral patterns on the job performance of physical education teachers in Yazd province with an emphasis on the mediation of teaching professional criteria. This research was conducted using a correlational survey method. The statistical population includes all physical education teachers in Yazd province (N=405), of which 197 people were selected as a sample based on the Krejci and Morgan table. The data collection tools include the Jenkins et al. Behavioral Patterns Questionnaire (Jenkins et al., 1979), the Teachers Job Performance Questionnaire (Sari et al., 2025), and the Teachers Professional Criteria Questionnaire (Canuto et al., 2023). The face validity of the instruments was confirmed by 10 physical education management experts, and their reliability was obtained by calculating Cronbach's alpha as 0.78, 0.81, and 0.76 respectively, indicating desirable reliability. The data were analyzed using structural equation modeling in PLS software. The results showed that behavioral patterns have a positive and significant effect on job performance (β=0.42, p<0.001) and teaching profession criteria (β=0.48, p<0.001). Also, teaching profession criteria played a significant mediating role in the relationship between behavioral patterns and job performance (β=0.20, p<0.01). The findings indicate that improving teachers' behavioral patterns through teaching profession criteria can lead to improved job performance. Therefore, paying attention to the development of professional criteria and training based on teaching standards plays a key role in improving the quality of teaching and job effectiveness of physical education teachers.
Introduction
As one of the main pillars of the educational system, physical education teachers play a key role in promoting the physical, social, and mental health of students. They are not only responsible for transmitting knowledge and motor skills, but also play a role in fostering a positive attitude towards physical activity and creating an active lifestyle (Lorraine, 2023). Research has shown that the quality of teaching and educational behaviors of physical education teachers can lead to improving students' physical fitness and increasing their motivation to participate in motor activities (Méndez-Giménez et al., 2021; Zhang et al., 2023). Therefore, the role of physical education teachers goes beyond mere teaching of physical education movements and is also reflected in educational and social dimensions. In the meantime, one of the fundamental dimensions in examining the role and function of physical education teachers is their "job performance". Job performance is defined as purposeful and job-related behaviors that facilitate the achievement of educational and organizational goals (Li et al., 2024). In the field of education, teacher performance reflects the quality of teaching, the ability to manage the classroom, communicate effectively with students, and achieve educational goals (Li et al., 2025). The importance of this concept in physical education teachers is twofold, because their desired performance is effective not only in academic achievement, but also in promoting the health and motivation of students to participate in physical activities (Zhang et al., 2023). Since human capital plays an important role in sports organizations, (Razavi & Talebpour, 2018; Razavi et al., 2021), investigating the behavioral patterns of physical education teachers as an important human capital for education is important. Behavioral patterns are defined as styles and recurring patterns in educational interactions and classroom management that have a direct impact on the quality of the teaching-learning process (Korpershoek et al., 2020). Therefore, this study seeks to answer the question: What is the effect of behavioral patterns on the job performance of physical education teachers in Yazd province, with an emphasis on the mediation of teaching profession criteria?
Theoretical framework
Behavioral patterns
Behavioral patterns in the educational environment refer to the stable and observable behaviors that teachers display in their interactions with students and can be identified as recurring patterns. These patterns have their roots in behavioral learning theories and educational psychology and have been extracted through classroom observations and behavioral analyses. For example, research has shown that teachers systematically modify their behaviors according to the learning characteristics and needs of students; such as providing immediate feedback, using positive reinforcement, or creating collaborative learning opportunities (Granero-Gallegos et al., 2017).
Standards of the Teaching Profession
The standards of the teaching profession are a framework of professional standards and competencies that define the knowledge, skills, and ethical values ​​expected of a teacher. These standards are the product of a combination of learning theories, educational policies, and international documents such as the UNESCO and International Union of Education frameworks, which encompass three main areas: knowledge and understanding, professional practice, and ethical communication (Education International, 2019).
Job Performance
Teachers' job performance is a set of purposeful and job-related behaviors that facilitate the achievement of educational, training, and organizational goals. In the education literature, this concept includes dimensions such as teaching quality, classroom management, organizational commitment, job motivation, and professional satisfaction. The conceptual roots of job performance go back to human resource management theories and organizational psychology, but in education, it emphasizes educational and training aspects. A systematic review of research shows that various factors, including professional qualifications, organizational supports, intrinsic motivation, and environmental conditions can affect teacher performance (Li et al., 2025).
Li et al., (2025) examined the effect of teachers' individual characteristics, such as self-efficacy and intrinsic motivation, on their job performance. The results showed that teachers with high self-efficacy and stronger intrinsic motivation perform better in teaching and classroom management.
Dadashi & Pali (2023) studied the presentation of a structural model of job performance based on communication skills with the mediation of job involvement in teachers. The results showed that there is a relationship between communication skills and job involvement with an impact coefficient of 0.67, between communication skills and job performance with an impact coefficient of 0.79, and between job involvement and job performance with an impact coefficient of 0.76. On the other hand, communication skills were indirectly related to job performance with an impact coefficient of 0.50. In other words, job involvement played a mediating role in the relationship between communication skills and job performance.
Research Methodology
This research was conducted as a correlation and survey method. The statistical population included all physical education teachers in Yazd province (N=405), of whom 197 people were selected as a sample based on the Krejci and Morgan table. The data collection tools include the Jenkins et al. Behavioral Patterns Questionnaire (Jenkins et al., 1979), the Teachers’ Job Performance Questionnaire (Sari et al., 2025), and the Teacher Professional Criteria Questionnaire (Canuto et al., 2023). The face validity of the tools was confirmed by 10 sports management experts, and their reliability was obtained by calculating Cronbach’s alpha as 0.78, 0.81, and 0.76, respectively, indicating desirable reliability.
Research Findings
Data were analyzed using structural equation modeling in PLS software. The results showed that behavioral patterns have a positive and significant effect on job performance (β=0.42, p<0.001) and teacher professional criteria (β=0.48, p<0.001). Also, teaching professional standards played a significant mediating role in the relationship between behavioral patterns and job performance (β=0.20, p<0.01). The findings indicate that improving teachers' behavioral patterns through teaching professional standards can lead to improved job performance. Therefore, paying attention to the development of professional standards and training based on teaching standards plays a key role in improving the quality of teaching and job effectiveness of physical education teachers.
Conclusion
The present study aimed to analyze the effect of behavioral patterns on the job performance of physical education teachers in Yazd province, emphasizing the mediation of teaching professional standards. The results of this study are consistent with the results of Ovens & Philpot (2021) and Kraft et al., (2023), Li et al., (2025), Ghorbani et al., (2021), Wei (2025), and Zhang et al., (2023), who have emphasized that teachers' professional development is the path to transferring the positive effects of educational behaviors to job performance. Therefore, paying attention to professional standards as an intermediary can play a key role in increasing the effectiveness of behavioral patterns. This result can also be analyzed from the perspective of organizational learning theories.
Based on the results of the study, it is suggested that education officials in Yazd province hold special training courses to improve teachers' behavioral patterns and, at the same time, strengthen their professional skills and provide a basis for improving their job performance. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract Abstract The aim of the present study is to model organizational justice and job satisfaction with the mediating role of organizational indifference (case study: General Directorate of Education of Semnan Province). The research method is applicable in terms of its purpose and is quantitative and descriptive-correlational in terms of its implementation method. The statistical population of the study includes 607 employees of the General Directorate of Education of Semnan Province, 242 of whom were selected using the Cochran formula and a multi-stage and stratified proportional sampling method. A standard questionnaire was used to collect data. Data analysis was performed using SPSS software and structural equations. The results of this study showed that the direct effect of organizational justice and job satisfaction is 0.34. Also, the indirect effect of the organizational justice and job satisfaction variable with the effect of the mediating variable of organizational indifference is 0.062. Furthermore, the path coefficient between the two variables of organizational justice and job satisfaction is 0.34; in other words, a degree change in organizational justice caused an increase of 0.34 degrees in job satisfaction. Also, the path coefficient between organizational justice and organizational difference is -0.39, which showed the negative effect of the organizational justice variable on organizational indifference; in other words, a degree change in organizational justice caused a decrease of 0.39 degrees in organizational indifference. This means that organizational justice has an inverse relationship with organizational indifference. Extended abstract Introduction Many different factors in organizations lead to the formation of employees' attitudes towards the organization. Although some of the related factors are positive, some are negative. The fact that employees think that they are treated unfairly in organizational practices and the decrease in perceived organizational support may lead to a pessimistic attitude towards the organization, which has a detrimental effect on the success of the organization. The traditional view of an ideal workplace is an organization with a climate of justice and a supportive environment (Rahman & Karim, 2022). Therefore, studying occupational behavior is one of the most difficult and complex tasks due to the multiplicity and overlap of variables that affect human behavior, interrelationships, and the instability of these variables. In addition, predicting human behavior in organizations is not easy. It is unpredictable because it results from an attempt to meet the multiple needs of different people. Undoubtedly, human behavior can be understood to some extent within the framework of behavioral principles and concepts (Abd & Behadili, 2019). The results of recent studies show that organizations need to improve their efficiency. In this regard, it is believed that a constructive, advanced, and sustainable culture is the foundation for improving the efficiency of organizations (Olan et al, 2019). Job satisfaction is a concept that has been widely studied in organizational behavior research, and is usually defined as an affective variable obtained from the evaluation of an individual’s work experience (Fritzsche & Parrish, 2005). In fact, job satisfaction is related to the mental state or feelings of employees about the nature of their work. Job satisfaction refers to an individual’s emotional approach to their current position in the organization and the company (Valaei & Jiroudi, 2016). Adams & Freedman (1976) state that when individuals’ inputs are less than those of similar individuals in the organization who perform similar work or when the services they provide are not compensated by the organization, individuals experience job dissatisfaction or deficiency (Yuen et al, 2018). It is time to abandon the hypothesis that knowing organizational intelligence is the only way to organizational success (Alvesson & Spicer, 2017). In fact, knowledge has a dark side that grows with it and causes dissatisfaction and frustration in the organization (Paulson, 2017). Researchers have named this dark side organizational apathy (Albrecht, 2003; Alvesson & Spicer; Paulson, 2017). Organizational apathy is defined as the lack of reflection, substantive reasoning, and justification in organizations. This causes employees to deny the use of intellectual resources outside of limited and safe conditions. The operating system creates a sense of certainty that makes organizations work properly, and leads to saving the organization and its members from the friction caused by doubt and reflection (Alvesson & Spicer, 2017). Considering the importance of organizational justice and consequently job satisfaction and its key role in individuals' performance in their jobs, we seek to answer the question: how to model organizational justice and job satisfaction with the mediating role of organizational indifference (case study: Semnan Province General Directorate of Education)? Theoretical Framework Organizational Justice Transactional justice encompasses aspects of the communication process such as politeness, honesty, and respect between the source and the recipient. It refers to the perceived fairness of the supervisor's interpersonal behavior. These perceptions of justice are implicitly linked to diversity and difference in work outcomes such as social capital and organizational health (Amrolahi Biuki et al, 2017). Organizational Apathy With the beginning of the third millennium, the role of human resources has become more prominent day by day, and is now considered one of the important factors in achieving success and sustainable competitive advantage in the organization. One of the main concerns of managers is to motivate employees as strategic assets of the organization. According to Stallard (2010), recent research shows that ninety percent of employees are either not motivated or have no desire, or their behavior is not in line with the goals of the organization. One of the main causes is apathy. Regarding the phenomenon of organizational apathy, various definitions have been provided by experts. Although these definitions refer to different points to some extent, they generally define a certain situation with a set of specific consequences as organizational apathy (Shekari et al, 2016). Job Satisfaction Job satisfaction indicates the extent to which people are satisfied with their job and like it. Some people enjoy their work and consider it the main focus of their lives; while some hate their work and do it only because they have to (Izadian Sheyjani & sadoughi, 2022). In their study titled Analyzing the Effect of Organizational Justice on Employee Commitment: Job Satisfaction as a Key Mediator, Sheikh et al, (2024) concluded that how seafarers' perceptions of equity and fairness in resource distribution, management policies and procedures, and the quality of interpersonal behavior affect job satisfaction and, in turn, their commitment to their employing organizations. In their study titled Investigating the Relationship between Organizational Justice and Employee Job Satisfaction with Emphasis on Knowledge Management, Sheki & Alizadeh (2024) concluded that there is a positive and significant relationship between the three variables of justice, job satisfaction, and knowledge management; and that organizational justice is able to predict job satisfaction. Research Methodology The research method is applicable in terms of its purpose and is quantitative and descriptive-correlational in terms of its implementation method. The statistical population of the study includes 607 employees of the General Directorate of Education of Semnan Province, 242 of whom were selected using the Cochran formula and a multi-stage and stratified proportional sampling method. A standard questionnaire was used to collect data. Research findings Data analysis was performed using SPSS software and structural equations. The results of this study showed that the direct effect of organizational justice and job satisfaction is 0.34. Also, the indirect effect of the organizational justice and job satisfaction variable with the effect of the mediating variable of organizational indifference is 0.062. Furthermore, the path coefficient between the two variables of organizational justice and job satisfaction is 0.34; in other words, a degree change in organizational justice caused an increase of 0.34 degrees in job satisfaction. Also, the path coefficient between organizational justice and organizational difference is -0.39, which showed the negative effect of the organizational justice variable on organizational indifference; in other words, a degree change in organizational justice caused a decrease of 0.39 degrees in organizational indifference. This means that organizational justice has an inverse relationship with organizational indifference. Conclusion The present study was conducted with the aim of modeling organizational justice and job satisfaction with the mediating role of organizational indifference (case study: General Directorate of Education of Semnan Province). The findings of the present study are consistent with the findings of Sheikh et al, (2024), Sheki & Alizadeh (2024), Banihashemi et al, (2024), Darvishi & Ashrafi (2024), Zahed Babelan & Ahmadi (2022), Izadian Sheyjani & sadoughi (2022), Mehrban (2021), Jafari (2021), and Andam & Taheri (2020). In their study titled Investigating the Relationship between Organizational Justice and Employee Job Satisfaction with Emphasis on Knowledge Management, Sheki & Alizadeh (2024) concluded that there is a positive and significant relationship between the three variables of justice, job satisfaction, and knowledge management; and that organizational justice is able to predict job satisfaction. It is suggested that education officials should provide organizational justice by considering the following components: Judgment should be based on evidence, which means that standards should be precise, data should be collected, and decisions should be based on this formal process.

Abstract Extended Abstract
Abstract
The purpose of this study is to develop a job satisfaction model based on job empowerment and professional competence. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high school teachers in Rasht. 263 people were selected as a statistical sample by simple random sampling. The Minnesota Job Satisfaction, Job Competence Questionnaire of Mollainejad (2012), and Job Empowerment Questionnaire of Spritzer (1995) were used to collect data. Their validity was confirmed by academic experts, and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used with Lisrel statistical software and SPSS statistical software. The findings showed that there is a positive and significant relationship between teachers' professional competence with their empowerment and job satisfaction. Teachers' job empowerment has a positive and significant relationship with their job satisfaction. Job empowerment has a mediating role in the relationship between teachers' professional competence and their job satisfaction. The research results indicate that the cognitive competency component has the greatest power in relation to empowerment and job satisfaction.
Introduction
Education has long played a key role in the survival of human societies; therefore, teachers as human resources and implementers of educational programs are considered as its basic element, and their performance has a major impact on the success of this institution (Kamali et al, 2020). One of the main tasks of educational systems in any country is to transfer the cultural heritage of the community, cultivate the talents of the graduates and prepare them for active participation in the community. Therefore, it is necessary to train people in order to take charge of various affairs. The academic success and performance of the graduates of any society shows the success of the educational system in the field of goal setting and attention to meeting individual needs. Academic performance is progress in the practice of education, and the components and stages that cause this progress are also considered (Vafaei, 2019). The first step towards achieving a successful teaching staff is to understand the factors that affect the quality of their activities (Hanna et al, 2017). One of these factors is teachers' job satisfaction; because there is a direct relationship between job satisfaction of individuals and their performance, and those who are satisfied, do their job better (Tavakoli et al, 2015). Therefore, it is necessary for the educational system to pay more attention to the issue of job satisfaction of teachers. Being a teacher, among different occupations of a society, is one of the most important; and teachers, because of their direct educational and disciplinary effects on the family's offsprings, play an irreplaceable role in the future generations of any society (Behjat et al, 2016; From Mohammadi, 2007). Teacher empowerment also affects their job satisfaction. Kanungo (1988) defines empowerment as a process to strengthen the sense of self-efficacy among members of the organization. Scientists such as Thomas & Velthouse (1990) believe that competence has a multifaceted nature and its nature cannot be achieved by a single concept. In addition, teachers have a lot of talent, motivation and latent force, and the emergence of these potential forces is achieved according to the teacher empowerment strategy, and ultimately leads to the growth and promotion of schools (Molla Zadeh, 2018).
According to the above, the main issue of the research is whether there is a significant relationship between professional competence and job satisfaction, considering the mediating role of job empowerment of high school teachers in Rasht in the academic year 2021-2022.
Theoretical framework
Job satisfaction as a complicated and multidimensional concept is one of the important factors of job success and increasing efficiency. Job satisfaction due to predicting organizational behaviors plays an important role in the study and management of human behaviors. Job satisfaction increases productivity, organizational commitment, physical and mental health and work ethic (Dodange et al, 2016).
Empowerment allows people to share their knowledge, increase their role in promoting creativity in the workplace, and look for creative ways to correct mistakes and repeat work processes. Teacher empowerment has a different scope from the empowerment of other participants in the educational environment or staff working outside the education sector, and is defined according to their ability to participate in decision-making processes related to inclusive school learning and teaching (Asivand, 2018).
Proficiency, semantically, usually refers to being appropriate for the purpose, competency, sufficient, or qualificated in the true sense, acceptable, and rejected, sufficiently prepared to enter a particular profession, and Directly related to specialized certificate or approvement in that profession. The International Association of Standards of Internship, Performance and Training considers competency to be an integrated set of skills, knowledge and attitudes that enables an individual to effectively perform the activities of a particular profession or to live up to the expected standards of that profession (Karimi, 2013).
Sepahbod & Montazeri Najafabadi (2021), conducted a study entitled "The effect of sense of competence on the path of job satisfaction with the mediating role of job burnout and relative deprivation (Case study: selected government offices in Najafabad)." The results showed that the sense of competence higher than the organizational position in employees leads to a decrease in job satisfaction in the organization.
Orgambídez & Almeida (2020), conducted a study entitled "Study of the relationship between structural empowerment and job satisfaction through the mediating effect of role stress and professional competence: a cross-sectional questionnaire study". The results showed that there is a significant relationship between structural empowerment, role stress and professional competence with job satisfaction.
Methodology
The research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high school teachers in Rasht. 263 people were selected based on Krejcie and Morgan table and simple random sampling method as the sample size. To collect data related to Minnesota Job Satisfaction Questionnaire (MSQ) and Professional Competence Variable, Mollaei Nezhad Questionnaire (2012) and Job Competence Variable were used by Spreitzer (1995).
Discussion and Results
In order to test the research hypothesis and analyze the data, the structural equation technique was used with Lisrel statistical software and Spss statistical software. The results showed that the mean root index of approximate squares equal to (0.018) of the model has a good fit. Other goodness-of-fit indicators have been in the range of acceptance, and the results showed that there is a positive and significant relationship between professional competence and teachers 'job empowerment. There is a positive and significant relationship between job empowerment and teachers' job satisfaction; and between professional competence and job satisfaction; and between professional competence and job satisfaction with the mediating role of job empowerment.
Conclusion
The present study was conducted to investigate the development of job satisfaction model based on job empowerment and professional competence. The findings of this hypothesis are consistent with the results of the findings of Jiraro et al, (2014); Zendedel (2016); Abdollahi et al, (2014); Orgambídez & Almeida (2020); and Hamidi Zadeh & Bramon (2011); Teachers learn the skills needed to teach and try to develop their abilities within their scope of work. They pursue their career outcomes in line with the higher goals of the education system (zarebin, 2020). Their job responsibilities are very clear and it is important for them to judge how students perform in the education system (Rajabpour et al, 2019). Teachers with high job ability manage their cognitive and behavioral characteristics based on individual controls, and how well they function in the education system is very important to them (Bisung & Dickin, 2019). Teachers who are well-qualified in the teaching process will have sufficient skills in using teaching methods appropriate to the subject matter. Such people have up-to-date and desirable information on how to produce and organize thematic knowledge (Khoshravian, 2016). They are constantly trying to be useful in challenging themselves and their colleagues and examining their job abilities. Teachers' job performance is a topic that is constantly analyzed by school principals (Dibai Saber, 2016). Such people have the ability to analyze content and critique and its skills. They can develop this ability in teachers, and this power of content analysis can be valuable in attracting teachers to professional activities (Blömeke & Kaiser, 2020).
The development of teachers' professional competencies should be considered as a process that starts from the pre-service period and covers the entire teaching profession. This proposal should be systematically designed, supported, budgeted for, and considered for teacher promotion. Teachers should have access to the necessary information about how to teach properly as well as school work policies. They need to be more clarified and aware of the goals of the education departments, which are clearly defined, and to know what an important role their work plays in achieving the goals of the schools and the education system. On the other hand, the teachers, by providing opportunities for selection, making decision and internal control and the use of challenging, diverse and enjoyable assignments with emphasis on different dimensions of academic participation (behavioral, emotional, and cognitive factors) play an important role in creating useful understanding and increasing interest; and students can have motivation and educational participation. Accordingly, it is suggested that teachers in the educational process pay attention to the dimensions of students' academic participation in their work priority. Finally, the formation of training workshops for teachers in relation to familiarity with solutions makes them have more understanding of their competencies.

Abstract The aim of this study was to determine the relationship between professional ethics of university professors and their job satisfaction and self-efficacy beliefs. This study was a correlational study. The statistical population of this study included all full-time faculty members of the Islamic Azad University, Karaj Branch in the academic year 2018-2019, 120 individuals. Based on Morgan table, a sample of 92 persons was determined and selected by available sampling method. Data collection tools were Riggs & Knight (1994) General Self-Efficacy Scale, Cadozier Professional Ethics Scale (2002), and Job Satisfaction Questionnaire by Abu Bakr et al. (2017). Data analysis using Pearson correlation coefficient method showed that there is a relationship between professional ethics of university professors and their job satisfaction and self-efficacy beliefs (P <0.05). There is also a relationship between the dimensions of professional ethics of university professors with their job satisfaction and self-efficacy beliefs (P <0.05). Based on these findings, it is advisable to the professors to use their efforts to establish an ethical job environment in order to develop their abilities and achieve job satisfaction.

Abstract The aim of this study was to determine the role of E-learning in the quality of job career and job satisfaction of employees of Islamic Azad University, Tehran Province Branch. The study method was descriptive-correlation. The statistical population of the present study was the staff of the Islamic Azad University of Tehran Province Branch, 1200 individuals. According to Krejcie and Morgan, 290 individuals were selected by means of simple random sampling method. Data collection tools were Mahdavi E-Learning Questionnaire (2012), Walton Quality of job career quality Questionnaire (1973) and Minnesota Job Satisfaction Questionnaire. Data analysis by means of stepwise regression method showed that E -learning plays a role in the quality of job career (P <0.05) and the best predictor for fair and adequate payment components, providing opportunities for growth and permanent security, social dependence of job career, overall space of life, social integration and cohesion in the organization, and the development of human capabilities. E-learning also plays a role in employee's job satisfaction (P <0.05) and is the best predictor for components of leadership method and physical conditions. Therefore, it is suggested to use this type of training in formulating training and strategic plans of organizations.